scholarly journals CMBE

2021 ◽  
Author(s):  
Nebras Alghazawi
Keyword(s):  
Core Competencies ◽  
Neck Surgery ◽  
Unintended Consequences ◽  
Surgical Specialty ◽  
The Core ◽  
Modified Delphi ◽  
Delphi Approach ◽  
Surgical Subspecialty ◽  
Data Driven Approach ◽  
Competency Based

Competency-based medical education promises to provide effective and structured training, relying on the identification and measurement of trainee competency through standardized guidelines. Shifting to competency-based education approaches has provided the opportunity for training programs to re-examine and formally define core competencies representative of their scope of practice. Members of our team were involved in identifying the core surgical competencies that graduating residents of one specialty (Otolaryngology—Head and Neck Surgery (OTL-HNS)) needed to acquire. We used a modified Delphi approach wherein key stakeholders, including past and present program directors for one surgical subspecialty across Canada, were asked to rate all surgical procedures included in key specialty-specific policy documents and in a compiled comprehensive list of all procedures pertaining to OTL-HNS. We set out to engage in a data-driven approach to build consensus regarding core competencies for OTL-HNS. After several Delphi rounds, the polarization of participants became ingrained, and the act of selecting core competencies had the effect of both defining and failing to define the core aspects of the speciality. We found core competencies can, and do, overlap between specialties, representing a blurring of necessary competencies across specialties. This blurring could create overlapping or confounding professional identities and influence the accreditation of residency programs. This paper will not report on the findings derived from the Delphi process, but rather describes insights gained throughout our failed consensus process and explore the unintended consequences of attempting to define core competencies in one surgical specialty and how it ultimately led to the termination of our research and consensus-building initiative.

AOA ophthalmology and otolaryngology program closures as a model to highlight challenges of maintaining GME in high need areas

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Harris Ahmed ◽  
Kim Vo ◽  
Wayne Robbins
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Administrative Support ◽  
Surgical Care ◽  
Neck Surgery ◽  
Institutional Commitment ◽  
Surgical Specialty ◽  
Graduate Medical ◽  
Surgical Subspecialty ◽  
Hospital Administrative

Abstract Context While 90% of former American Osteopathic Association (AOA) residency programs transitioned to Accreditation Council for Graduate Medical Education (ACGME) accreditation, surgical subspecialty programs such as ear, nose, and throat (ENT, 62%) and ophthalmology (47%) struggled to gain accreditation. Doctors of Osteopathic Medicine (DOs) actively participate in serving underserved communities, and the loss of AOA surgical specialty programs may decrease access to surgical care in rural and nonmetropolitan areas. Objectives To determine the challenges faced by former AOA-accredited surgical subspecialty programs during the transition to ACGME accreditation, particularly ENT and ophthalmology programs in underresourced settings. Methods A directory of former AOA ENT and Ophthalmology programs was obtained from the American Osteopathic Colleges of Ophthalmology and Otolaryngology-Head and Neck Surgery (AOCOO-HNS). A secured survey was sent out to 16 eligible ENT and ophthalmology program directors (PDs). The survey contained both quantitative and qualitative aspects to help assess why these programs did not pursue or failed to receive ACGME accreditation. Results Twelve of 16 eligible programs responded, com-prising six ophthalmology and six ENT PDs. Among the respondents, 83% did not pursue accreditation (6 ophthalmology and 4 ENT programs), and 17% were unsuccessful in achieving accreditation despite pursuing accreditation (2 ENT programs). Across 12 respondents, 7 (58%) cited a lack of hospital/administrative support and 5 (42%) cited excessive costs and lack of faculty support as reasons for not pursuing or obtaining ACGME accreditation. Conclusions The survey results reflect financial issues associated with rural hospitals. A lack of hospital/administrative support and excessive costs to transition to the ACGME were key drivers in closures of AOA surgical specialty programs. In light of these results, we have four recommendations for various stakeholders, including PDs, Designated Institutional Officials, hospital Chief Medical Officers, and health policy experts. These recommendations include expanding Teaching Health Center Graduate Medical Education to surgical subspecialties, identifying and learning from surgical fields such as urology that fared well during the transition to ACGME, addressing the lack of institutional commitment and the prohibitive costs of maintaining ACGME-accredited subspecialty programs in underresourced settings, and reconsidering the Centers for Medicare & Medicaid Services (CMS) pool approach to physician reimbursement.

