The past five years have seen an acceleration in the development of competencies in different health professional fields, including medicine, nursing, midwifery, and public health. Many of these efforts have been driven by the professional organizations themselves, in an attempt to define expected knowledge, skills and behaviors of graduate practitioners. While making important contributions, many fall short of a fully implemented CBE model often because of a focus on learning objectives that do not align with how a true competency is defined. .
