scholarly journals Hands in medicine: understanding the impact of competency-based education on the formation of medical students’ identities in the United States

2016 ◽  
Vol 13 ◽  
pp. 31 ◽  
Author(s):  
Catherine Gonsalves ◽  
Zareen Zaidi
Keyword(s):  
United States ◽  
Medical Students ◽  
Identity Formation ◽  
Social Role ◽  
Clinical Skills ◽  
Core Competencies ◽  
The United States ◽  
Competency Based Education ◽  
Competency Based ◽  
The Impact

Purpose: There have been critiques that competency training, which defines the roles of a physician by simple, discrete tasks or measurable competencies, can cause students to compartmentalize and focus mainly on being assessed without understanding how the interconnected competencies help shape their role as future physicians. Losing the meaning and interaction of competencies can result in a focus on ‘doing the work of a physician’ rather than identity formation and ‘being a physician.’ This study aims to understand how competency-based education impacts the development of a medical student’s identity. Methods: Three ceramic models representing three core competencies ‘medical knowledge,’ ‘patient care,’ and ‘professionalism’ were used as sensitizing objects, while medical students reflected on the impact of competency-based education on identity formation. Qualitative analysis was used to identify common themes. Results: Students across all four years of medical school related to the ‘professionalism’ competency domain (50%). They reflected that ‘being an empathetic physician’ was the most important competency. Overall, students agreed that competency-based education played a significant role in the formation of their identity. Some students reflected on having difficulty in visualizing the interconnectedness between competencies, while others did not. Students reported that the assessment structure deemphasized ‘professionalism’ as a competency. Conclusion: Students perceive ‘professionalism’ as a competency that impacts their identity formation in the social role of ‘being a doctor,’ albeit a competency they are less likely to be assessed on. High-stakes exams, including the United States Medical Licensing Exam clinical skills exam, promote this perception.

Weaving Innovative Threads Together

2018 ◽  
pp. 22-35
Author(s):  
Judee Richardson
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Skill Levels ◽  
Competency Based Education ◽  
University Of Wisconsin ◽  
Societal Needs ◽  
Specific Performance ◽  
Competency Based ◽  
The University

In the United States, institutions of higher education have been under mounting pressure to improve. In part, this is due to increasingly high-priced academies producing graduates who possess skill levels that are out of sync with employer and societal needs. Added to this is the fact that the United States spends more than other countries to educate its citizens but continues to perform more poorly on comparative measures of literacy, math, reading, and science. To stay globally competitive, changes need to be made. Competency-based education has re-emerged and taken root as one way in which to educate students more effectively. By focusing on demonstrable learning outcomes and discipline-specific performance, competency-based education is changing the fabric of higher education. Based upon experiences garnered from the University of Wisconsin Flexible Option, this chapter presents some of the challenges encountered when developing this type of program within a longstanding traditional educational system.

Adoption: Transracial and Intercountry

2019 ◽  
Author(s):  
Rowena Fong ◽  
Ruth G. McRoy ◽  
Amy Griffin ◽  
Catherine LaBrenz
Keyword(s):  
United States ◽  
Identity Formation ◽  
Challenging Behaviors ◽  
The United States ◽  
Social Work Practice ◽  
Policy Implications ◽  
Practice Research ◽  
Adoptive Families ◽  
Transracial Adoptions ◽  
The Impact

A history of transracial and intercountry adoptions in the United States is briefly provided as well as highlights trends, demographics, practices, and policies that have evolved as families have become more diverse. The current prevalence of intercountry and transracial adoptions in the United States is examined as well as the impact of policy changes in the United States and abroad on rates of intercountry adoption. Additionally, the challenges that have emerged for children adopted transracially and from abroad, as well as for their adoptive families, are reviewed. These include navigating ethnic and racial identity formation, cultural sensitivity, and challenging behaviors. Finally, future directions for social work practice, research, and policy are explored, and implications are provided for social workers intervening with families who have adopted children transracially or internationally. Specifically, adoption-competent professionals should also integrate cultural humility and competence into their therapeutic work with adoptive children and families. Implications for research in the conclusion focus on expanding prior studies on intercountry and transracial adoptions to incorporate racial and ethnic groups underrepresented in the literature. Policy implications include increasing access and funding for post-adoption services for all adoptive families.

