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Competency-based education: programme design and challenges to implementation.

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Title: Competency-based education: programme design and challenges to implementation.
Authors: Gruppen, Larry D, Burkhardt, John C, Fitzgerald, James T, Funnell, Martha, Haftel, Hilary M, Lypson, Monica L, Mullan, Patricia B, Santen, Sally A, Sheets, Kent J, Stalburg, Caren M, Vasquez, John A
Source: Medical Education. May2016, Vol. 50 Issue 5, p532-539. 8p. 1 Diagram, 1 Chart.
Subjects: Young adults, Higher education, Outcome-based education, Medical students, Team building, Human services programs, Course evaluation (Education), Educational outcomes, National competency-based educational tests, Adults, Medical education
Abstract: Context Competency-based education ( CBE) has been widely cited as an educational framework for medical students and residents, and provides a framework for designing educational programmes that reflect four critical features: a focus on outcomes, an emphasis on abilities, a reduction of emphasis on time-based training, and promotion of learner centredness. Each of these features has implications and potential challenges for implementing CBE. Methods As an experiment in CBE programme design and implementation, the University of Michigan Master of Health Professions Education ( UM- MHPE) degree programme was examined for lessons to be learned when putting CBE into practice. The UM- MHPE identifies 12 educational competencies and 20 educational entrustable professional activities ( EPAs) that serve as the vehicle for both learning and assessment. The programme also defines distinct roles of faculty members as assessors, mentors and subject-matter experts focused on highly individualised learning plans adapted to each learner. Conclusions Early experience with implementing the UM- MHPE indicates that EPAs and competencies can provide a viable alternative to traditional courses and a vehicle for rigorous assessment. A high level of individualisation is feasible but carries with it significant costs and makes intentional community building essential. Most significantly, abandoning a time-based framework is a difficult innovation to implement in a university structure that is predicated on time-based education. [ABSTRACT FROM AUTHOR]
Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Competency-based education: programme design and challenges to implementation.
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  Data: <searchLink fieldCode="AR" term="%22Gruppen%2C+Larry+D%22">Gruppen, Larry D</searchLink><br /><searchLink fieldCode="AR" term="%22Burkhardt%2C+John+C%22">Burkhardt, John C</searchLink><br /><searchLink fieldCode="AR" term="%22Fitzgerald%2C+James+T%22">Fitzgerald, James T</searchLink><br /><searchLink fieldCode="AR" term="%22Funnell%2C+Martha%22">Funnell, Martha</searchLink><br /><searchLink fieldCode="AR" term="%22Haftel%2C+Hilary+M%22">Haftel, Hilary M</searchLink><br /><searchLink fieldCode="AR" term="%22Lypson%2C+Monica+L%22">Lypson, Monica L</searchLink><br /><searchLink fieldCode="AR" term="%22Mullan%2C+Patricia+B%22">Mullan, Patricia B</searchLink><br /><searchLink fieldCode="AR" term="%22Santen%2C+Sally+A%22">Santen, Sally A</searchLink><br /><searchLink fieldCode="AR" term="%22Sheets%2C+Kent+J%22">Sheets, Kent J</searchLink><br /><searchLink fieldCode="AR" term="%22Stalburg%2C+Caren+M%22">Stalburg, Caren M</searchLink><br /><searchLink fieldCode="AR" term="%22Vasquez%2C+John+A%22">Vasquez, John A</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Medical+Education%22">Medical Education</searchLink>. May2016, Vol. 50 Issue 5, p532-539. 8p. 1 Diagram, 1 Chart.
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  Data: <searchLink fieldCode="DE" term="%22Young+adults%22">Young adults</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Outcome-based+education%22">Outcome-based education</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+students%22">Medical students</searchLink><br /><searchLink fieldCode="DE" term="%22Team+building%22">Team building</searchLink><br /><searchLink fieldCode="DE" term="%22Human+services+programs%22">Human services programs</searchLink><br /><searchLink fieldCode="DE" term="%22Course+evaluation+%28Education%29%22">Course evaluation (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br /><searchLink fieldCode="DE" term="%22National+competency-based+educational+tests%22">National competency-based educational tests</searchLink><br /><searchLink fieldCode="DE" term="%22Adults%22">Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink>
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  Data: Context Competency-based education ( CBE) has been widely cited as an educational framework for medical students and residents, and provides a framework for designing educational programmes that reflect four critical features: a focus on outcomes, an emphasis on abilities, a reduction of emphasis on time-based training, and promotion of learner centredness. Each of these features has implications and potential challenges for implementing CBE. Methods As an experiment in CBE programme design and implementation, the University of Michigan Master of Health Professions Education ( UM- MHPE) degree programme was examined for lessons to be learned when putting CBE into practice. The UM- MHPE identifies 12 educational competencies and 20 educational entrustable professional activities ( EPAs) that serve as the vehicle for both learning and assessment. The programme also defines distinct roles of faculty members as assessors, mentors and subject-matter experts focused on highly individualised learning plans adapted to each learner. Conclusions Early experience with implementing the UM- MHPE indicates that EPAs and competencies can provide a viable alternative to traditional courses and a vehicle for rigorous assessment. A high level of individualisation is feasible but carries with it significant costs and makes intentional community building essential. Most significantly, abandoning a time-based framework is a difficult innovation to implement in a university structure that is predicated on time-based education. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/medu.12977
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      – SubjectFull: Young adults
        Type: general
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      – SubjectFull: Outcome-based education
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