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Journal of Medical Education

Abstract

Purpose: Specialty-specifi c milestone project for competency-based medical education (CBME) has been implemented worldwide. Although global standards are often applied universally, medical education is context-dependent and is a construct within a sociocultural context. This study addresses a contextualizing model for developing milestones in a specialty’s residency training in a non-western country. Methods: Taiwan Society of Emergency Medicine undertook a CBME milestone project based on ACGME Emergency Medicine (EM) Milestone Project through series of consensus methods including taskforce formation (the Task Force of EM Model and Milestone, TEMM), nominal group technique, and modified Delphi method from 2013 to 2014. Results: Twenty-three subcompetencies and 227 milestones were initially formulated by TEMM. Through the nominal group technique process, 23 subcompetencies and 228 milestones were proposed for modified Delphi method process. Finally, 23 subcompetencies and 225 milestones were constructed as Taiwan EM Milestones. Conclusion: Contextualization is crucial in transforming the general framework into practice. Our study serves as a model for non-western countries which plan to implement CBME and milestone project in their specialties and sociocultural contexts.

First Page

73

Last Page

80

DOI

10.6145/jme201708

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