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Journal articles on the topic 'Education Competency based education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Oroszi, Terry. "Competency-Based Education." Creative Education 11, no. 11 (2020): 2467–76. http://dx.doi.org/10.4236/ce.2020.1111181.

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2

Schmaus, Diane C. "Competency-Based Education." AORN Journal 45, no. 2 (February 1987): 474–82. http://dx.doi.org/10.1016/s0001-2092(07)68360-4.

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3

King, Spencer B. "Competency-Based Education." JACC: Cardiovascular Interventions 8, no. 2 (February 2015): 374–75. http://dx.doi.org/10.1016/j.jcin.2014.12.219.

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4

Moon, Yong-lin. "Education reform and competency-based education." Asia Pacific Education Review 8, no. 2 (August 2007): 337–41. http://dx.doi.org/10.1007/bf03029267.

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5

Curry, Lynn, and Marcia Docherty. "Implementing Competency-Based Education." Collected Essays on Learning and Teaching 10 (June 12, 2017): 61–74. http://dx.doi.org/10.22329/celt.v10i0.4716.

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The rapid and widespread adoption of competency-based education (CBE) has brought into sharp focus long-standing tensions built into education systems, particularly for graduate and professional schools. We all share the desire to produce graduates equipped to respond capably in a rapidly changing world. However, many of us struggle with the knowledge, skills, and attitudes required to identify, articulate, deliver, document, assess, assure, and adjust those necessary competencies across learning engagements, work-study experiences, and into work careers. CBE forces us to alter familiar pedagogical beliefs, attitudes, and behaviours. The purpose of this essay is to assist faculty, students, administrators, regulators, and employers in considering the strengths and limitations of competence-based education (CBE). We also introduce a range of mitigating strategies to address CBE shortcomings.
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6

Dwyer, Tim, Sara Wright, Kulamakan M. Kulasegaram, John Theodoropoulos, Jaskarndip Chahal, David Wasserstein, Charlotte Ringsted, Brian Hodges, and Darrell Ogilvie-Harris. "Competency-Based Medical Education." Journal of Bone and Joint Surgery-American Volume 97, no. 23 (December 2015): 1985–91. http://dx.doi.org/10.2106/jbjs.o.00252.

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7

Elam, Jimmy H. "Competency-based optometric education." Optometry - Journal of the American Optometric Association 75, no. 2 (February 2004): 75–78. http://dx.doi.org/10.1016/s1529-1839(04)70017-2.

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8

Baxi, Gaurang, and Tushar Palekar. "Competency-based physiotherapy education." Indian Journal of Physical Therapy and Research 2, no. 2 (2020): 144. http://dx.doi.org/10.4103/ijptr.ijptr_13_20.

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Ford, Rod, and Ryan Meyer. "Competency-based Education 101." Procedia Manufacturing 3 (2015): 1473–80. http://dx.doi.org/10.1016/j.promfg.2015.07.325.

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10

Polis, Sharon Lee. "Competency-Based Laser Education." AORN Journal 55, no. 2 (February 1992): 567–72. http://dx.doi.org/10.1016/s0001-2092(07)68618-9.

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11

Kovaichelvan, V. "Competency-based engineering education." International Journal of Indian Culture and Business Management 8, no. 2 (2014): 253. http://dx.doi.org/10.1504/ijicbm.2014.059213.

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12

Marple, Bradley F. "Competency-Based Resident Education." Otolaryngologic Clinics of North America 40, no. 6 (December 2007): 1215–25. http://dx.doi.org/10.1016/j.otc.2007.07.003.

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13

Albanese, Robert. "Competency‐based Management Education." Journal of Management Development 8, no. 2 (February 1989): 66–76. http://dx.doi.org/10.1108/eum0000000001343.

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14

Carnethon, Mercedes R., Leah C. Neubauer, and Philip Greenland. "Competency-Based Postdoctoral Education." Circulation 139, no. 3 (January 15, 2019): 310–12. http://dx.doi.org/10.1161/circulationaha.118.037494.

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15

Chow, Benjamin J. W., Ali Alenazy, Gary Small, Andrew Crean, Yeung Yam, Rob S. Beanlands, Owen Clarkin, Michael Froeschl, Terrence D. Ruddy, and Alomgir Hossain. "Competency-Based Medical Education." JACC: Cardiovascular Imaging 12, no. 12 (December 2019): 2505–13. http://dx.doi.org/10.1016/j.jcmg.2019.09.021.

