Competency‐based education: programme design and challenges to implementation

8 Páginas

Autores:: Gruppen, Larry D.
Burkhardt, John C
Fitzgerald, James Taggert
Funnell, Martha
Haftel, Hilary M.
Lypson, Monica L.
Mullan, Patricia B.
Santen, Sally A.
Sheets, Kent J.
Stalburg, Caren M.
Vasquez, John A.

Tipo de recurso:

Fecha de publicación:: 2016

Institución:: Universidad de la Sabana

Repositorio:: Repositorio Universidad de la Sabana

Idioma:: eng

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spelling	Gruppen, Larry D.Burkhardt, John CFitzgerald, James TaggertFunnell, MarthaHaftel, Hilary M.Lypson, Monica L.Mullan, Patricia B.Santen, Sally A.Sheets, Kent J.Stalburg, Caren M.Vasquez, John A.Inglaterra2018-05-22T13:25:54Z2018-05-22T13:25:54Z2016-051365-2923https://www.ncbi.nlm.nih.gov/pubmed/27072442https://onlinelibrary.wiley.com/doi/abs/10.1111/medu.12977https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.12977http://hdl.handle.net/10818/329818 PáginasContext 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.text/plainengMedical EducationAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2Universidad de La SabanaIntellectum Repositorio Universidad de La SabanaCompetency‐based education: programme design and challenges to implementationarticlepublishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_6501LICENSElicense.txtlicense.txttext/plain; charset=utf-8498https://intellectum.unisabana.edu.co/bitstream/10818/32981/3/license.txtf52a2cfd4df262e08e9b300d62c85cabMD53CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-81223https://intellectum.unisabana.edu.co/bitstream/10818/32981/2/license_rdf7c9ab7f006165862d8ce9ac5eac01552MD5210818/32981oai:intellectum.unisabana.edu.co:10818/329812020-11-09 16:49:32.92Intellectum Universidad de la Sabanacontactointellectum@unisabana.edu.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
dc.title.es_CO.fl_str_mv	Competency‐based education: programme design and challenges to implementation
title	Competency‐based education: programme design and challenges to implementation
spellingShingle	Competency‐based education: programme design and challenges to implementation
title_short	Competency‐based education: programme design and challenges to implementation
title_full	Competency‐based education: programme design and challenges to implementation
title_fullStr	Competency‐based education: programme design and challenges to implementation
title_full_unstemmed	Competency‐based education: programme design and challenges to implementation
title_sort	Competency‐based education: programme design and challenges to implementation
dc.creator.fl_str_mv	Gruppen, Larry D. Burkhardt, John C Fitzgerald, James Taggert Funnell, Martha Haftel, Hilary M. Lypson, Monica L. Mullan, Patricia B. Santen, Sally A. Sheets, Kent J. Stalburg, Caren M. Vasquez, John A.
dc.contributor.author.none.fl_str_mv	Gruppen, Larry D. Burkhardt, John C Fitzgerald, James Taggert Funnell, Martha Haftel, Hilary M. Lypson, Monica L. Mullan, Patricia B. Santen, Sally A. Sheets, Kent J. Stalburg, Caren M. Vasquez, John A.
description	8 Páginas
publishDate	2016
dc.date.issued.none.fl_str_mv	2016-05
dc.date.accessioned.none.fl_str_mv	2018-05-22T13:25:54Z
dc.date.available.none.fl_str_mv	2018-05-22T13:25:54Z
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dc.language.iso.es_CO.fl_str_mv	eng
language	eng
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dc.coverage.spatial.es_CO.fl_str_mv	Inglaterra
dc.publisher.es_CO.fl_str_mv	Medical Education
dc.source.es_CO.fl_str_mv	Universidad de La Sabana Intellectum Repositorio Universidad de La Sabana
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Competency‐based education: programme design and challenges to implementation

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