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Moving From the Apprenticeship Model to Competency-Based Education

Andrew G. Lee, MD

Arch Ophthalmol. 2008;126(9):1290-1291.

	Since this article does not have an abstract, we have provided the first 150 words of the full text and any section headings.

Historically, graduate medical education in the United States has relied heavily on the apprenticeship model (ie, "see one, do one, teach one"). In this apprenticeship model, the "apprentice" (ie, the resident or fellow) serves under the guidance of an experienced faculty master. The model unfortunately has significant limitations that have driven calls for transformation to a more competency-based model of education. The transition will ideally better align the training program's objective of achieving individual resident competency with the parallel but overarching goals of aggregate, programmatic, and systemwide improvements in health care. The challenge for academic ophthalmology during this shift from the apprenticeship model to a competency-based model of education is the development and testing of tools to both teach and assess these new competencies. This is an exciting but daunting task that will require effort to move from tests of knowledge and recall alone (ie, "know . . . [Full Text of this Article]

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