scholarly journals Active Learning and Competency Preconditioning Strengthen Osteopathic Medical Student Performance, Physician Attributes, and Competency Assessments

2021 ◽  
Vol 10 (1) ◽  
pp. 10-10
Author(s):  
Vivek R Joshi ◽  
Michael J Younger ◽  
Bhargavi Joshi
Keyword(s):  
Active Learning ◽  
Medical School ◽  
Student Performance ◽  
Core Competencies ◽  
Strong Positive Correlation ◽  
Learning Tools ◽  
Traditional Lecture ◽  
Competency Based Education ◽  
Competency Based ◽  
Teacher Centered

Background: Medical education has been reliant on didactic lectures, which are predominantly teacher-centered learning. Competency-based education was introduced in North America and with this came a paradigm shift in how schools conceptualize curricula and measure learning outcomes. This modern approach started a change away from traditional lecture-based and teacher-centered curricula to a more student-centric approach using various tools. Competency based education is widely regarded as an outcome-based approach to design, implement and evaluate the curriculum using widely accepted competencies. Authorities recommend seven core competencies which have various indicators to address student performance. The main purpose of this research is to utilize active learning tools to enhance this approach and then assess competencies in the first year of medical school to improve academic outcomes as well as exposing students to competency domains on which they will be assessed and to ultimately create a complete physician. Methods: The study was conducted at a medical school during the first semester of medical school and included 145 students. Various active learning tools, such as modified case-based learning, quizzes, and case discussions, were used to assess competency in a biochemistry and genetics course, and these were compared to questions based on concepts delivered by the traditional lecture method. Results: Student performance on high-stakes examinations after active learning sessions on content and concepts had statistically higher average percentages on the second, third and fourth examinations. The average Diff (p) for the second, third, and fourth examination to the questions being considered for the study were (Diff p= 0.84, 0.83, and 0.92) with a positive moderate correlation for the second examination (r= 0.535) and strong positive correlation for the third and fourth examination (r=0.745 and r=0.856) for their final biochemistry grades. Conclusion: The study shows some positive and significant results that active learning methods are a useful and meaningful way to deliver a curriculum for a competency-based education system, and may be better suited than traditional lectures for providing content and assessing competencies which are necessary to become a complete physician.

scholarly journals Active Learning and Competency Preconditioning: Strengthens Osteopathic Medical Student Performance, Physician Attributes and Competency Assessments.

2021 ◽  
Author(s):  
Vivek Joshi ◽  
Michael Younger ◽  
Bhargavi Joshi
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Medical School ◽  
Core Competencies ◽  
Learning Tools ◽  
Learning Methods ◽  
Traditional Lecture ◽  
Competency Based Education ◽  
Competency Based ◽  
Teacher Centered

Abstract Abstract: The medical education has been reliant on didactic lectures which are predominantly teacher centered learning method. The competency based medical education was introduced in North America and with this came the paradigm shift in how schools conceptualize curriculum and measure the outcomes to learning. This new and modern approach started a change away from the traditional lecture based and teacher centered curriculum to more student centric by using various tools. The competency-based education is vastly regarded as an outcome-based approach to design, implement and evaluate the curriculum using widely accepted competencies. AACOM recommends seven core competencies with in which you have various indicators which address the student’s performances. The main purpose of this research is to utilize active learning tools to assess the competencies in the first year of medical school which will provide better academic outcome, physician who is knowledgeable and satisfies all the competencies as needed by the Licensure authority. Materials & Methods: The study was conducted at medical school during the first semester of medical school and included 145 students. Various active learning tools like, team-based learning, quizzes, popup quizzes, case discussions were used to assess the competency in biochemistry and genetics course, and they were compared to questions based on concepts delivered by traditional lecture method. Results: The student’s performance on high stake examination after the active learning session on the content and concepts delivered and learnt had a statistically higher average percent point in the second, third and fourth examination. The average Diff (p) for second, third and fourth examination to the questions being considered for the study were (Diff p= 0.84, 0.83 and 0.92) with positive moderate correlation for second examination(r= 0.535) and strong positive correlation for third and fourth examination ( r=0.745 and r=0.856) with their final biochemistry grades. Conclusion: The study does not prove that active learning methods are the best way to deliver curriculum for competency based education system, but there are some positive and significant data that has emerged which does convince that these active learning methods may be better suited for providing and assessing the competencies .

scholarly journals Assessing competence in emergency medicine trainees: an overview of effective methodologies

CJEM ◽  
2008 ◽  
Vol 10 (04) ◽  
pp. 365-371 ◽  
Author(s):  
Jonathan Sherbino ◽  
Glen Bandiera ◽  
Jason R. Frank
Keyword(s):  
Emergency Medicine ◽  
Core Competencies ◽  
Assessment Tools ◽  
Competency Based Education ◽  
Physician Competence ◽  
Competency Based

