scholarly journals Teaching and learning in competency-based education courses and programs: faculty and student perspectives

2016 ◽  
Vol 1 (1) ◽  
pp. 42-47 ◽  
Author(s):  
T.S.M. Rainwater
Keyword(s):  
Teaching And Learning ◽  
Student Perspectives ◽  
Competency Based Education ◽  
Competency Based ◽  
Education Courses

Designing and Developing Competency-Based Education Courses Using Standards

2017 ◽  
pp. 232-249 ◽  
Author(s):  
Nancy B. Hastings ◽  
Karen L. Rasmussen
Keyword(s):  
Learning Environments ◽  
High Quality ◽  
Competency Based Education ◽  
Policies And Procedures ◽  
Quality Product ◽  
Competency Based ◽  
Micro Level ◽  
Quality Learning ◽  
Education Courses ◽  
High Quality Product

Standards provide designers and developers of competency-based education courses and programs with a structure and framework that serve as a way to create quality learning environments that align objectives, instruction, and assessments. At the micro-level, standards facilitate direction of the structure, format, and content of a competency-based course that ensures a high-quality product. At the macro-level, standards help institutional administrators and faculty make good, informed decisions about program policies and procedures.

scholarly journals Faculty Views of Online Competency-Based Education, Self-Efficacy, and Institutional Support

2021 ◽  
Author(s):  
Christopher Russell Prokes
Keyword(s):  
Self Efficacy ◽  
Teaching And Learning ◽  
Traditional Education ◽  
College Campuses ◽  
Credit Hours ◽  
Competency Based Education ◽  
Mastery Experiences ◽  
Competency Based ◽  
Support Mechanisms ◽  
Seat Time

Competency-based education (CBE) is essentially an online approach to teaching and learning featuring flexible pacing, robust competencies, and an emphasis on student completion. CBE’s differs from traditional education that focuses on seat time, credit hours, and academic objectives. Though CBE has existed on college campuses in many forms, faculty are often inexperienced in teaching CBE. Facing growing demands for CBE (notably from non-traditional students), institutions must find ways to prepare faculty to take part in CBE. This mixed methods study explored faculty views of CBE, their self-efficacy, and beliefs about support mechanisms needed for those teaching and delivering CBE. Findings suggest faculty have mixed views of CBE, generally high self-efficacy due to the importance of mastery experiences, and believe in the importance of specific learning opportunities in an environment built on collaboration to ensure CBE faculty are supported and can thrive. Findings can inform current and future CBE practicing institutions to ensure faculty are trained and capable in an environment of collaboration.

scholarly journals Dispatches from the front: emergency medicine teachers' perceptions of competency-based education

CJEM ◽  
2011 ◽  
Vol 13 (03) ◽  
pp. 155-161 ◽  
Author(s):  
Glen Bandiera ◽  
David Lendrum
Keyword(s):  
Focus Group ◽  
Focus Groups ◽  
Teaching And Learning ◽  
Health Science ◽  
Focus Group Study ◽  
Qualitative Researcher ◽  
Teachers Perceptions ◽  
Competency Based Education ◽  
Health Advocate ◽  
Competency Based

ABSTRACTObjectives:Controversy exists regarding the applicability of competency-based education during clinical rotations in emergencymedicine (EM). Little has been written about the perceptions of front-line teachers regarding one such competencybased education paradigm, the CanMEDS framework. We undertook to determine 1) what perceptions exist among frontline teachers at two academic health science emergency departments (EDs) regarding the use of the CanMEDS roles to frame what residents should learn on ED rotations and 2) how those same teachers envision practically incorporating the CanMEDS roles into feedback provided to residents.Methods:Teachers at two sites volunteered for a semistructured focus group study. Focus groups were moderated by an experienced qualitative researcher, and verbatim transcriptions were coded by two independent reviewers. The codes were merged into final themes. The final focus group was used to further explore issues raised and test assumptions made in the preceding groups.Results:In five focus groups involving 21 participants, the Medical Expert and Professional roles were seen as most relevant to an EM rotation, whereas the Health Advocate, Manager, Scholar, and Collaborator roles were least relevant. On further exploration, however, faculty identified highly relevant components of each role that they could envision teaching in an ED. Participants also felt that the framework helped highlight the breadth of physician competencies and provided structure for teaching and feedback.Conclusions:EM faculty find the CanMEDS framework helpful for structuring teaching and learning and that many elements of the roles, when defined, are feasible to integrate into a clinical rotation.

A culture of competence: A survey of implementation of competency-based education and assessment.

2016 ◽  
Vol 10 (4) ◽  
pp. 198-205 ◽  
Author(s):  
Catherine L. Grus ◽  
Carol Falender ◽  
Nadya A. Fouad ◽  
Ashima Kapur Lavelle
Keyword(s):  
Competency Based Education ◽  
Competency Based

Modifikasi Sistem Asistensi dan Responsi Kelas Kecil pada Praktikum Parasitologi Blok Digestif dan Hematoimunologi Fakultas Kedokteran Universitas Riau

2017 ◽  
Vol 8 (1) ◽  
pp. 46
Author(s):  
Suri Dwi Lesmana ◽  
Esy Maryanti
Keyword(s):  
Large Class ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Small Class ◽  
Laboratory Practice ◽  
Large Classes ◽  
Average Value ◽  
Competency Based

Faculty of Medicine University of Riau has been implementing Competency Based Curriculum (KBK) with theProblem Based Learning (PBL) since 2007 with the implementation of teaching and learning activities of the systemconsists of a tutorial activities, skillab, expert lectures, independent and practical. However, there are still manyproblems in the implementation of the KBK on preclinic degree. One part of the block that is identified to be one ofthe causes of low graduation exam block is less efective coaching laboratory practice. Parasitology is one part of thetask is to provide laboratory practice in several blocks on the stage of preclinic especially digestive and hematoimunologyblock. This study aimed to compare the results of the evaluation of parasitology laboratory practice in hematoimunologyand digestive assistance and posttest in large classes with small class. Assistance and posttest in large class performedon the digestive block implementation and hematoimunologi in 2011 while assisting and posttest of small classes ona block implementation in 2012. Average value of small class digestive laboratory practice was not significantlylower than the large class but the proportion of the value of quality B and C more many in small classes. The meanvalue of the block hematoimunologi laboratory practice significantly higher on small class assistance and posttest aswell as the proportion of the value of quality A, B and C was higher in small classes than large classes.

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