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16

Kumari, Sneha. "Competency Based Medical Education and its Application in Biochemistry." International Journal of Healthcare Education & Medical Informatics 6, no. 2 (November 26, 2019): 7–9. http://dx.doi.org/10.24321/2455.9199.201906.

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17

Chuenjitwongsa, S., R. G. Oliver, and A. D. Bullock. "Competence, competency-based education, and undergraduate dental education: a discussion paper." European Journal of Dental Education 22, no. 1 (June 1, 2016): 1–8. http://dx.doi.org/10.1111/eje.12213.

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18

Bylaitė-Šalavėjienė, Danguolė, and Adela García-Aracil. "Promoting competency-based education in Belarusian Higher Education." Socialinis ugdymas 51, no. 1 (February 14, 2020): 24–32. http://dx.doi.org/10.15823/su.2019.51.2.

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19

Iobst, William F., Jonathan Sherbino, Olle Ten Cate, Denyse L. Richardson, Deepak Dath, Susan R. Swing, Peter Harris, Rani Mungroo, Eric S. Holmboe, and Jason R. Frank. "Competency-based medical education in postgraduate medical education." Medical Teacher 32, no. 8 (July 27, 2010): 651–56. http://dx.doi.org/10.3109/0142159x.2010.500709.

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20

Boyer, Naomi, and Kathy Bucklew. "Competency‐based education and higher education enterprise systems." Journal of Competency-Based Education 4, no. 1 (February 28, 2019): e01180. http://dx.doi.org/10.1002/cbe2.1180.

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21

Schilling, Jim F., and J. Randall Koetting. "Underpinnings of Competency-Based Education." Athletic Training Education Journal 5, no. 4 (October 1, 2010): 165–69. http://dx.doi.org/10.4085/1947-380x-5.4.165.

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Context: To understand and appropriately implement competency-based education (CBE) to its fullest potential in professional programs, an investigation of its evolution is required. Objective: To reveal the development of the CBE approach now dominating many professional programs in higher education, including Athletic Training Education Programs (ATEPs). While behavioral science research at the turn of the 20th century laid the groundwork for the CBE approach, the process used to establish its construct in education stemmed from scientific management methodology used in industry. A history of various educational paradigms, including social efficiency, essentialism, and vocationalism, contributed to the birth and eventual use of the CBE approach in professional programs. Data Sources: Literature reviewed for this article included published articles and books pertaining to CBE and the sciences, philosophies, theories, and educational paradigms that constitute the underpinnings of the CBE approach used in higher education professional programs. Data Synthesis: A contradiction of learning theories has led to inconsistent employment of the CBE framework, making its use inconsistent in professional programs. The emphasis in health care education programs, such as athletic training, has been on using specific behavioral objectives that provide distinct quantifiable data as competencies assessed within specific time frames, as opposed to incorporating integrated objectives as competencies with completion determined by level of skill achievement. Conclusions: Authenticity and immeasurable skills are examples of limitations with the CBE approach in athletic training programs. These limitations will be discussed and suggestions for future direction provided.
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22

Whitcomb, Michael E. "More on Competency-Based Education." Academic Medicine 79, no. 6 (June 2004): 493–94. http://dx.doi.org/10.1097/00001888-200406000-00001.

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23

Eaton, J. S. "Accreditation and competency-based education." Journal of Competency-Based Education 1, no. 1 (April 2016): 12–16. http://dx.doi.org/10.1002/cbe2.1006.

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24

Powell, Deborah E., and Carol Carraccio. "Toward Competency-Based Medical Education." New England Journal of Medicine 378, no. 1 (January 4, 2018): 3–5. http://dx.doi.org/10.1056/nejmp1712900.

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25

Gable, Robert A. "Competency-Based Teacher Education Revisited." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 14, no. 3 (July 1991): 177–82. http://dx.doi.org/10.1177/088840649101400304.

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26

Harden, Ronald M. "Progression in competency-based education." Medical Education 48, no. 8 (July 9, 2014): 838. http://dx.doi.org/10.1111/medu.12500.

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27

Carraccio, Carol, Robert Englander, Elaine Van Melle, Olle ten Cate, Jocelyn Lockyer, Ming-Ka Chan, Jason R. Frank, and Linda S. Snell. "Advancing Competency-Based Medical Education." Academic Medicine 91, no. 5 (May 2016): 645–49. http://dx.doi.org/10.1097/acm.0000000000001048.

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28

Nodine, Thad, and Sally M. Johnstone. "Competency-Based Education: Leadership Challenges." Change: The Magazine of Higher Learning 47, no. 4 (July 4, 2015): 61–66. http://dx.doi.org/10.1080/00091383.2015.1060101.