ABSTRACTHow do we define competence in emergency medicine (EM), and how do we know when a resident has achieved it? In recent years, the idea of physician competence has become widely recognized as being multidimensional. This has resulted in an emphasis on competency-based education and assessment. We describe an up-to-date model to assess competence in EM. An overview of appropriate EM assessment tools is provided, along with their significant strengths and limitations. Sample behaviours representative of core competencies commonly assessed in EM training are matched to appropriate assessment tools. This review may serve as an introductory resource for EM clinicians, teachers and educators involved in EM trainee assessment.

scholarly journals Redesigning a course to help students achieve higher-order cognitive thinking skills: from goals and mechanics to student outcomes

2017 ◽  
Vol 41 (2) ◽  
pp. 194-202 ◽  
Author(s):  
Janet Casagrand ◽  
Katharine Semsar
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Cognitive Skills ◽  
Student Outcomes ◽  
Thinking Skills ◽  
Skill Levels ◽  
Student Centered ◽  
Traditional Lecture ◽  
Course Materials ◽  
Learning Assessments

Here we describe a 4-yr course reform and its outcomes. The upper-division neurophysiology course gradually transformed from a traditional lecture in 2004 to a more student-centered course in 2008, through the addition of evidence-based active learning practices, such as deliberate problem-solving practice on homework and peer learning structures, both inside and outside of class. Due to the incremental nature of the reforms and absence of pre-reform learning assessments, we needed a way to retrospectively assess the effectiveness of our efforts. To do this, we first looked at performance on 12 conserved exam questions. Students performed significantly higher post-reform on questions requiring lower-level cognitive skills and those requiring higher-level cognitive skills. Furthermore, student performance on conserved questions was higher post-reform in both the top and bottom quartiles of students, although lower-quartile student performance did not improve until after the first exam. To examine student learning more broadly, we also used Bloom’s taxonomy to quantify a significant increase in the Bloom’s level of exams, with students performing equally well post-reform on exams that had over twice as many questions at higher cognitive skill levels. Finally, we believe that four factors provided critical contributions to the success of the course reform, including: transformation efforts across multiple course components, alignment between formative and evaluative course materials, student buy-in to course instruction, and instructional support. This reform demonstrates both the effectiveness of incorporating student-centered, active learning into our course, and the utility of using Bloom’s level as a metric to assess course reform.

scholarly journals Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces

2016 ◽  
Vol 15 (4) ◽  
pp. ar68 ◽  
Author(s):  
Jon R. Stoltzfus ◽  
Julie Libarkin
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Student Perceptions ◽  
Scale Up ◽  
Lecture Hall ◽  
Student Centered ◽  
Traditional Lecture ◽  
Quasi Experimental ◽  
And Performance ◽  
Based Instruction

SCALE-UP–type classrooms, originating with the Student-Centered Active Learning Environment with Upside-down Pedagogies project, are designed to facilitate active learning by maximizing opportunities for interactions between students and embedding technology in the classroom. Positive impacts when active learning replaces lecture are well documented, both in traditional lecture halls and SCALE-UP–type classrooms. However, few studies have carefully analyzed student outcomes when comparable active learning–based instruction takes place in a traditional lecture hall and a SCALE-UP–type classroom. Using a quasi-experimental design, we compared student perceptions and performance between sections of a nonmajors biology course, one taught in a traditional lecture hall and one taught in a SCALE-UP–type classroom. Instruction in both sections followed a flipped model that relied heavily on cooperative learning and was as identical as possible given the infrastructure differences between classrooms. Results showed that students in both sections thought that SCALE-UP infrastructure would enhance performance. However, measures of actual student performance showed no difference between the two sections. We conclude that, while SCALE-UP–type classrooms may facilitate implementation of active learning, it is the active learning and not the SCALE-UP infrastructure that enhances student performance. As a consequence, we suggest that institutions can modify existing classrooms to enhance student engagement without incorporating expensive technology.

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.

scholarly journals Core Competency Education of Social Work Students: An Empirical Assessment Through Scale Development

2018 ◽  
Vol 5 (2) ◽  
pp. 58
Author(s):  
Yu Guo ◽  
Shuang Lu ◽  
Chien-Chung Huang ◽  
Yuqi Wang ◽  
Yiwen Zhang
Keyword(s):  
Social Work ◽  
Core Competencies ◽  
Core Competency ◽  
Social Work Students ◽  
Competency Based Education ◽  
The Social ◽  
Competency Based ◽  
Quantitative Examination ◽  
Work Education ◽  
Education In China

This study investigates how competency-based education and assessment prepare social work students to become competent professionals, with a quantitative examination of Chinese students’ (n=332) core competencies. Factor analysis suggests that core competencies can be grouped into conceptual and professional dimensions. The regression results demonstrate that curriculum content satisfaction, preference for the social work major, field experience, and knowledge of career outlook are positively related to students’ conceptual, professional, and comprehensive competencies. Gender and willingness for further study also relate positively to both conceptual and comprehensive competencies, and grade is positively associated with professional competency. These findings carry important implications for the competency-based approach to social work education in China.

scholarly journals Is Peer Interaction Necessary for Optimal Active Learning?

