Fixing disconnects: Exploring the emergence of principled adaptations in a competency‐based curriculum

Abstract Purpose: Competency‐based medical education (CBME) promises to improve medical education through curricular reforms to support learner development. This intention may be at risk in the case of a Canadian approach to CBME called Competence by Design (CBD), since there have been negative impacts on residents. According to Joseph Schwab, teachers, learners and milieu must be included in the process of curriculum‐making to prevent misalignments between intended values and practice. This study considered what can be learned from the process