Understanding the ‘Competency-based Education' Conceptual Framework and Presenting Challenges through Conditional Exploration

2021 ◽  
Vol 6 (1) ◽  
pp. 1-22
Author(s):  
Jiwon Heo
Keyword(s):  
Conceptual Framework ◽  
Competency Based Education ◽  
Competency Based

A conceptual framework of student professionalization for health professional education and research

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Marilou Bélisle ◽  
Patrick Lavoie ◽  
Jacinthe Pepin ◽  
Nicolas Fernandez ◽  
Louise Boyer ◽  
...  
Keyword(s):  
Health Professional ◽  
Conceptual Framework ◽  
Learning Strategies ◽  
Professional Education ◽  
Group Learning ◽  
Learning Experiences ◽  
Health Professional Education ◽  
Competency Based Education ◽  
Core Components ◽  
Competency Based

Abstract Objectives To present a conceptual framework of student professionalization for health professional education and research. Methods Synthesis and discussion of a program of research on competency-based education. Results Competency-based education relies on active, situation-based group learning strategies to prepare students to become health professionals who are connected to patient and population needs. Professionalization is understood as a dynamic process of imagining, becoming, and being a member of a health profession. It rests on the evolution of three interrelated dimensions: professional competencies, professional culture, and professional identity. Professionalization occurs throughout students’ encounters with meaningful learning experiences that involve three core components: the roles students experience in situations bounded within specific contexts. Educational practices conducive to professionalization include active learning, reflection, and feedback. Conclusions This conceptual framework drives a research agenda aimed at understanding how students become health professional and how learning experiences involving action, reflection, and feedback foster that process and the advancement of professional practices.

scholarly journals Working towards developing an interprofessional pain management curricula for clinicians

2018 ◽  
Vol 87 (1) ◽  
pp. 19-21
Author(s):  
Zoe Letwin
Keyword(s):  
Pain Management ◽  
Conceptual Framework ◽  
Healthcare Professionals ◽  
Core Values ◽  
Educational Programs ◽  
Master's Level ◽  
Pain Education ◽  
Future Directions ◽  
Competency Based Education ◽  
Competency Based

Pain management receives minimal attention in the education of healthcare professionals. An environmental scan was conducted to assess the current pain management educational programs with a focus on interprofessionalism within a competency-based education framework in order to determine gaps before implementing the future master’s-level Interprofessional Pain Management degree program to be implemented at Western University. This paper outlines the methods used in the scan, keywords for the search, and key findings. The findings highlight several current interprofessional pain management programs, the need for a conceptual framework for interprofessional pain education, consistent core values/principles, and competency-based education embedded in interprofessional pain management and future directions.

Giving Up the Grade Chase for a Competency-Based Education

1996 ◽  
Vol 23 ◽  
pp. 69-77
Author(s):  
Donald E. Mowrer
Keyword(s):  
Competency Based Education ◽  
Competency Based

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.

Sign in / Sign up

Export Citation Format

Share Document