scholarly journals Teachers and clinical students' perception of the core competencies of different subjects of the undergraduate BDS curriculum

2017 ◽  
Vol 8 (2) ◽  
pp. 24-28
Author(s):  
Md Rasel Ahmad ◽  
Iffat Ara ◽  
Md Humayun Kabir Talukder ◽  
Dipak Kumer Paul Chowdhury ◽  
Md Immam Hossin ◽  
...  
Keyword(s):  
Medical Education ◽  
Clinical Skills ◽  
Core Competencies ◽  
Continuous Process ◽  
Well Being ◽  
Health Science ◽  
Personal Attributes ◽  
Patient Treatment ◽  
The Core ◽  
Competency Based

Background: Curriculum planning and designing is not a static process, rather a continuous process done regularly through a system. More than one decade have elapsed since the Centre for Medical Education (CME), in 1988, developed a national Undergraduate Dental Curriculum which was supposed to be community-oriented and competency based. The curriculum was partially implemented with the advancement of dental health science and application of newer techniques in dental practices in developed and developing countries.Rationale: Competency is the ability to combine evidence based knowledge, personal attitudes, and clinical skills to undertake holistic dental care. Personal attributes may include creativity, ethics, aesthetics, and critical sense and personal attributes include a desire for patient wellbeing and to self-evaluate the effectiveness of the treatment. As life-long learning becomes a crucial attribute for all modern clinicians, the ability to self-assess performance and identify future learning goals is an essential skill that needs to be developed in a modern healthcare curriculum. Self-assessment, self-reflection and selfregulation can promote a deeper understanding in current knowledge. The essential professional clinical skills may include a) diagnosis and treatment planning b) Preventative measures c) patient treatment and rehabilitation. Other skills that may be essential include professionalism, administrative and promotional skills. It is important that universities and dental schools help students nurture these values from a very early stage.Objectives: The present study was undertaken to identify the teachers and clinical students' perception of the core competencies of different subjects of the undergraduate BDS curriculum.Methods: This descriptive type of cross sectional study was conducted in seven public and private dental colleges of Bangladesh after getting written permission from the principal of the respective dental colleges. Voluntary participation of the students was ensured and the names of the students' as well as teachers were kept confidential. The teachers and students of final years from the different dental colleges were the study population; among them four hundred (400) students and one hundred twenty teachers (120) were taken as sample by convenient sampling. Data collection instrument was a semistructured questionnaire with 5-point Likert scale for final year students' and in depth interview was used for teachers.Results: The study revaled that 95% mentioned that introduction part of the curriculum competency in relation to the knowledge, skills and attitude of a dental graduate must be mentioned. Nearly 97 of the students mentioned that competency acquired by the newly passed dental graduate from the BDS course was satisfactory.Conclusion: Competency-based dental education is a continuous process in maintaining a degree of quality consistent with patient well-being and effective treatment management path, which the graduating dentist should achieve. The cultural and socioeconomic diversity among different communities might have an impact on the profile of the professional needed by the society.Bangladesh Journal of Medical Education Vol.8(2) 2017: 24-28

scholarly journals FORMATION OF STUDENTS’ MATHEMATICAL COMPETENCE IN THE CONTEXT OF THE EUROPEAN EDUCATIONAL SPACE

2019 ◽  
pp. 52-58
Author(s):  
Nina Batechko ◽  
Emilia Dibrivna
Keyword(s):  
European Union ◽  
Core Competencies ◽  
The Other ◽  
The European Union ◽  
Mathematical Competence ◽  
Methodological Basis ◽  
Professional Activities ◽  
The Core ◽  
Competency Based ◽  
Innovative Economy

