Evidence map›Paper›PMID 42825173›Full record

ArticlePerspectives on medical education2026

No Environment, No Education: Honoring the Clinical Learning Environment as the Engine of Competency-Based Education - A Call to Action.

Eusang Ahn, Kelly J Caverzagie, Arvin Damodaran, Soeren Huwendiek, Kimberly Lomis, Adrian P Marty, David A Turner, Teri Turner, Adelle Atkinson, As members of the International Competency-Based Health Professions Educators Collaborative

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Perspectives on medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

10 authors.

Eusang AhnDepartment of Emergency Medicine, University of Ottawa, Ottawa, Canada.ORCID https://orcid.org/0000-0002-7725-7491
Kelly J CaverzagieOregon Health & Science University, Portland, USA.ORCID https://orcid.org/0000-0001-8363-8111
Arvin DamodaranSchool of Clinical Medicine, University of New South Wales, Sydney, Australia.ORCID https://orcid.org/0000-0002-5067-9483
Soeren HuwendiekDepartment for Assessment & Evaluation, Institute for Medical Education, University of Bern, Bern, Switzerland.ORCID https://orcid.org/0000-0001-6116-9633
Kimberly LomisMedical Education Innovations, American Medical Association, Chicago, USA.ORCID https://orcid.org/0000-0002-3504-6776
Adrian P MartyDepartment of Anesthesiology, Intensive Care Medicine and Pain Therapy, University Hospital Balgrist, Zurich, Switzerland.ORCID https://orcid.org/0000-0003-3452-9730
David A TurnerInnovation and Competency-Based Education, American Board of Pediatrics, Chicago, USA.ORCID https://orcid.org/0000-0002-0957-1382
Teri TurnerBaylor College of Medicine, Houston, USA.ORCID https://orcid.org/0000-0002-4560-5447
Adelle AtkinsonDepartment of Paediatrics, University of Toronto, Toronto, Canada.ORCID https://orcid.org/0000-0002-7604-5964
As members of the International Competency-Based Health Professions Educators Collaborative

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Competency-Based Health Professions Education (CBHPE) has transformed health professions training by emphasizing demonstrated competence over time-based progression. Yet the clinical learning environment (CLE), the social, cultural, and organizational ecosystem in which learning occurs, has not evolved in parallel. Persistent hierarchies, workload pressures, and inadequate faculty development limit CBHPE's full potential. Thus, the authors sought to identify priorities for CLE reform. A structured consensus process was conducted at the International Competency-Based Education Collaborators Summit in February 2025, where interdisciplinary health professions educators identified CLE reform priorities. Findings were refined through virtual meetings over three months. Five interdependent priorities were identified as essential for transforming the CLE:

Indexed as

Competency-Based EducationAcademiaClinical CompetenceHumansLearningPsychological Safety

Identifiers

PMID42825173
PMCPMC13629532

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.