2014 ◽  
Vol 13 (2) ◽  
pp. 243-252 ◽  
Author(s):  
Debra L. Linton ◽  
Jan Keith Farmer ◽  
Ernie Peterson
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Instructional Materials ◽  
Cooperative Groups ◽  
Traditional Lecture ◽  
Group Processing ◽  
Learning Techniques ◽  
Meta Analyses ◽  
Learning Interventions ◽  
Optimal Implementation

Meta-analyses of active-learning research consistently show that active-learning techniques result in greater student performance than traditional lecture-based courses. However, some individual studies show no effect of active-learning interventions. This may be due to inexperienced implementation of active learning. To minimize the effect of inexperience, we should try to provide more explicit implementation recommendations based on research into the key components of effective active learning. We investigated the optimal implementation of active-learning exercises within a “lecture” course. Two sections of nonmajors biology were taught by the same instructor, in the same semester, using the same instructional materials and assessments. Students in one section completed in-class active-learning exercises in cooperative groups, while students in the other section completed the same activities individually. Performance on low-level, multiple-choice assessments was not significantly different between sections. However, students who worked in cooperative groups on the in-class activities significantly outperformed students who completed the activities individually on the higher-level, extended-response questions. Our results provide additional evidence that group processing of activities should be the recommended mode of implementation for in-class active-learning exercises.

scholarly journals Evaluating competency based education modules in an online nurse practitioner course

2018 ◽  
Vol 9 (3) ◽  
pp. 1
Author(s):  
Julie Worley ◽  
Michelle Heyland
Keyword(s):  
Student Performance ◽  
Nurse Practitioner ◽  
Student Evaluation ◽  
Clinical Skills ◽  
New Technology ◽  
Psychiatric Nurse ◽  
Competency Based Education ◽  
Quality Scale ◽  
Competency Based ◽  
Method Of Instruction

Competency based education (CBE) has been shown to improve academic performance and could help bridge the gap between education and clinical practice. There is a lack of evaluation data for new content added to courses, particularly CBEs and new technology. The aim of the study was to evaluate the use of CBE modules and GoReact technology in an online psychiatric nurse practitioner course. In a quality improvement study, four CBE modules were used to assess knowledge and clinical skills in an online psychiatric assessment course. Knowledge tests were used to assess student knowledge, adaptations of the Student Evaluation of Educational Quality Scale (SEEQ) and the Systems Usability Scale (SUS) were used to evaluate the students’ responses to the CBE modules. Faculty feedback and comparisons from prior years without CBEs were also examined. All students in the course successfully completed the CBE modules for course credit. The majority of the students who completed the surveys had a positive response to the CBEs and GoReact technology. Faculty were satisfied with using CBEs and the technology and overall student performance in the course and subsequent practicum course following the CBEs was the same or improved. CBE modules appear to be an effective and well received method of instruction in online clinical psychiatric nurse practitioner courses.

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.

scholarly journals A Study on the Operation of Liberal Arts Curriculum Based on Core Competencies －Focusing on the Case of N University

2021 ◽  
Vol 15 (3) ◽  
pp. 147-168
Author(s):  
Eun Sook Park
Keyword(s):  
Liberal Arts ◽  
Core Competencies ◽  
Transformation Process ◽  
Student Centered ◽  
Student Opinions ◽  
Competency Based Education ◽  
Education Experience ◽  
Arts Curriculum ◽  
Competency Based ◽  
Competency Evaluation

This study is a case study regarding the operation of the liberal arts curriculum based on core competencies. It was conducted to explore the developmental direction of the competency-based curriculum. The study investigated the trend in the changes of the competency-based curriculum of N University, as well as the actual conditions and demands of the faculty’ capacity-based curriculum operation.N University's competency-based education has grown through a three-stage transformation process. The quality of education has been managed by diagnosing the effectiveness of competency-based education at the curriculum level through competency matching with the competency of the subject. While professors are highly aware of the necessity of competency-based education, they are relatively inadequate when it comes to teaching various curriculums. Therefore, for the purpose of competency-based education, it is necessary to diversify the curriculum.The professor was engaged in the following activities to operate the competency-based curriculum: student-centered class preparation and activity-oriented teaching methods, one-on-one feedback and guidance on activity experiences, observation and activity-oriented competency evaluation, and curriculum improvement plans reflecting student opinions, etc. Through the exploration of this process of change, and based on the recognition of the professors, suggestions on educational policy, educational content, and educational methods were made.The purpose of this study was to demonstrate that a specific case of competency-based education at a certain university, along with the perception of professors with competency-based education experience, suggests the direction in which competency-based education is heading.

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