Competency-based Curriculum Research Articles

NQF기반 대학 역량기반교육체계 설계 이슈 고찰

This study comprehensively analyzed domestic and overseas cases implementing the National Qualifications Framework (NQF) and explored design issues that could be linked to the competency-based education system of domestic universities. To this end, we suggested the educational system design characteristics of domestic and overseas NQFs and suggest a way to link the results to the design of competency-based education systems in domestic universities. The main research results were that the NQF education system design was analyzed into 5 areas and 11 characteristics, and 3 improvement issues were presented to reflect this in the design of competency-based curriculum in domestic universities. First, there is a need to establish a competency qualification system required by the national-regional level and design a competency-based education system in connection with it. Second, it is necessary to design a curriculum completion system based on the 'competency qualification achievement system' so that learners can achieve their learning goals and acquire competency levels. Moreover, it is necessary to design a completion system so that the learning time required to reach the learning goal is calculated as credits, and learning experiences outside of school can also be recognized as qualifications. Third, it is necessary to establish and implement a system of 'regional governance' for matching industrial talents between universities and companies. In other words, the university is a center that can form various partnerships between the region and companies, and it can nurture local talents.
 In short, by applying the competency-based education system design issues derived from this study, it is expected to contribute to an educational mechanism that can solve the mismatching of talents between universities and companies by transforming the competency-based education system of domestic universities into a competency qualification system (RQF) linked to regions and industries.

Residency spiral concussion curriculum design.

Resident-focused concussion curricula that measure learner behaviours are currently unavailable. We sought to fill this gap by developing and iteratively implementing a Spiral Integrated Concussion Curriculum (SICC). Programme elements of the concussion curriculum include academic half-days (AHDs) and three half-day clinics for first- and second-year family medicine residents. Our SICC utilises social cognitive learning principles, the constructivism paradigm and utilisation-focused evaluation. A mixed-method evaluation with a pre-/post-test design and interviews was utilised. Surveys and knowledge tests were used to measure knowledge and confidence pre-AHD and 6 months post-AHD. Interviews at 6 months explored programme perception and behaviour change. Of the 141 programme attendees, 114 (80%) participated in the pre-intervention knowledge test and 33 completed the pre- and post-AHD test. Immediate pre-/post-testing demonstrated statistically significant improvement in knowledge (p = 0.042). At 6 months post-AHD, residents in Cycle 1 (n = 5) had a knowledge decrease of 3.33% (p > 0.05). Residents in Cycle 2 (n = 7) had a knowledge increase of 11.6% (p > 0.05). Both cycles of residents had an increase in confidence (Cycle 1: 65.0% [p = 0.025]; Cycle 2: 62.8% [p = 0.0014]). Residents (5 out of 6) reported positive behavioural changes at 6 months. Valued programme elements included concussion diagnosis and management, the self-study guide resource and the organised structure. The SICC enriched these residents' learning and fostered sustained knowledge improvement and behavioural change at 6 months post-intervention. This approach may provide a workable design for future competency-based curriculum development.

Competence-Based Curriculum in Tanzania: District School Quality Assurance Officers’ Understanding and Practices

This study focuses on investigation of district school quality assurance officers’ (DSQAOs) understanding of competence-based curriculum (CBC) and how they conduct CBC quality assurance in secondary schools in Tanzania. The study employed interpretive paradigm, qualitative approach, a case study design, and was guided by Bernstein's theory of the pedagogic device. Forty (40) respondents were purposively and conveniently selected including DSQAOs (n = 12), head of schools (n = 4), and teachers (n = 24). Data generation methods were semi-structured interviews, participant-assisted drawings, and documentary review; while content and thematic analyses were employed. Findings revealed that DSQAOs had varied understandings of CBC. Some understood CBC as a curriculum that supported students’ studies and learning environment. Others understood it as a curriculum that supported students’ acquisition of competences needed in their daily life; while others failed to explain its meaning. Moreover, DSQAOs conducted classroom observations and gave feedbacks for improving teaching and learning activities in schools. However, DSQAOs’ use of harsh language to teachers, limited time during school visit, inadequate report writing, and lack of clear conceptualization of CBC concepts hindered effective support to teachers. The study concludes that in order to conduct effective CBC quality assurance in schools, selection of competent DSQAOs and regular trainings are imperative.