Competency-Based Education and Assessment

2019 ◽  
pp. 112-132
Author(s):  
Melissa Wallace
Keyword(s):  
United States ◽  
Hybrid Model ◽  
Professional Training ◽  
Reliability And Validity ◽  
State Level ◽  
The United States ◽  
High Stakes ◽  
Certification Exams ◽  
Competency Based Education ◽  
Competency Based

In an attempt to analyze the reliability and validity of the most frequently used oral certification exams for court interpreters in the United States, this chapter examines the basic test model used for state-level certification through the lens of concepts in testing theory. Having identified several limitations to the currently used performance-based model, a hybrid model which includes competency-based education and assessment is proposed. By building on best practices in competency-based education, the alternative credentialing paradigm proposed here would represent an innovation in the context of court interpreter certification in the United States, requiring the transfer of assessment criteria usually used in traditional educational contexts into the realm of professional training. The proposed hybrid model would necessitate a shift from one high-stakes exam to assessment of a series of compartmentalized competency clusters that would account for soft skills and dispositional traits not currently assessed.

Western Governors University and Competency-Based Education

2011 ◽  
pp. 2029-2035
Author(s):  
Douglas B. Johnstone
Keyword(s):  
United States ◽  
The United States ◽  
Competency Based Education ◽  
Western Governors University ◽  
Competency Based ◽  
Regionally Accredited

Western Governors University (WGU) was formally established in 1996 by the governors of 19 western states. From its inception it was committed to delivering all of its programs through distance technologies and to graduating its students only on the basis of their demonstrated competency. It is today the only regionally accredited university in the United States to award its degrees exclusively on this basis.

scholarly journals A National Survey Evaluating the Impact of the COVID-19 Pandemic on Students Pursuing Careers in Neurosurgery

NeuroSci ◽  
2021 ◽  
Vol 2 (4) ◽  
pp. 320-333
Author(s):  
Roxanna M. Garcia ◽  
Rebecca A. Reynolds ◽  
Hannah K. Weiss ◽  
Nathan A. Shlobin ◽  
Lola B. Chambless ◽  
...  
Keyword(s):  
United States ◽  
Medical Students ◽  
Negative Impact ◽  
Academic Career ◽  
The United States ◽  
Professional Organizations ◽  
Application Process ◽  
First Year Students ◽  
Residency Application ◽  
The Impact

Background: The COVID-19 pandemic has profoundly disrupted medical education and the residency application process. Methods: We conducted a descriptive observational study in April 2020 of medical students and foreign medical graduates considering or pursuing careers in neurosurgery in the United States to examine the impact of the pandemic. Results: A total of 379 respondents from 67 medical schools completed the survey. Across all participants, 92% (n = 347) stopped in-person didactic education, and 43% (n = 161) experienced basic science and 44% (n = 167) clinical research delays. Sixty percent (n = 227) cited a negative impact on academic productivity. Among first year students, 18% (n = 17) were less likely to pursue a career in neurosurgery. Over half of second year and third year students were likely to delay taking the United States Medical Licensing Examination Steps I and II. Among third year students, 77% (n = 91) reported indefinite postponement of sub-internships, and 43% (n = 53) were unsatisfied with communication from external programs. Many fourth-year students (50%, n = 17) were graduating early to participate in COVID-19-related patient care. Top student-requested support activities included access to student-focused educational webinars and sessions at upcoming conferences. Conclusions: Medical students pursuing careers in neurosurgery faced unique academic, career, and personal challenges secondary to the pandemic. These challenges may become opportunities for new initiatives guided by professional organizations and residency programs.

scholarly journals No Nation Left Behind? Assessing the Impact of Compulsory Schooling Laws on Immigrant Assimilation

2019 ◽  
Author(s):  
Soumyajit Mazumder
Keyword(s):  
United States ◽  
National Identity ◽  
Identity Formation ◽  
Causal Effect ◽  
Compulsory Education ◽  
The United States ◽  
Compulsory Schooling ◽  
Individual Level ◽  
Mass Migration ◽  
The Impact

Did the expansion of compulsory education create a national identity? In this paper, I explore this question within the context of the United States during the Age of Mass Migration (1850-1930). Using the expansion of compulsory schooling laws, I leverage both regression discontinuity and difference-in-differences identification strategies combined with individual-level data on the entire population of immigrants residing in the United States in 1930 to estimate the causal effect of mass education on assimilation. The results provide evidence of a precise null effect of education on national identity formation in the United States. Further tests provide evidence that the lack of this effect resulted from mass implementation failures. These results imply a limited scope for mass schooling to explain the assimilation of the United States's diverse population in addition to highlighting the importance of understanding why states fail to build national identity.

