Abstract
Competency-based education (CBE) “derives a curriculum from an analysis of a prospective or actual role in modern society and attempts to certify students’ progress on the basis of demonstrated performance in some or all aspects of that role”. This paper summarizes pertinent aspects of existing CBE models in health professions education; pharmacy education presented as an example. It presents a synthesis of these models to propose a new diagrammatic representation. A conceptual model for competency-based health professions education with a focus on learning and assessment is discussed. It is argued that various elements of CBE converge to holistically portray competency-based learning and assessment as essential in initial education and relevant to practitioners’ continuing professional development, especially in the context and importance of pursing lifelong learning practices.
Highlights
Competency-based education (CBE) is defined as “education that derives a curriculum from an analysis of a prospective or actual role in modern society and attempts to certify students’ progress on the basis of demonstrated performance in some or all aspects of that role” [1]
We suggest that the same definition can be used for training other health care professionals, including pharmacists
The new model captured the essence of widely accepted educational paradigms but may have not represented all features, qualities or dimensions of competency-based education (CBE)
Summary
Competency-based education (CBE) is defined as “education that derives a curriculum from an analysis of a prospective or actual role in modern society and attempts to certify students’ progress on the basis of demonstrated performance in some or all aspects of that role” [1]. The very definition of continuing professional development (CPD) described by Alsop “the process of the on-going education and development of health care professionals, from initial qualifying education and for the duration of professional life, in order to maintain competence to practice and increase professional proficiency and expertise” CBE is touted in health professions education, its implications for clinical practice ( in terms of performance in work practice and patient outcomes) remain challenged by critics [4]. One such criticism of CBE is that it works on the premise of adequacy rather than excellence, or that it applies an atomistic approach, breaking down complex skills into their constituent parts to facilitate assessment [9].
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