Rwandan teacher training college’s mathematics teachers’ pedagogical content knowledge for teaching: assessment toward competency-based curriculum

IntroductionTeachers’ knowledge and positive attitudes significantly impact educational settings. This study aimed to assess teachers’ mathematical knowledge for teaching (MKT) and their pedagogical content knowledge (PCK) attitudes.MethodologyIt was conducted on all 23 mathematics teachers from Rwandan teacher training colleges (TTCs). Employing a survey design, standardized performance and attitude tests were utilized, employing instruments known for their standardization, validity, and reliability.ResultsThe findings informed that teachers possess a low MKT but a high PCK attitude. Thus, they performed the MKT test poorly as the average score was below 50%. However, teachers were found to have better content knowledge than other MKT constructs and performed better in pattern function and algebra than in other areas of mathematics. Teachers demonstrated a highly positive attitude toward integrating PCK in teaching mathematics.DiscussionSuch a positive attitude was inferred from the pedagogical training offered by implementing a competency-based curriculum. Therefore, teachers need to improve their MKT performance, and more research is needed on other teachers apart from those in TTCs.

A Case Study for the Development of a Competency-Based Fashion Design Curriculum in Gwangju Metropolitan City and Jeollanam-do

This case study is centered on the developing process for the curriculum of fashion design major that is focused on the concept of competency, which is becoming increasingly more important in universities. The purpose of this study is to develop a competency-oriented curriculum for fashion design majors based on recent social changes that accentuate the importance of competency in such programs. In order to establish a competency-oriented curriculum of the Department of Fashion Design, the researchers examined environmental trends within the fashion industry, the curriculum and major competencies of other universities were examined. As a result, the key ability types of the Department of Fashion Design at A University, a local private university, were determined to be: communication and consideration, creativity and convergence, digital fashion, and practical adaptability. Four major abilities were selected to develop competencies suitable for the aforementioned ability types. These abilities are design planning and development, creative and convergent thinking, integrated information search and utilization, and field expertise application. From there, the curriculum was organized with these four major abilities in mind, and curriculum completion plans were developed for each grade and semester according to the stage and level of contents for each subject. To ensure the validity of the curriculum, it is necessary to develop a back-flow system that demonstrates whether the targer competency has been acquired through a competence-based curriculum.

Structuring play in physical education

ABSTRACT Play, games and sport are a part of the content of physical education (PE), and has been the subject of a longstanding debate among educators internationally and in Scandinavian countries. Play refers to something unstructured and free, while sport is a controlled and managed activity. Drawing on Skovbjerg`s (2021) play theory, this article explores how PE teachers in Norwegian secondary schools structure play as part of their teaching and curriculum. Through class observations and teacher interviews, this study analyzes how teachers use play-based formulas and rules that are similar to games and sports activities in PE classes. Results show that although teachers value play as part of PE, they struggle with building assessment into play-based formulas and breaking free from the structure of sports in PE. These findings inform our discussion on play in PE and how play-based formulas and rules can be integrated with assessment and learning outcomes within a competence-based curriculum.

The Influence of the Political System on Education Curriculum Policy in Indonesia

This research aims to describe the literature review on the influence of politics on changes in education curriculum policy in Indonesia from 2004-2013. This research method employs a qualitative approach with a literature review framework. The research process entails gathering articles, filtering them, presenting them, engaging in discussions, and drawing findings. The primary sources of research data include books, journals, and national articles published during the past seven years. The findings indicated that out of ten articles, four were relevant to the topic of discussion. The curriculum underwent several revisions following the reform era in 1998. These changes included the implementation of the Competency-Based Curriculum in 2004, the introduction of the Education Unit curriculum in 2006, and the adoption of the 2013 curriculum. Curriculum revisions in Indonesia are frequently influenced by the prevailing political system as a way to demonstrate leadership authority during that period. Therefore, curriculum modifications are not grounded on educational requirements.

