A pressing imperative in health professions education: Rethinking competency assessment in competency-based education

<ns3:p>Competency frameworks like CanMEDS, ACGME and the Scottish Doctor model aim to promote holistic health professions education by integrating knowledge, communication and professionalism. However, despite the adoption of various competency frameworks globally, emphasising the integration of technical skills, theoretical knowledge and professional behaviors, many assessments still focus on discrete knowledge and isolated skills, overlooking the integration and application necessary for effective practice in dynamic clinical environments. This growing gap between evolving, multidimensional models of competence and the static nature of many current evaluation practices undermines the validity of learner appraisal. Traditional assessments often focus on knowledge recall and isolated tasks, failing to reflect real-time workplace-based clinical proficiency. Innovative digital tools such as e-PMP and me-OSCE offer more authentic, performance-based evaluations that mirror the complexity of clinical practice. Bridging this divide requires a cultural shift to prioritise context-rich, performance-based assessment methods aligned with contemporary competency frameworks, a transformation poised to enhance evaluation accuracy, deepen learning and ultimately improve patient care. This article highlights the need for development of innovative, integrated, evidence-based assessment strategies and corresponding sustainable, system-wide institutional changes to ensure evaluations truly reflect the complexities of modern healthcare practice and align with the dynamic demands of patient-centered, socially accountable care; similarly value critical thinking, adaptability and professionalism.</ns3:p>