The article deals with the main trends of formation of students’ mathematical competence in modern conditions of Ukraine’s entry into the European educational space. The competency-based approach has been considered as a methodological basis of the process of formation of mathematical competence. The Framework Program for updated core competencies of 2018 has been reviewed, and a comparative analysis of the core competencies of the European Union in 2006 and 2018 has been carried out. The importance of forming the mathematical competence of future specialists in solving professional problems in their future professional activities has been emphasized. The changes that the interpretation of mathematical competence has undergone in the updated core competencies of the European Union have been pointed out. The definitional analysis of the concept of «mathematical competence» used in domestic pedagogical theory has been carried out. The advantages of some approaches in the best European practices in the formation of mathematical competence have been stressed. Attention has been drawn to the peculiarities of adapting the process of forming mathematical competence of Ukrainian students to the best European practices as well as arising contradictions and problems. It has been proved that the formation of students’ mathematical competence contributed to the formation of the innovative economy of the state as a whole, as it contributes to the solution of professional problems by future specialists. It has been proved that taking into account the mathematical competence as a key one will contribute to the formation of professional competencies of future specialists. On the other hand, taking into account the mathematical competence as a key one will help to improve the curriculum of mathematical disciplines. The proposed research can serve as a methodological basis for constructing components of students’ mathematical competence.

scholarly journals Identification of Core Competencies for an Undergraduate Food Safety Curriculum Using a Modified Delphi Approach

2014 ◽  
Vol 13 (1) ◽  
pp. 12-21 ◽  
Author(s):  
Lynette M. Johnston ◽  
Martin Wiedmann ◽  
Alicia Orta-Ramirez ◽  
Haley F. Oliver ◽  
Kendra K. Nightingale ◽  
...  
Keyword(s):  
Food Safety ◽  
Core Competencies ◽  
Modified Delphi ◽  
Delphi Approach

scholarly journals Core competencies for emergency medicine clerkships: results of a Canadian consensus initiative

CJEM ◽  
2013 ◽  
Vol 15 (01) ◽  
pp. 24-33 ◽  
Author(s):  
Rick Penciner ◽  
Robert A. Woods ◽  
Jill McEwen ◽  
Richard Lee ◽  
Trevor Langhan ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Delphi Method ◽  
Expert Panel ◽  
Core Competencies ◽  
Competency Framework ◽  
Modified Delphi Method ◽  
The Core ◽  
Modified Delphi ◽  
Physician Competency ◽  
Initial List

ABSTRACTObjectives:There is no consensus on what constitutes the core competencies for emergency medicine (EM) clerkship rotations in Canada. Existing EM curricula have been developed through informal consensus and often focus on EM content to be known at the end of training rather than what is an appropriate focus for a time-limited rotation in EM. We sought to define the core competencies for EM clerkship in Canada through consensus among an expert panel of Canadian EM educators.Methods:We used a modified Delphi method and the CanMEDS 2005 Physician Competency Framework to develop a consensus among expert EM educators from across Canada.Results:Thirty experts from nine different medical schools across Canada participated on the panel. The initial list consisted of 152 competencies organized in the seven domains of the CanMEDS 2005 Physician Competency Framework. After the second round of the Delphi process, the list of competencies was reduced to 62 (59% reduction). A complete list of competencies is provided.Conclusion:This study established a national consensus defining the core competencies for EM clerkship in Canada.

scholarly journals Effectiveness Competency Based Curriculum To The Student Value Course Prodi D3 Midwifery Stikes Harapan Bangsa Purwokerto

2016 ◽  
Vol 9 (2) ◽  
Author(s):  
Feti Kumala Dewi ◽  
Maya Safitri
Keyword(s):  
Core Curriculum ◽  
Core Competencies ◽  
Secondary Data ◽  
Assessment System ◽  
Chi Square ◽  
Grade Point ◽  
Competency Based Education ◽  
The Core ◽  
Kolmogorov Smirnov ◽  
Competency Based