Trends in Selection of Agriculture Subject among Students in Secondary Schools in Bungoma and Kakamega Counties, Kenya

While agriculture is a major source of employment, it is notable that youths in developing countries are unemployed, yet the countries’ economies are dependent on it. Though there are immense prospects in the agricultural sector in Kenya, agriculture is taught in schools as an optional subject under the 8-4-4 syllabus so that it may stimulate youths’ participation in agriculture and improve productivity. In the current competency-based curriculum, agriculture is taught in upper primary and junior secondary to enhance competence through practical and experiential activities, thereby nurturing learners' potential. Despite the above facts, there is a limited selection of agriculture courses for career development among students in tertiary institutions. This is a cause for concern since Kenya requires human resources to drive the agricultural sector. The purpose of this study was to establish the existing trends in the selection of agriculture subjects among secondary students in different categories of schools. The specific objective was to establish the selection trends in agriculture subjects among students in secondary schools in Kakamega and Bungoma counties, Kenya, from 2016 to 2021. The study critically reviewed theories and literature to determine their gaps and sought to address the same, thereby making contributions both to the body of knowledge and practice. A descriptive design was employed. The sample size was determined from the Yamane tables of sample size (1967). One hundred and sixty-two (162) secondary schools were selected, out of 839 proportionately. A total of 249 secondary school students were sampled proportionately out of 7379 respondents. Key informants were selected purposefully. Both qualitative and quantitative data was collected using document content guides, questionnaires, and interview guides. Both descriptive and inferential techniques were employed to analyze the data, which was presented using frequency tables and graphs. Multiple comparison table results revealed the years that differed in agriculture selection for the 5 different categories of schools. A significant factor contributing to the variance in selection was the change in type of school. In general, analysis shows that private schools have the lowest mean of selection of agriculture students, causing a low combined mean in all the years of study. The combined mean of agriculture subject selection in the five categories of schools has shown a consistent increase from the year 2016 to 2021. It is necessary for the ministry of education to increase extra-county schools, county schools, and sub-county schools in order to realize significant selection means in agriculture, which ensures a basis for agriculture career development in Kenya.

Trends in Progression in Agriculture Career Among Students in Tertiary Institutions of Kakamega and Bungoma Counties, Kenya

While agriculture is a major source of employment, it is notable that youths in developing countries are unemployed. In Kenya, agriculture is taught in the 8-4-4 syllabus and in the current competency-based curriculum. Despite the above facts, Kenya still requires human resources to drive the agricultural sector. The purpose of this study was to examine trends in progression in agriculture careers among students in tertiary institutions in Kakamega and Bungoma counties, Kenya, from 2016 to 2021. Correlational and cross-sectional research designs were used. Stratified random sampling was used to select agriculture students; purposive sampling was used to select universities, the Kenya Universities and Colleges Central Placement Service (KUCCPS), and technical and vocational education and training (TVET) institutions. Purposive sampling was used to select key informants, while quota sampling was employed to select focus group discussions. Using a pragmatic philosophical standing point as a lens, the study applied a mixed research strategy for data collection, coupled with mixed methods for triangulation. The sampling size was determined from Yamane (1967) formulae based on the study population. A sample size of (249) secondary school students, (24) university students, and (131) TVET institution students gives a sample size of 404 from a target population of 11928 students. A pilot study was done in Vihiga County. The data was collected using document content guides, questionnaires, focus group discussions, and interview guides. Due diligence was taken into consideration while collecting and processing the data to ensure both the reliability and validity of the study. Both descriptive and inferential techniques (trend analysis) were employed to analyze the data, which was presented using frequency tables and line graphs. The total KCSE agriculture enrolment in Kenya and total agriculture enrolment in TVET were strongly and positively correlated (r = 0.889, p = 0.018), and the average difference between the two was significant (t (5) = 18.978, p < 0.05). The total Kenya Certificate of Secondary Education (KCSE) agriculture enrolment in Bungoma and Bungoma agriculture progression to the universities in Kenya scores were weakly and positively correlated (r = 0.384, p = 0.453). while the average difference between the two is significant (t (5) = 14.095, p < 0.05). A weak but positive relationship existed between the total KCSE agriculture enrolment in Kakamega and the Kakamega agriculture progression to universities in Kenya scores (r = 0.154, p = 0.771). There is a significant difference between the two (t (5) = 17.825, p < 0.05). The results should inform policymakers and guide efforts toward the career progression of students in agriculture education.