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29

Ebert, Thomas J., and Chris A. Fox. "Competency-based Education in Anesthesiology." Anesthesiology 120, no. 1 (January 1, 2014): 24–31. http://dx.doi.org/10.1097/aln.0000000000000039.

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Abstract The Accreditation Council for Graduate Medical Education is transitioning to a competency-based system with milestones to measure progress and define success of residents. The confines of the time-based residency will be relaxed. Curriculum must be redesigned and assessments will need to be precise and in-depth. Core anesthesiology faculty will be identified and will be the “trained observers” of the residents’ progress. There will be logistic challenges requiring creative management by program directors. There may be residents who achieve “expert” status earlier than the required 36 months of clinical anesthesia education, whereas others may struggle to achieve acceptable status and will require additional education time. Faculty must accept both extremes without judgment. Innovative new educational opportunities will need to be created for fast learners. Finally, it will be important that residents embrace this change. This will require programs to clearly define the specific aims and measurement endpoints for advancement and success.
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30

Malczyk, Benjamin Robert. "Competency-Based Education and Waiver Exams in Social Work Education." Journal of Baccalaureate Social Work 24, no. 1 (January 1, 2019): 197–209. http://dx.doi.org/10.18084/1084-7219.24.1.197.

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The core tenet of competency-based education is a focus on mastery of a skill or ability. The shift in focus in social work education to a competency-based approach can be applied and understood in varying ways. The current research study examined the use of waiver exams as one iteration of competency-based education in social work education. Forty seven of the 496 programs that replied to the survey indicated they offered some form of placement testing or the use of waiver exams. Further examination of program level policies suggests that social work educators continue to focus on policies and practices aligned with traditional seat-time requirements that run contrary to the principles of competency-based education. Results implicate the need for social work education to examine its commitment to competency-based education in all its forms or to at least encourage research in nontraditional approaches aligned with competency-based education including waiver exams and prior learning assessment.
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31

Henrich, Joy. "Competency-based education: The employers' perspective of higher education." Journal of Competency-Based Education 1, no. 3 (September 2016): 122–29. http://dx.doi.org/10.1002/cbe2.1023.

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32

Rivers, Carlos, Shonda Gibson, Erica Contreras, Tina Livingston, and Paula Hanson. "Competency‐based education: An evolutionary higher education business model." Journal of Competency-Based Education 4, no. 1 (February 12, 2019): e01179. http://dx.doi.org/10.1002/cbe2.1179.

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33

Son, Seung Nam, In Yung Kim, Ha Suk Song, Jae Seon Lee, and YeJung Choi. "Competency-Based Education and Core Competencies in Higher Education." Korean Association of General Education 15, no. 1 (February 28, 2021): 11–30. http://dx.doi.org/10.46392/kjge.2021.15.1.11.

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34

Timofeeva, Larisa, and Zinaida Timofeeva. "COMPETENCY-BASED TRAINING IN HYDROLOGICAL EDUCATION." ENVIRONMENT. TECHNOLOGIES. RESOURCES. Proceedings of the International Scientific and Practical Conference 2 (June 20, 2019): 238. http://dx.doi.org/10.17770/etr2019vol2.4067.

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Hydrology is an interdisciplinary science, incorporating aspects of many Earth Sciences. Key hydrological tasks such as floods prediction, quantitative and qualitative assessment of water resources and the environmental status of water bodies become increasingly important and challenging. Latest advances in scientific and technological developments require update training. The World Meteorological Organization (WMO) encourages increasing capacity of its Training Centres to address the rapidly developing demand for improved services. However, adequate education is generally not yet available. Implementation of competency-based training is needed, including active learning approaches. The paper presents international experiences and results of the use of project-based and flipped learning while teaching hydrological curriculum at Russian State Hydrometeorological University, Saint Petersburg. Some pros and cons of these approaches and difficulties of their implementation are discussed. Usually, students improve both their competence to work independently and solve problems collaboratively. Tackling near real issues and dealing with case studies get them more engaged in educational process and enhance practical outcomes. The feedback from the students and exam results have proved the efficiency of these approaches.
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35

Norman, Geoff, John Norcini, and Georges Bordage. "Competency-Based Education: Milestones or Millstones1?" Journal of Graduate Medical Education 6, no. 1 (March 1, 2014): 1–6. http://dx.doi.org/10.4300/jgme-d-13-00445.1.

