An Exploration of How Competency-Based Education Can Support Self-Directed Learners and Learning

At a time when workplace skills are rapidly evolving, continuous learning is increasingly important, and the responsibility for learning has shifted from others (parents, schools, teachers, employers) to individuals. Self-directed learning (SDL) can help learner-earners thrive in a skills-based economy. Competency-based education (CBE) is well suited to appeal to self-directed learners and to scaffold learner self-direction; however, existing research on the relationship between SDL and CBE programs is limited. This chapter uses case studies of the experiences of two self-directed learners in a CBE program to explore the role of self-direction in their learning journeys. The key takeaways are that (1) self-direction can have a strong impact on learner success and (2) CBE programs are uniquely positioned to support self-directed learners. The chapter concludes with a discussion of considerations for future research.

Mentoring in an Online Environment

This chapter aims to illustrate how online mentorship can be as effective or even more effective as in-person mentorship. Individuals have been mentored online for years; however, because of the COVID-19 pandemic, it has become more popular out of necessity. Mentorship can happen in any number of settings. The focus for this chapter will be on different areas that foster mentor/protégé relationships. These include competency-based education programs, doctoral studies, instructional design, adjunct and fulltime faculty, and nonprofit leadership.

Redefining Higher Education Through Competency-Based Education and Flexible Course Schedules

COVID has impacted the world in so many ways that life may never be “normal” again. What has come out of the pandemic is a trajectory of how we view the workplace and the classroom. With a growing number of people out of work due to the pandemic, many are turning to education to help get a job and improve their skill set. With a growing number of adult learners, higher education must be re-defined and re-evaluated. Even before the pandemic, competency-based education offered the nontraditional student the flexibility of time, pace, and cost to aid in their educational goals. Through this research, higher education is redefined to look at college degrees with a student-focus as opposed to the traditional institutional-focus, specifically in terms of course flexibility, cost savings, and pace.

Development and Validation of a Competency-Based Education Model Suitable for Undergraduate Human Nutrition and Dietetics Training in Uganda: A Modified Delphi Process

Background Competency-based education (CBE) equips health professionals with the requisite competencies for health systems performance. This study aimed to develop and validate a CBE model suitable for teaching Human Nutrition/Human Nutrition and Dietetics (HN/HND) at the undergraduate level in Uganda. Methods The study was undertaken in two main phases, (1) competency needs assessment and (2) model development and content validation. The later had three iterative stages: a needs assessment results validation workshop; an expert focus group discussion to develop a draft CBE model framework; and consensus development-itself undertaken in two modified Delphi rounds to ascertain participant consensus on the relevance and suitability of the competency domains, subdomains, and statements comprised in the developed draft CBE framework for undergraduate HN/HND training in Uganda. In the modified Delphi process, participants indicated the degree to which they agreed or disagreed with each of the given statements on five-point Likert-type items of strongly disagree, disagree, neither agree nor disagree, agree, and strongly agree as well as the level of training they recommended the given competency statement to be learned. The workshop had 31 participants, the focus group eight, while the first and second Delphi rounds had 70 and 55 participants respectively. Results In total, seven competency domains, 24 subdomains, and 190 competency statements were developed. Content analysis and analysis of percentage responses for each competency statement were done with participant consensus set at ≥80%. All the seven domains (100%); 22 (91.7%) of the 24 subdomains; and 153 (87.9%) of the 174 analysed competency statements were evaluated as both relevant and suitable for undergraduate HN/HND training and hence included in the validated CBE model. Conclusion This study evaluated the relevancy and suitability of seven competency domains prevention and management of malnutrition; nutrition in the lifecycle; food security, food safety, agriculture, and livelihoods promotion; ethics and professionalism in nutrition and dietetics; research and data analysis; policy, advocacy, and social and behaviour change communication; and nutrition leadership and management for undergraduate HN/HND training in Uganda. The study recommends translating the developed CBE model into a standard curriculum that can be taught and evaluated.

COMPETENCY-BASED EDUCATION: THEORY AND PRACTICE

This study aimed to reach a pro on Competency-Based Education (CBE) through the opinions of Educational Sciences experts and to review the literature on CBE. In this study, convergent design, one of the mixed methods research, was used, and a semi-structured questionnaire was used to collect data. The sample was selected through convenience sampling and consisted of 28 participants. In the study, the documents related to National and International Qualifications Frameworks, history of CBE, its comparison with traditional education, its implementation, and the challenges of CBE practices are reviewed. The findings revealed that there is a conceptual consensus among the experts on the concepts of skill and learning outcome, but no agreement on the use of “competence,” “proficiency,” and “qualification.” The study showed that the experts adopt the most up-to-date definitions of CBE, but it is often confused with Proficiency-Based Education. The study revealed that CBE focuses on the demonstration of competence when considering students’ progress and measures it by formative assessments and that, in CBE, students’ learning gaps are eliminated by supporting them at each stage.