The succession plan: Using competency-based curriculums to educate a new generation of nurse leaders

The nursing profession is continually evolving with new healthcare innovations and approaches in the care of complex clients. However, the succession plans of nursing leadership remains an area in need of growth and further development. The use of competency-based curriculums to educate a new generation of nursing leaders is of importance in the development of competent leadership.

Effects of Monitoring of Teaching and Learning on the Implementation of Competency-Based Curriculum (CBC) in Early Childhood Development (Ecd) Centres in Meru Central Sub-County

The competency-based curriculum (CBC) is a set of courses or syllabi, which promote learning areas in which the learner is gifted and skilled. The curriculum was adopted in Kenya in January 2017, when such a change occurs in education various stakeholders and resources are needed to be considered for smooth implementation. However, in Kenya, various stakeholders have expressed concerns regarding implementation of CBC. The purpose of this study was to find out the effects of monitoring of teaching and learning on the implementation of competency- based curriculum (CBC) in early childhood development (ECD) centres In Meru Central Sub-County. Lewin’s Theory of Planned Change guided the research. With adoption of descriptive research design, the study targeted 84 head teachers, 256 ECDE teachers and one Sub-County Curriculum support officers (CSO) in Meru Central Sub County. The study used a sample size of 14 head teachers, 51 ECDE teachers and the CSO in charge of education in the sub county. A simple random sampling was adopted to select participating schools and stratified sampling to select the head teachers, purposive sampling was used to consider ECDE teachers as the respondents for the study and the CSO. The main data collection tools to be used in this study included; questionnaire for head teachers and the ECDE teachers, interview schedule for the CSO and the observation guide that also guided the researcher on the availability of the instructional resources. The study quantitative data was analyzed using descriptive statistics modeled in percentages, mean and standard deviation while inferential statistics was correlated using Pearson product moment correlation. Qualitative data was analyzed using themes and prose. Discussion of the data was made, conclusion drawn from the findings and the study made conclusions recommendations and suggestions based on the research findings. The study found that that head teacher frequently monitors lesson attendance for effective implementation of CBC and invites quality assurance officers in school. The study concluded that Teachers held positive perceptions towards implementation of CBC as the head teachers were constantly following the curriculum implementation process right from classroom activities. The study recommended that the government should purchase more computers in schools for successful integration of technology in CBC program due to increasing population in schools. The purchasing of teaching and learning resources should also be prioritized especially for practical work and preparation of teaching aids for teachers.

