scholarly journals Competency‐based curriculum transition: A conceptual framework

2020 ◽  
Author(s):  
Dave Carlgren
Keyword(s):  
Conceptual Framework ◽  
Competency Based

Supporting Community Engagement Through Real-World Instructional Learning

2021 ◽  
pp. 415-431
Author(s):  
Caroline M. Crawford ◽  
Janice Moore Newsum ◽  
Sharon Andrews White ◽  
Jennifer Young Wallace
Keyword(s):  
Conceptual Framework ◽  
Community Engagement ◽  
Lifelong Learning ◽  
Real World ◽  
Higher Order ◽  
Instructional Process ◽  
Community Environment ◽  
New Information ◽  
Instructional Environments ◽  
Competency Based

The ability to attain knowledge for implementation within real-world environments is a shift in understanding within many instructional environments. Shifting from competency-based understandings wherein a knowledge base is attained as well as implemented towards a capability-based understanding that emphasizes the conceptual framework of information shift towards higher order knowledge creation within novel situations and environments is essential. Lifelong learning within nuanced understandings of new situations and new experiences is essential. Normally, these novel situations and experiences occur within a real-world community environment wherein the learner is critically analyzing new information and opinions from innumerable engaged people within the community. This style of learning is vital to understand within a competency-based learning environment, as well. Therefore, real-world instructional learning embeds the supporting community engagement at distinctly appropriate and impactful points throughout the instructional process, resulting in outstanding conceptual frameworks with the continuous understanding around cognitive engagement.

A conceptual framework of student professionalization for health professional education and research

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Marilou Bélisle ◽  
Patrick Lavoie ◽  
Jacinthe Pepin ◽  
Nicolas Fernandez ◽  
Louise Boyer ◽  
...  
Keyword(s):  
Health Professional ◽  
Conceptual Framework ◽  
Learning Strategies ◽  
Professional Education ◽  
Group Learning ◽  
Learning Experiences ◽  
Health Professional Education ◽  
Competency Based Education ◽  
Core Components ◽  
Competency Based

Abstract Objectives To present a conceptual framework of student professionalization for health professional education and research. Methods Synthesis and discussion of a program of research on competency-based education. Results Competency-based education relies on active, situation-based group learning strategies to prepare students to become health professionals who are connected to patient and population needs. Professionalization is understood as a dynamic process of imagining, becoming, and being a member of a health profession. It rests on the evolution of three interrelated dimensions: professional competencies, professional culture, and professional identity. Professionalization occurs throughout students’ encounters with meaningful learning experiences that involve three core components: the roles students experience in situations bounded within specific contexts. Educational practices conducive to professionalization include active learning, reflection, and feedback. Conclusions This conceptual framework drives a research agenda aimed at understanding how students become health professional and how learning experiences involving action, reflection, and feedback foster that process and the advancement of professional practices.

scholarly journals Working towards developing an interprofessional pain management curricula for clinicians

2018 ◽  
Vol 87 (1) ◽  
pp. 19-21
Author(s):  
Zoe Letwin
Keyword(s):  
Pain Management ◽  
Conceptual Framework ◽  
Healthcare Professionals ◽  
Core Values ◽  
Educational Programs ◽  
Master's Level ◽  
Pain Education ◽  
Future Directions ◽  
Competency Based Education ◽  
Competency Based

Pain management receives minimal attention in the education of healthcare professionals. An environmental scan was conducted to assess the current pain management educational programs with a focus on interprofessionalism within a competency-based education framework in order to determine gaps before implementing the future master’s-level Interprofessional Pain Management degree program to be implemented at Western University. This paper outlines the methods used in the scan, keywords for the search, and key findings. The findings highlight several current interprofessional pain management programs, the need for a conceptual framework for interprofessional pain education, consistent core values/principles, and competency-based education embedded in interprofessional pain management and future directions.

Training Aides to Screen Children for Speech and Language Problems

1976 ◽  
Vol 7 (4) ◽  
pp. 236-241 ◽  
Author(s):  
Marisue Pickering ◽  
William R. Dopheide
Keyword(s):  
Rural Areas ◽  
Large Scale ◽  
School Personnel ◽  
School Age Children ◽  
Speech And Language ◽  
Elementary School Age ◽  
Evaluation Procedures ◽  
Language Problems ◽  
Competency Based ◽  
Large Scale Screening

This report deals with an effort to begin the process of effectively identifying children in rural areas with speech and language problems using existing school personnel. A two-day competency-based workshop for the purpose of training aides to conduct a large-scale screening of speech and language problems in elementary-school-age children is described. Training strategies, implementation, and evaluation procedures are discussed.

Giving Up the Grade Chase for a Competency-Based Education

1996 ◽  
Vol 23 ◽  
pp. 69-77
Author(s):  
Donald E. Mowrer
Keyword(s):  
Competency Based Education ◽  
Competency Based
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