Date of Submission


Document Type



Doctor of Education




competency-based education (CBE), learner’s voice, systems theory, authentic leadership, equity, social justice


Due to its emphasis on skill development and alignment with workforce demands, competency-based education (CBE) has garnered considerable attention in recent years. My organizational improvement plan (OIP) focuses on the potential benefits of incorporating learners’ voices into CBE in Canadian medical education and proposes a corresponding implementation framework. The traditional CBE model often lacks a critical component: the learner’s voice. My OIP reviews the literature and outlines its theoretical underpinnings (e.g., systems theory, adult education theory) within the scope of authentic leadership. The findings suggest incorporating learners’ voices into CBE to boost engagement, motivation, and agency. In response to such efforts, learners have reported feeling more connected to the learning process. Instructors have also reported that incorporating learners’ voices into their educational pedagogy helped them to tailor their instruction to learners’ needs. The proposed framework features four components: 1) listening to learners’ needs and concerns; 2) involving learners in the design of learning outcomes; 3) using learners’ feedback to adapt instruction; and 4) empowering learners to take ownership of their learning. This study highlights the importance of including learners’ voices in CBE to promote learner-centredness and enhance learning outcomes. The proposed framework offers a practical guide for CBE instructors to incorporate learners’ voices into their instruction. Most importantly, this study contributes to the ongoing discussion on improving CBE and creating more equitable and effective learning environments for all learners.