Entrustment Decision-Making in Competency-Based Teaching and Assessment in Health Professions Education

Quality healthcare cannot be achieved without competent health professionals. Competency-based education (CBE) is an educational delivery option that may prove to be effective in meeting that need. Through a systematic literature review using content analysis techniques, this chapter explores the conceptual complexity and operational challenges of using CBE in health professions education. Drawing a picture of how competencies are defined and developed in the context of health professions education, this chapter summarizes current practices of integration, delivery, and assessment of competencies. Challenges, emerging trends, and future research directions are also identified. This review found that, unlike in medical education, there are different sets of competencies for most various healthcare disciplines and sub-disciplines and this review suggests that CBE can be a viable model that will enable health professions education to address the diverse needs of health professionals.

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Developing a competency framework for Health Professions Education at doctoral level: The first step toward a competency based education

Medical Teacher ◽

10.1080/0142159x.2019.1636952 ◽

2019 ◽

Vol 41 (11) ◽

pp. 1298-1306

Author(s):

Fatemeh Keshmiri ◽

Roghayeh Gandomkar ◽

Sara Mortaz Hejri ◽

Elahe Mohammadi ◽

Azim Mirzazadeh

Keyword(s):

Health Professions ◽

Health Professions Education ◽

Competency Framework ◽

Doctoral Level ◽

Competency Based Education ◽

Competency Based

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Assessment challenges in competency-based education: A case study in health professions education

Medical Teacher ◽

10.3109/0142159x.2015.1047754 ◽

2015 ◽

Vol 38 (5) ◽

pp. 482-490 ◽

Cited By ~ 11

Author(s):

James T. Fitzgerald ◽

John C. Burkhardt ◽

Steven J. Kasten ◽

Patricia B. Mullan ◽

Sally A. Santen ◽

...

Keyword(s):

Health Professions ◽

Health Professions Education ◽

Competency Based Education ◽

Competency Based

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Rethinking implementation science for health professions education: A manifesto for change

Perspectives on Medical Education ◽

10.1007/s40037-021-00688-3 ◽

2021 ◽

Author(s):

Aliki Thomas ◽

Rachel H. Ellaway

Keyword(s):

Decision Making ◽

Implementation Science ◽

Scientific Inquiry ◽

Health Professions ◽

Health Professions Education ◽

Policy And Practice ◽

Key Stakeholders ◽

Research Findings ◽

Conceptual Paper ◽

Context Specific

AbstractImplementation science approaches the challenges of translating evidence into practice as a matter of scientific inquiry. This conceptual paper uses an implementation science lens to examine the ways in which evidence from health professions education research is brought to bear on decision-making. The authors describe different decision-making contexts and the kinds of evidence they consider, and from this, they outline ways in which research findings might be better presented to support their translation into policy and practice. Reflecting on the nature of decision-making in health professions education and how decisions are made and then implemented in different health professions education contexts, the authors argue that researchers should align their work with the decision-making contexts that are most likely to make use of them. These recommendations reflect implementation science principles of packaging and disseminating evidence in ways that are meaningful for key stakeholders, that stem from co-creation of knowledge, that require or result in meaningful partnerships, and that are context specific and relevant.

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Rethinking Competence: A Nexus of Educational Models in the Context of Lifelong Learning

Pharmacy ◽

10.3390/pharmacy8020081 ◽

2020 ◽

Vol 8 (2) ◽

pp. 81

Author(s):

Dalia Bajis ◽

Betty Chaar ◽

Rebekah Moles

Keyword(s):

Lifelong Learning ◽

Continuing Professional Development ◽

Modern Society ◽

Health Professions ◽

Health Professions Education ◽

Pharmacy Education ◽

Educational Models ◽

Competency Based Education ◽

Learning Practices ◽

Competency Based

Competency-based education (CBE) “derives a curriculum from an analysis of a prospective or actual role in modern society and attempts to certify students’ progress on the basis of demonstrated performance in some or all aspects of that role”. This paper summarizes pertinent aspects of existing CBE models in health professions education; pharmacy education presented as an example. It presents a synthesis of these models to propose a new diagrammatic representation. A conceptual model for competency-based health professions education with a focus on learning and assessment is discussed. It is argued that various elements of CBE converge to holistically portray competency-based learning and assessment as essential in initial education and relevant to practitioners’ continuing professional development, especially in the context and importance of pursing lifelong learning practices.

