scholarly journals Day-1 Competencies for Veterinarians Specific to Health Informatics

2021 ◽  
Vol 8 ◽  
Author(s):  
Zenhwa Ben Ouyang ◽  
Jennifer Louise Hodgson ◽  
Elliot Robson ◽  
Kevin Havas ◽  
Elizabeth Stone ◽  
...  
Keyword(s):  
Health Informatics ◽  
American Association ◽  
Opinion Leaders ◽  
Competency Framework ◽  
Delivery Of Healthcare ◽  
Life Balance ◽  
Competency Based Education ◽  
Competency Based ◽  
Framework Development ◽  
Insight Into

In 2015, the American Association of Veterinary Medical Colleges (AAVMC) developed the Competency-Based Veterinary Education (CBVE) framework to prepare practice-ready veterinarians through competency-based education, which is an outcomes-based approach to equipping students with the skills, knowledge, attitudes, values, and abilities to do their jobs. With increasing use of health informatics (HI: the use of information technology to deliver healthcare) by veterinarians, competencies in HI need to be developed. To reach consensus on a HI competency framework in this study, the Competency Framework Development (CFD) process was conducted using an online adaptation of Developing-A-Curriculum, an established methodology in veterinary medicine for reaching consensus among experts. The objectives of this study were to (1) create an HI competency framework for new veterinarians; (2) group the competency statements into common themes; (3) map the HI competency statements to the AAVMC competencies as illustrative sub-competencies; (4) provide insight into specific technologies that are currently relevant to new veterinary graduates; and (5) measure panelist satisfaction with the CFD process. The primary emphasis of the final HI competency framework was that veterinarians must be able to assess, select, and implement technology to optimize the client-patient experience, delivery of healthcare, and work-life balance for the veterinary team. Veterinarians must also continue their own education regarding technology by engaging relevant experts and opinion leaders.

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

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

scholarly journals Development of an integrated competency framework for postgraduate paediatric training: a Delphi study

2021 ◽  
Author(s):  
Marieke Robbrecht ◽  
Koen Norga ◽  
Myriam Van Winckel ◽  
Martin Valcke ◽  
Mieke Embo
Keyword(s):  
Delphi Study ◽  
Medical Training ◽  
Graduate Training ◽  
Postgraduate Education ◽  
Curriculum Planning ◽  
Working Environment ◽  
Competency Framework ◽  
Competency Based Education ◽  
Competency Frameworks ◽  
Competency Based

AbstractCompetency-based education (CBE) has transformed medical training during the last decades. In Flanders (Belgium), multiple competency frameworks are being used concurrently guiding paediatric postgraduate CBE. This study aimed to merge these frameworks into an integrated competency framework for postgraduate paediatric training. In a first phase, these frameworks were scrutinized and merged into one using the Canadian Medical Education Directives for Specialists (CanMEDS) framework as a comprehensive basis. Thereafter, the resulting unified competency framework was validated using a Delphi study with three consecutive rounds. All competencies (n = 95) were scored as relevant in the first round, and twelve competencies were adjusted in the second round. After the third round, all competencies were validated for inclusion. Nevertheless, differences in the setting in which a paediatrician may work make it difficult to apply a general framework, as not all competencies are equally relevant, applicable, or suitable for evaluation in every clinical setting. These challenges call for a clear description of the competencies to guide curriculum planning, and to provide a fitting workplace context and learning opportunities.Conclusion: A competency framework for paediatric post-graduate training was developed by combining three existing frameworks, and was validated through a Delphi study. This competency framework can be used in setting the goals for workplace learning during paediatric training. What is Known:•Benefits of competency-based education and its underlying competency frameworks have been described in the literature.•A single and comprehensive competency framework can facilitate training, assessment, and certification. What is New:•Three existing frameworks were merged into one integrated framework for paediatric postgraduate education, which was then adjusted and approved by an expert panel.•Differences in the working environment might explain how relevant a competency is perceived.

Competency-Based Education

2018 ◽  
Author(s):  
J. Donald Boudreau ◽  
Eric J. Cassell ◽  
Abraham Fuks
Keyword(s):  
Clinical Performance ◽  
Opinion Leaders ◽  
Clinical Teachers ◽  
Advantages And Disadvantages ◽  
Competency Based Education ◽  
Design Considerations ◽  
National Institutions ◽  
Competency Based ◽  
And Performance ◽  
Assessment Strategies

The historical roots of competency-based approaches to education are presented. The word competency and its cognates competence, competent, and competencies are defined. The conditions that have permitted the competency-based movement to become entrenched in many national and pan-national institutions are discussed. There is an overwhelming perception by opinion leaders that learners are currently not subject to sufficiently valid and robust assessments of clinical performance. Competency-based approaches are considered promising as they provide protocols for frequent assessments. Clinical teachers sometimes visualize these assessment strategies as providing “educational biopsies” of learners’ skills and so-called competencies. Design considerations in competency-based approaches, namely, the concepts of entrustability, graded levels of proficiency, and performance milestones, are discussed. The chapter ends with opinions on the theoretical advantages and disadvantages of this approach.

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

Competency-Based Education in Minimally Invasive and Robotic Colorectal Surgery

2021 ◽  
Vol 34 (03) ◽  
pp. 155-162
Author(s):  
Marisa Louridas ◽  
Sandra de Montbrun
Keyword(s):  
Minimally Invasive ◽  
Technical Skill ◽  
Assessment Tools ◽  
Independent Practice ◽  
Competency Based Education ◽  
The Past ◽  
Robotic Colorectal Surgery ◽  
Competency Based ◽  
Colorectal Surgeons ◽  
Educational Paradigm

AbstractMinimally invasive and robotic techniques have become increasingly implemented into surgical practice and are now an essential part of the foundational skills of training colorectal surgeons. Over the past 5 years there has been a shift in the surgical educational paradigm toward competency-based education (CBE). CBE recognizes that trainees learn at different rates but regardless, are required to meet a competent threshold of performance prior to independent practice. Thus, CBE attempts to replace the traditional “time” endpoint of training with “performance.” Although conceptually sensible, implementing CBE has proven challenging. This article will define competence, outline appropriate assessment tools to assess technical skill, and review the literature on the number of cases required to achieve competence in colorectal procedures while outlining the barriers to implementing CBE.

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