Title |
The promise of competency-based education in the health professions for improving global health
|
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Published in |
Human Resources for Health, November 2012
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DOI | 10.1186/1478-4491-10-43 |
Pubmed ID | |
Authors |
Larry D Gruppen, Rajesh S Mangrulkar, Joseph C Kolars |
Abstract |
Competency-based education (CBE) provides a useful alternative to time-based models for preparing health professionals and constructing educational programs. We describe the concept of 'competence' and 'competencies' as well as the critical curricular implications that derive from a focus on 'competence' rather than 'time'. These implications include: defining educational outcomes, developing individualized learning pathways, setting standards, and the centrality of valid assessment so as to reflect stakeholder priorities. We also highlight four challenges to implementing CBE: identifying the health needs of the community, defining competencies, developing self-regulated and flexible learning options, and assessing learners for competence. While CBE has been a prominent focus of educational reform in resource-rich countries, we believe it has even more potential to align educational programs with health system priorities in more resource-limited settings. Because CBE begins with a careful consideration of the competencies desired in the health professional workforce to address health care priorities, it provides a vehicle for integrating the health needs of the country with the values of the profession. |
X Demographics
Geographical breakdown
Country | Count | As % |
---|---|---|
United Kingdom | 2 | 40% |
Switzerland | 1 | 20% |
Unknown | 2 | 40% |
Demographic breakdown
Type | Count | As % |
---|---|---|
Members of the public | 2 | 40% |
Practitioners (doctors, other healthcare professionals) | 2 | 40% |
Science communicators (journalists, bloggers, editors) | 1 | 20% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
---|---|---|
South Africa | 2 | <1% |
United Kingdom | 2 | <1% |
Canada | 1 | <1% |
Saudi Arabia | 1 | <1% |
Peru | 1 | <1% |
Argentina | 1 | <1% |
Spain | 1 | <1% |
Japan | 1 | <1% |
Unknown | 340 | 97% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Student > Master | 42 | 12% |
Student > Ph. D. Student | 37 | 11% |
Student > Bachelor | 25 | 7% |
Other | 24 | 7% |
Researcher | 24 | 7% |
Other | 113 | 32% |
Unknown | 85 | 24% |
Readers by discipline | Count | As % |
---|---|---|
Medicine and Dentistry | 120 | 34% |
Nursing and Health Professions | 43 | 12% |
Social Sciences | 32 | 9% |
Business, Management and Accounting | 11 | 3% |
Agricultural and Biological Sciences | 9 | 3% |
Other | 45 | 13% |
Unknown | 90 | 26% |