Person-Centered Care for Family Caregivers: Co-Designing an Education Program for the Healthcare Workforce

Background Research recommends the healthcare workforce receive competency-based education to support family-caregivers [FCGs}. typically, education has been directed at FCG’s to increase their care skills rather that at healthcare providers to provide person-centered care to FCGs. Objectives: We present the co-design process used to create a competency-based education program for the healthcare workforce that ensures a person-centered focus on FCGs and introduce our Health Workforce Caregiver-Centered Care Education. Approach: Co-design is the act of creating with stakeholders to ensure useable results that meet stakeholder’s needs. We began by coining the concept “caregiver-centered care,” defined as a collaborative working relationship between families and healthcare providers aimed at supporting FCGs in their caregiving role, decisions about care management, and advocacy. From this definition we co-designed, then validated the Caregiver-Centered Care Competency Framework in a Delphi Process. Stakeholders (n= 101) including FCGs, providers, policy makers, community organizations, researchers, and educational designers then used effective practices for health workforce education to co-design the ‘foundational’ level of a Caregiver Centered Care education. Results Teaching and learning resources include six competency-aligned educational modules with videos and interactive exercises that encourage reflection. With the COVID-19 pandemic, we moved the education online (caregivercare.ca). In the first four months online, 815healthcare providers completed the education. We continue to use mixed methods to evaluate the Caregiver-Centered Care Education, for acceptability and effectiveness, in five care contexts (primary, acute, home, supportive living, long-term care). Conclusion We expect that our education will support caregiver-centered care in all healthcare settings.

Alternative Pathways: The Use Of Field-Specific Micro-Credentials in Aging Services

The rise of formal academic programs in gerontology at colleges and universities has been well documented over the last fifty years. Organizations such as AGHE and AGEC have been established to provide guidance, foster consistency, and advance formal gerontology education programs. Broadly, the purpose of these programs has been to develop a pipeline of trained gerontologists for the aging services workforce. What has been less documented is the rise of alternative pathways to gerontology and gerontological competence, including micro-credentialing. Micro-credentials are intended to provide quick-to-complete competency-based education around specific topics to demonstrate relevant skills to employers. To date, little is known about the prevalence of micro-credentialing in gerontology. Still, it may be that micro-credentials are sought in place of formal academic preparation due to their reduced cost, ease of completion, recognizability, and opportunity to quickly train employees in specific skills. To address this gap, we conducted a review of existing gerontological micro-credentialing opportunities. We identified a total of 51 micro-credentials with an explicit aging-focus and searched for associated competencies for these micro-credentials. In this poster, we describe findings on the emphases of micro-credentials, including dementia and care coordination, and review the programs' scope and nature of competencies. We argue that micro-credentialing can offer value for employees unable or unwilling to pursue formal academic training but should be differentiated from such training. Moving forward, it is critical to ensure alignment between gerontological micro-credentials and established gerontological competencies and standards and to differentiate micro-credentials from formal academic programs.

Development and Validation of a Competency-Based Education Model Suitable for Undergraduate Human Nutrition and Dietetics Training in Uganda: A Modified Delphi Process

Background: Competency-based education (CBE) equips health professionals with the requisite competencies for health systems performance. This study aimed to develop and validate a CBE model suitable for teaching Human Nutrition/Human Nutrition and Dietetics (HN/HND) at the undergraduate level in Uganda. Methods: The study was undertaken in two main phases, (1) competency needs assessment and (2) model development and content validation. The later had three iterative stages: a needs assessment results validation workshop; an expert focus group discussion to develop a draft CBE model framework; and consensus development-itself undertaken in two modified Delphi rounds to ascertain participant consensus on the relevance and suitability of the competency domains, subdomains, and statements comprised in the developed draft CBE framework for undergraduate HN/HND training in Uganda. In the modified Delphi process, participants indicated the degree to which they agreed or disagreed with each of the given statements on five-point Likert-type items of strongly disagree, disagree, neither agree nor disagree, agree, and strongly agree as well as the level of training they recommended the given competency statement to be learned. The workshop had 31 participants, the focus group eight, while the first and second Delphi rounds had 70 and 55 participants respectively. Results: In total, seven competency domains, 24 subdomains, and 190 competency statements were developed. Content analysis and analysis of percentage responses for each competency statement were done with participant consensus set at ≥80%. All the seven domains (100%); 22 (91.7%) of the 24 subdomains; and 153 (87.9%) of the 174 analysed competency statements were evaluated as both relevant and suitable for undergraduate HN/HND training and hence included in the validated CBE model. Conclusion: This study evaluated the relevancy and suitability of seven competency domains prevention and management of malnutrition; nutrition in the lifecycle; food security, food safety, agriculture, and livelihoods promotion; ethics and professionalism in nutrition and dietetics; research and data analysis; policy, advocacy, and social and behaviour change communication; and nutrition leadership and management for undergraduate HN/HND training in Uganda. The study recommends translating the developed CBE model into a standard curriculum that can be taught and evaluated.