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36

Iglar, Karl, Cynthia Whitehead, and Susan Glover Takahashi. "Competency-based education in family medicine." Medical Teacher 35, no. 2 (October 26, 2012): 115–19. http://dx.doi.org/10.3109/0142159x.2012.733837.

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37

Osipov, Gennadiy Vasilievich. "Competency-based Education of Engineers-Innovators." Indian Journal of Science and Technology 9, no. 1 (January 20, 2016): 1–11. http://dx.doi.org/10.17485/ijst/2015/v8is10/85850.

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D.V., VIKTOROV D. "Competency-based approach in physical education." Bulletin of the South Ural State University. Series: Education, health, physical culture 15, no. 2 (March 1, 2015): 5–10. http://dx.doi.org/10.14529/ozfk150201.

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39

Neidle, EA. "Curriculum forum: competency-based continuing education." Journal of Dental Education 58, no. 5 (May 1994): 355–56. http://dx.doi.org/10.1002/j.0022-0337.1994.58.5.tb02859.x.

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40

Anderson, Lexi. "Competency-based education: Recent policy trends." Journal of Competency-Based Education 3, no. 1 (January 8, 2018): e01057. http://dx.doi.org/10.1002/cbe2.1057.

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41

Hope, Joan. "Competency-based education presents opportunities, challenges." Dean and Provost 18, no. 7 (February 20, 2017): 1–6. http://dx.doi.org/10.1002/dap.30297.

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42

Avasthi, Rishi Dutt. "Competency Based Nursing Education; A Scenario." Asian Journal of Nursing Education and Research 7, no. 4 (2017): 598. http://dx.doi.org/10.5958/2349-2996.2017.00117.3.

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43

Hernández-de-Menéndez, Marcela, and Ruben Morales-Menendez. "Current Trends in Competency Based Education." World Journal of Engineering and Technology 04, no. 03 (2016): 193–99. http://dx.doi.org/10.4236/wjet.2016.43d023.

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44

Husband, G., J. Banks-Howe, L. Boal, and D. Hodgson. "A competency-based tool for education." European Journal of Cancer Care 9, no. 1 (March 2000): 36–40. http://dx.doi.org/10.1046/j.1365-2354.2000.00188.x.

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45

Iobst, William F., and Kelly J. Caverzagie. "Milestones and Competency-Based Medical Education." Gastroenterology 145, no. 5 (November 2013): 921–24. http://dx.doi.org/10.1053/j.gastro.2013.09.029.

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46

Gruppen, Larry D. "Competency-Based Education, Feedback, and Humility." Gastroenterology 148, no. 1 (January 2015): 4–7. http://dx.doi.org/10.1053/j.gastro.2014.11.021.

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47

Davis, Margery H., and Gominda G. Ponnamperuma. "Education in surgery: competency-based training." Bulletin of the Royal College of Surgeons of England 89, no. 10 (November 1, 2007): 342–45. http://dx.doi.org/10.1308/147363507x238443.

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Competence-based training flourished in the 1980s in several spheres of education. The approach, however, was seen as focusing on units of competence that were too narrow and technically oriented for postgraduate training in the health professions. 'Competence-based approaches,' suggests Norris, 'tend to reduce job competence to atomised, observable behaviours, which may not embody competence in the sense of generalisable or holistic capability.' Saunders argued that 'competence-based systems embody a reductionist concept of work practice' and that 'the danger of reductionism may be more acute at the higher levels of qualification and their associated training.'
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48

Gaffney, Theresa M., Kim Anselmi-Majoros, and Joan Vitello-Cicciu. "Competency-based education in thrombolytic therapy." Journal of Cardiovascular Nursing 4, no. 1 (November 1989): 57–61. http://dx.doi.org/10.1097/00005082-198911000-00008.

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49

Chambers, David W. "Competency-based dental education in context." European Journal of Dental Education 2, no. 1 (February 1998): 8–13. http://dx.doi.org/10.1111/j.1600-0579.1998.tb00029.x.

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50

Walden, Patrick R. "Competency-Based Education: Purposes and Promises." Seminars in Speech and Language 41, no. 04 (July 22, 2020): 289–97. http://dx.doi.org/10.1055/s-0040-1713780.

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AbstractCompetency-based education (CBE) is described and the reported advantages to CBE are discussed. The need for a stronger evidence base to support CBE is acknowledged. As we continue to develop this evidence base, the practices of (1) focusing on outcomes and (2) being flexible in the time needed for trainee mastery of competencies hold promise and are consistent with good pedagogy. A model for clinical supervision that includes a focus on outcomes, as well as built-in acknowledgment of time for mastery, is briefly described.
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