| Learners (Students/Residents) | Tuition and fees and financial burden [14, 15] Time and effort in self-directed learning [41, 44, 64] Engagement in feedback, coaching, and assessment processes [50, 51, 62] Consistent participation in program activities [52, 53, 64, 66] Emotional labor, vulnerability in performance-based systems [43, 45] Growth mindset (openness to feedback) [40, 41] Adaptation to identity shifts and new expectations in CBHPE [20]
| More personalized and developmentally appropriate learning pathways [1, 2, 30] Anticipated clearer expectations and progression toward competence [30] Improved readiness for practice and transition to responsibility [18, 25, 39, 67] Potential for more efficient progression and earlier entry into practice roles [67] Reduced need for remediation and course repetition [62, 63, 64] Improved well-being and work/life balance [43, 45] More frequent and meaningful feedback and coaching [52, 60, 66, 81] Enhanced adaptive expertise for lifelong learning [40, 41]
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| Faculty (Academic & Clinical) | Time for direct observation, feedback, and coaching [56, 61, 64] Participation in faculty development and calibration programs [59, 60, 82] Mentorship and longitudinal learner support [17, 66] Engagement in curriculum design [54, 55] Potential trade-offs with clinical productivity [19, 68] Emotional and cognitive labor associated with coaching roles [62, 81] Adapting to evolving roles and identity shifts required by CBHPE [20]
| Improved teaching quality and more consistent assessment practices [58, 62, 63, 81] Stronger relationships with learners and enhanced mentorship roles [66] Anticipated clearer alignment between teaching and learner outcomes [30, 63] Enhanced career advancement, promotion, and recognition [25, 59, 68] Opportunities for scholarly work, mentorship, and educational leadership [17, 19] Professional development and training aligned with CBHPE frameworks [60, 66] Potential for improved patient care quality through supervised learner involvement [18] Increased professional satisfaction from meaningful educational roles [16, 17, 59, 60]
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| Program/Institutions (Educational Leaders) | Investment in assessment systems and data infrastructure [19, 52, 53, 73] Faculty development programs and protected faculty time [19, 59, 60, 66] Hiring and retaining qualified educational and administrative staff [19] Strategic planning, policy development, and change management [10, 11] Opportunity cost associated with reallocating resources from legacy systems [27, 28]
| Improved program quality, alignment, and accountability [18, 38, 39] Potential for stronger accreditation outcomes and regulatory compliance [10, 11, 30, 83] Reduced remediation, delayed progression, and dropout rate [24, 52, 56, 63, 67] Potential for enhanced institutional reputation and prestige due to improved learner outcomes [1, 2, 6] More efficient and safer clinical learning environments [16, 43, 63, 64] Anticipated improved patient care outcomes, including safety at the local level, leading to community trust [31, 35] Long-term financial sustainability [19, 27, 28] Increased ability to attract high-quality faculty, staff, and learners [19, 59]
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| Governments & Funders | Financial investment in education and training systems [27, 28] Policy development and funding alignment [12, 26] Investment in research, evaluation, and innovation initiatives [27, 28] Strengthening accreditation, oversight, and quality assurance mechanisms [84, 85] Opportunity cost associated with reallocating resources from legacy systems [19, 27, 28] Support for rural rotation programs, loan repayment, and targeted specialty funding [26, 71, 86, 87]
| Potential for improved population health outcomes [26, 31, 33, 88] More efficient and reliable workforce pipeline [46, 47, 48, 89, 90] Measurable return on public investment [27, 28] Better workforce alignment with societal needs (e.g., rural, primary care, shortages) [26, 46, 47, 48, 86, 89, 91] Increased public trust and accountability [21, 84, 85] Strengthened health system resilience and capability [46, 47, 48, 88] Anticipated long-term health system sustainability and improved patient outcomes [31, 32, 33, 88] Enhanced return on public investment in education and health care [27, 28]
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| Clinical Employers/Preceptors | Time and resources for supervision, direct observation, and evaluation [52, 63, 64] Participation in workplace-based assessments and feedback cycle [62, 81] Investment in onboarding and training programs [92] Shifting training to account for contextual variability within systems [18, 80] Protected time for onboarding, coaching, and evaluation [58] Opportunity cost associated with reduced short-term productivity while supporting trainees [18, 68]
| More practice-ready graduates who require reduced onboarding and supervision [18, 38, 39, 52, 56, 63, 93, 94] Increased workforce efficiency and reduced variability in performance [18, 38, 64] Improved team integration and communication [18] Improved patient safety and quality of care [35, 52, 63] Strengthened pipeline of future employees with increased retention and satisfaction [95]
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| Accreditors/Regulators | Development, refinement, and enforcement of competency frameworks [96, 97] Adaptation of current accreditation and regulation standards to reflect CBHPE [96, 97, 98] Program evaluation and site visit [96, 97] Data collection and analysis of learner performance and program data [52, 53, 96] Supporting continuous quality improvement initiatives [44, 52, 96] Investing in digital infrastructure for monitoring and reporting [52, 53, 96] Training reviewers and regulatory staff in CBHPE-aligned evaluation [96, 97]
| Opportunity for improved accountability and comparability of outcomes [30, 96, 103] Enhanced public confidence in educational and health systems [96, 97] Fidelity to national/global frameworks [30, 96] Clearer evidence for fidelity and accountability in training [52, 96] More efficient quality assurance and regulatory oversight [96, 97] Potential for earlier identification of competence concerns which may influence downstream remediation, disciplinary actions, or quality concerns. [44, 52, 96, 97, 98] Fewer unsafe practitioners entering the workforce [35, 96]
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| Patients & Communities | Time and engagement in teaching and feedback roles [12, 31, 32, 33] Engaging in community health initiatives [12, 26] Advocacy for quality, accountability, and equity in local health systems [12, 21, 33] Participation in public forums or patient advisory councils [12, 74] Sharing lived experiences to guide curricular and assessment design [12, 74]
| Improved safety, quality and equity of care [31, 32, 33, 34, 35, 36] More patient-centered and culturally responsive care [31, 33, 34, 35, 36, 37] Increased trust in healthcare systems and practitioners [21, 84] Better alignment of care with community needs [12, 31, 33] Community influence on training priorities and communication skills [12, 74] Empowered patients who are active partners in care improvement [33]
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| Professional Organizations | Advocacy and policy development at regional, national, or global levels [26] Creation of guidelines, best practices, and supportive resources [99] Support for continuing education, training, and innovation grants [85] Investment in research, best practices, and innovation [77] Developing and updating competency frameworks, entrustable professional activities (EPAs), and standards [30] Convening interest holders across disciplines for consensus building [100] Supporting registries, portfolios, and data systems for outcomes tracking [101]
| Advancement of national and global standards of care [102] Strengthened professional identity and relevance [21] Enhanced reputation and public trust in the profession [84] Alignment with the evolving scope of practice and workforce needs across disciplines [18, 46, 47, 48] Influence over policy, regulation, and professional norms [26] Increased member engagement, satisfaction, and retention [99] Ability to guide curricular standards, EPAs, and competency frameworks [30] Opportunity for expanded impact on patient outcomes through improved workforce readiness [104]
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