Competency-based education emphasizes the ability to be possessed by the graduates, Implications of competency-based education is the development of syllabi and competency-based assessment system. Education curriculum Midwifery Studies Program D III STIKES Harapan Bangsa Purwokerto consists of an academic curriculum that covers 60% of the core curriculum and 40% of the curriculum of the institution. The core curriculum reflects the Learning Outcomes (LO) and core competencies, while the institutional curriculum represents the specificity / featured from courses / institutions, each of which consists of 50% and 50% of global capabilities institutional capacity. Outcomes of the educational curriculum Midwifery Studies Program aims to achieve competence D3 Studies Program. Curriculum development Midwifery Studies Program D3 STIKES Harapan Bangsa Purwokerto based on a curriculum workshop organized by the institution in two time periods: in 2010 and 2011 resulted in the curriculum is competency-based curriculum, which commenced in 2012.This research is an analytic correlational. Sampling in this study using purposive sampling, sample of this research is secondary data from BAAK about Value 9 Subjects (Pregnancy, Childbirth, Postpartum, BBL, Midwifery Community, Communications, Ethics in Midwifery, Reproduction, and BEONC) and Grade Student Prodi Midwifery D3 STIKES Harapan Bangsa Purwokerto academic years 2013-2014 and 2014-2015. The analysis was performed with the Mann whiney, Chi Square and Kolmogorov Smirnov. The results of the study are Competency Based Curriculum (KBK) effectively against Prodi Midwifery Student Achievement Index D3 STIKES Harapan Bangsa Purwokerto with the results of the Mann Whitney U test p = 0.001. Competency-Based Curriculum (KBK) effectively against Value Subjects Midwifery in the Community Midwifery Prodi D3 STIKES Harapan Bangsa Purwokerto. Keywords: Competency-Based Curriculum, Values Subject, Grade Point

scholarly journals Developing a framework of core competencies in implementation research for low/middle-income countries

2019 ◽  
Vol 4 (5) ◽  
pp. e001747 ◽  
Author(s):  
Olakunle Alonge ◽  
Aditi Rao ◽  
Anna Kalbarczyk ◽  
Dermot Maher ◽  
Edwin Rolando Gonzalez Marulanda ◽  
...  
Keyword(s):  
Implementation Research ◽  
Training Programs ◽  
Core Competencies ◽  
Linear Process ◽  
Middle Income ◽  
Proficiency Levels ◽  
Middle Income Countries ◽  
Modified Delphi ◽  
Low Middle Income Countries ◽  
Competency Based

The field of implementation research (IR) is growing. However, there are no recognised IR core competencies in low/middle-income countries (LMICs), nor consistent curriculum across IR training programs globally. The goal of this effort is to develop a framework of IR core competencies for training programs in LMICs. The framework was developed using a mixed-methods approach consisting of two online surveys with IR training coordinators (n = 16) and academics (n = 89) affiliated with seven LMIC institutions, and a modified-Delphi process to evaluate the domains, competencies and proficiency levels included in the framework. The final framework comprised of 11 domains, 59 competencies and 52 sub-competencies, and emphasised competencies for modifying contexts, strengthening health systems, addressing ethical concerns, engaging stakeholders and communication especially for LMIC settings, in addition to competencies on IR theories, methods and designs. The framework highlights the interconnectedness of domains and competencies for IR and practice, and training in IR following the outlined competencies is not a linear process but circular and iterative, and starting points for training may vary widely by the project, institution and challenge being addressed. The framework established the need for a theory-based approach to identifying proficiency levels for IR competencies (ie, to determine proficiency levels for IR based on generalisable educational theories for competency-based education), and the relevance of various IR competencies for LMICs compared with high-income settings. This framework is useful for identifying and evaluating competencies and trainings, and providing direction and support for professional development in IR.

An Input–Process–Output Model of Pilot Core Competencies

2017 ◽  
Vol 7 (2) ◽  
pp. 78-85 ◽  
Author(s):  
Heikki Mansikka ◽  
Don Harris ◽  
Kai Virtanen
Keyword(s):  
Path Analysis ◽  
Team Performance ◽  
Core Competencies ◽  
Core Competency ◽  
Principal Component ◽  
Analysis Model ◽  
Input Process ◽  
The Core ◽  
Performance Framework ◽  
Process Output

Abstract. The aim of this study was to investigate the relationship between the flight-related core competencies for professional airline pilots and to structuralize them as components in a team performance framework. To achieve this, the core competency scores from a total of 2,560 OPC (Operator Proficiency Check) missions were analyzed. A principal component analysis (PCA) of pilots’ performance scores across the different competencies was conducted. Four principal components were extracted and a path analysis model was constructed on the basis of these factors. The path analysis utilizing the core competencies extracted adopted an input–process–output’ (IPO) model of team performance related directly to the activities on the flight deck. The results of the PCA and the path analysis strongly supported the proposed IPO model.

Sign in / Sign up

Export Citation Format

Share Document