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 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 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 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 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.

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 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.

The usefulness and feasibility of the physical education school programme in the opinions of teachers from selected schools in the province Silesia and Opole

2019 ◽  
Vol 4 (3) ◽  
pp. 20-27
Author(s):  
Dariusz Pośpiech ◽  
Justyna Blacha
Keyword(s):  
Physical Education ◽  
High School Teachers ◽  
Curriculum Reform ◽  
Goodness Of Fit ◽  
Core Curriculum ◽  
Physical Education Teachers ◽  
Goodness Of Fit Test ◽  
Chi Square ◽  
The Core ◽  
Better Than

Introduction: One of the objectives of the core curriculum reform was to diversify school physical education and to adapt it to the interests of students. Nowadays, there is an alarming decline in physical activity among young people, both in school and non-school classes, and the school offers to choose a favorite sport discipline lose with out-of-school offers. Searching for effective solutions was a necessity. Methods: The research was conducted in 2013 among 74 junior high and high school teachers. The method of a diagnostic survey using a questionnaire was used. The arithmetic mean of the results was calculated. A chi-square goodness of fit test (x^2) was performed to determine the significance of differences. Results: In most cases, the assessments of men and women were very similar. The data show that the highest ratings of suitability and feasibility were obtained by the thematic blocks: "Sports of all life and leisure" and "Sport". For many years, sports games have been the most desirable content of physical education lessons by students and, as shown by the results of the conducted research, also physical education teachers. Conclusions: The obtained results indicates that physical education teachers positively assess the content of the core curriculum implemented in 2009. The surveyed teachers assessed the usefulness of the core curriculum content much better than its feasibility.

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.

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