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Using Competency-Based Curriculum Design to Create a Health Professions Education Certificate Program the Meets the Needs of Students, Administrators, Faculty, and Patients

Health Professions Education ◽

10.1016/j.hpe.2018.03.008 ◽

2018 ◽

Vol 4 (3) ◽

pp. 207-217 ◽

Cited By ~ 6

Author(s):

Laura Parson ◽

Brandon Childs ◽

Picandra Elzie

Keyword(s):

Curriculum Design ◽

Health Professions ◽

Health Professions Education ◽

Certificate Program ◽

Competency Based

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These may not be the courses you are seeking: a systematic review of open online courses in health professions education

BMC Medical Education ◽

10.1186/s12909-019-1774-9 ◽

2019 ◽

Vol 19 (1) ◽

Cited By ~ 4

Author(s):

Michael Rowe ◽

Christian R. Osadnik ◽

Shane Pritchard ◽

Stephen Maloney

Keyword(s):

Systematic Review ◽

Decision Making ◽

Online Courses ◽

A Priori ◽

Health Professions ◽

The United States ◽

Health Professions Education ◽

Quality Data ◽

The Many ◽

Robust Evidence

Abstract Introduction Open Online Courses (OOCs) are increasingly presented as a possible solution to the many challenges of higher education. However, there is currently little evidence available to support decisions around the use of OOCs in health professions education. The aim of this systematic review was to summarise the available evidence describing the features of OOCs in health professions education and to analyse their utility for decision-making using a self-developed framework consisting of point scores around effectiveness, learner experiences, feasibility, pedagogy and economics. Methods Electronic searches of PubMed, Medline, Embase, PsychInfo and CINAHL were made up to April 2019 using keywords related to OOC variants and health professions. We accepted any type of full text English publication with no exclusions made on the basis of study quality. Data were extracted using a custom-developed, a priori critical analysis framework comprising themes relating to effectiveness, economics, pedagogy, acceptability and learner experience. Results 54 articles were included in the review and 46 were of the lowest levels of evidence, and most were offered by institutions based in the United States (n = 11) and United Kingdom (n = 6). Most studies provided insufficient course detail to make any confident claims about participant learning, although studies published from 2016 were more likely to include information around course aims and participant evaluation. In terms of the five categories identified for analysis, few studies provided sufficiently robust evidence to be used in formal decision making in undergraduate or postgraduate curricula. Conclusion This review highlights a poor state of evidence to support or refute claims regarding the effectiveness of OOCs in health professions education. Health professions educators interested in developing courses of this nature should adopt a critical and cautious position regarding their adoption.

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A Systematic Review of Competency-Based Education Effort in the Health Professions

Healthcare Policy and Reform ◽

10.4018/978-1-5225-6915-2.ch064 ◽

2019 ◽

pp. 1410-1436 ◽

Cited By ~ 1

Author(s):

Wenxia Wu ◽

Brian C. Martin ◽

Chen Ni

Keyword(s):

Health Professionals ◽

Health Professions ◽

Health Professions Education ◽

Future Research ◽

Quality Healthcare ◽

Competency Based Education ◽

Emerging Trends ◽

Competency Based ◽

Future Research Directions ◽

Educational Delivery

Quality healthcare cannot be achieved without competent health professionals. Competency-based education (CBE) is an educational delivery option that may prove to be effective in meeting that need. Through a systematic literature review using content analysis techniques, this chapter explores the conceptual complexity and operational challenges of using CBE in health professions education. Drawing a picture of how competencies are defined and developed in the context of health professions education, this chapter summarizes current practices of integration, delivery, and assessment of competencies. Challenges, emerging trends, and future research directions are also identified. This review found that, unlike in medical education, there are different sets of competencies for most various healthcare disciplines and sub-disciplines and this review suggests that CBE can be a viable model that will enable health professions education to address the diverse needs of health professionals.

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The Future of Health Professions Education: Considerations for Competency-Based Education in Athletic Training

Athletic Training Education Journal ◽

10.4085/1403215 ◽

2019 ◽

Vol 14 (3) ◽

pp. 215-222

Author(s):

Kimberly L. Mace ◽

Cailee E. Welch Bacon

Keyword(s):

Health Care ◽

Athletic Training ◽

Health Care Professionals ◽

Health Professions ◽

Health Professions Education ◽

Formative Assessments ◽

Location Selection ◽

Competency Based Education ◽

Athletic Training Educators ◽

Competency Based

Context Competency-based education (CBE) has been in existence in the landscape of educating health professionals since the 1970s. Despite this, there is significant variability in how CBE is defined in publication, practice, and conversation. This variability has likely contributed to common misconceptions about what it means for an educational system to be competency based, how such a system would operate, and the prevalence of these systems in current practices. Objective To define CBE through a discussion of its evolution in health professions education and discuss considerations for its role in the education of athletic trainers (ATs). Background The CBE framework has solidified its place in medical education to address the need for health care professionals to provide care that is safe, effective, and responsive to patient beliefs, values, and circumstances. These same necessities exist in athletic training practice. However, CBE does not yet have a solid place in the preparation of ATs, nor does it seem to be well understood by educators in the field. Recommendations Athletic training educators should be familiar with CBE as an educational framework that is fundamentally flexible and outcome oriented. Flexible practices allow for progression based on learner capability, opportunistic content delivery, and variable timing for assessments. Components of CBE that are outcome centric emphasize preparedness to practice and purposeful location selection for formative assessments. Further, it is important to avoid misusing the phrase CBE as a means to describe any aspect of learning that pertains to competence, competency, or competencies. Conclusions To hold and maintain a place in the larger context of health care, athletic training educators should have a firm grasp on the concepts and practices of CBE. Future areas of scholarship should identify strategies to incorporate CBE into athletic training education and determine its effect on patient care.

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