Using Competency-Based Learning to Improve Clinical Skills

2018 ◽  
pp. 108-147 ◽  
Author(s):  
Stefanie R. Ellison ◽  
Jordann Dhuse
Keyword(s):  
Online Teaching ◽  
Clinical Skills ◽  
Core Competencies ◽  
Online Assessment ◽  
Discussion Boards ◽  
Competency Based Education ◽  
Writing Portfolios ◽  
Competency Based ◽  
Medical Educators ◽  
Teaching Learning

This chapter serves to provide medical educators with an overview of competency-based education (CBME) and the clinical skills necessary for medical school graduate. Technology that supports the teaching, learning, and assessment of CBME and clinical skills is defined and examples are provided for each of the Accreditation Council for Graduate Medical Education (ACGME) core competencies. The competencies are defined, and clinical skills embedded in each are highlighted. This chapter provides a summary of the useful technological tools and provides examples of medical schools that use technology to teach and assess CBME with these tools. Online teaching or eLearning, simulation, online assessment, virtual humans, the electronic health record, gaming, procedural software, discussion boards, reflective writing, portfolios, and telemedicine programs are covered in detail.

Western Governors University and Competency-Based Education

2011 ◽  
pp. 2377-2384
Author(s):  
Douglas B. Johnstone
Keyword(s):  
United States ◽  
The United States ◽  
Competency Based Education ◽  
Western Governors University ◽  
Competency Based ◽  
Regionally Accredited

Western Governors University (WGU) was formally established in 1996 by the governors of 19 western states. From its inception it was committed to delivering all of its programs through distance technologies and to graduating its students only on the basis of their demonstrated competency. It is today the only regionally accredited university in the United States to award its degrees exclusively on this basis.

scholarly journals The Patient History Project: Medical Student Innovation in Improving Medical Care for Asylum Applicants

2021 ◽  
Vol 5 (0) ◽  
Author(s):  
Jennifer Angell ◽  
Jack Buchanan ◽  
Thomas Rogers ◽  
MaryEllen Reisler ◽  
Thomas Rogers ◽  
...  
Keyword(s):  
United States ◽  
Health Care ◽  
Medical Student ◽  
Medical Students ◽  
Medical Care ◽  
Asylum Seekers ◽  
Clinical Skills ◽  
The United States ◽  
Patient History ◽  
Medical Needs

BackgroundPersons who experienced persecution in their home country may apply for asylum with the United States. This population has complex medical needs complicated by cultural and linguistic barriers. This report outlines the design and evaluation of the Patient History Project (PHxP), a collaborative program between the University of Michigan Asylum Collaborative (UMAC) and a local non-profit, Freedom House Detroit (FHD), to improve the quality of health care for asylum-seekers while training medical students to work with vulnerable populations.MethodsIn the PHxP, medical students trained by UMAC interviewed FHD residents and created electronic medical records that residents could share with subsequent medical providers. These sessions additionally provided an opportunity for asylum-seekers to rehearse health care utilization in the comfort of their home. Surveys of students and asylum-seekers, and a semi-structured interview with FHD staff, were conducted to evaluate the program’s performance on multiple dimensions.ResultsAsylum-seekers reported high levels of overall satisfaction with PHxP and increased confidence in the health care setting. Medical student volunteers reported gaining cultural sensitivity and clinical skills. FHD staff noted greater insight into resident medical needs.ConclusionsAs the number of asylum-seekers in the United States continues to rise, so will the need of specialized services including medical care. This program is one strategy to help address the medical needs of asylum-seekers. Medical schools with programs to provide forensic medical exams and affidavits for asylum-seekers would be particularly well situated for the trial of such a program.

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