Effect of Instructional Supervision on Utilization of Teaching and Learning Resources for Implementation of CBC in Pre-Primary Classrooms in Webuye East Sub-County, Bungoma County, Kenya

The competency-based curriculum was first offered to Kenyan schools in 2017 as a pilot program, and it was adopted in January 2019. As a drastic departure from the 8-4-4 education system, a new 2-6-3-3-3 system was established in 2017. This new system would require two years in preprimary, six in primary, three in junior secondary, three in senior secondary, and three in university. In the majority of English-speaking countries, competency-based curriculum (CBC) as an approach has resulted in substantive improvements to curriculum in a particular sector of the educational system. This study therefore set out to establish the influence of instruction supervision (InS) and utilisation of teaching and learning resources on the implementation of CBC in preprimary schools in Webuye East Sub-county, Kenya. The study was anchored on the Systems Theory of Educational Management by Kaufaman. The population of this study consisted of 316 respondents from Ndivisi, Mihuu, and Maraka wards in Webuye East sub-county, sampled purposefully and stratified by random sampling. They include the 157 head teachers who are charged with the role of supervision, 1 curriculum support officer who coordinates pre-school programmes at ward level, 157 pre-primary teachers, 1 CSO, and 1 QASO officer. A descriptive survey research design was used in the study. Data collection was conducted through questionnaires and interview schedules as well as classroom observation. Pearson product moment correlation was used to determine reliability. The quantitative evidence was presented using descriptive statistics such as frequency distribution tables and pie chart figures that displayed the results of the analysis. The study revealed that the teaching and learning resources are adequate. An observation confirmed that some subjects had so many books as compared to others. This, therefore, meant the suppliers of the books relied on non-existing statistics to supply the books. This study recommends that suppliers of the books be in constant touch with the head teachers so that the right and adequate resources are supplied in schools.

Comparison of the Iranian and Scandinavian bachelor of nursing curriculum (Sweden): A scoping review

BACKGROUND: The comparison of the educational curriculum improves the content and quality of the curriculum and needs to be revised and modified in line with the current needs of society. Development of nursing knowledge, the emergence of emerging diseases requires that the nursing curriculum be codified and provide the necessary skills to provide quality and safe care. MATERIALS AND METHODS: The study aimed to Comparison of Iranian and Scandinavian Bachelor of Nursing Curriculum (Sweden). This descriptive–comparative study was conducted based on the Bereday model in four stages: Description, Interpretation, Juxtaposition, Comparison, and Analysis in 2022. We use relevant electronic databases such as PubMed, CINAHL, Web of Science, Iran Medex, SID, Magiran, Google Scholar, Iran Doc, and Science Direct databases. RESULTS: The results showed that despite the similarities, the Swedish nursing curriculum had special features in most of the mentioned dimensions. Including decentralized admission, Fits the need, competency-based curriculum, attention to holistic care and intercultural care, use of new digital technologies in education, and clinical training and evaluation. CONCLUSION: It seems that the Iranian nursing curriculum is far from the mentioned perspective. Using the experiences of the world's top universities, such as Sweden, can improve the quality of nursing undergraduate programs and improve the nursing profession by eliminating current shortcomings.

STAFF DEVELOPMENT AND CURRICULUM IMPLEMENTATION IN SECONDARY SCHOOLS IN NYAMASHEKE DISTRICT, RWANDA

The study is entitled “Staff Development and Curriculum Implementation of Secondary Schools in Nyamasheke District, Rwanda”. This research was conducted with the purpose of analyzing the impact of Staff development on Curriculum implementation in secondary schools of Nyamasheke District. The study had three specific objectives. Firstly, it was designed to analyze the status of training related to Staff development in schools of Nyamaheke District. The second objective was to find out the challenges faced by schools of Nyamasheke District in curriculum implementation. Finally, the third objective was to analyze the relationship between staff development and curriculum implementation. The study established the relationship between independent variables (training; mentoring; coaching) and dependent variables (teaching methods and content coverage). The target population was made up of head teachers, teachers, and students from secondary schools of Nyamasheke District. The number of those schools targeted by this study was 10 secondary schools. The population was 5’425 people composed of 10 head teachers, 181 teachers, and 5.234 students. The respondents purposively sampled were 250 people composed of 10 head teachers, 160 teachers, and 80 students. Four boys and four girls were selected from every school for the purpose of gender balancing in the study. Data were collected using questionnaires and observation checklists and analyzed using both quantitative and qualitative techniques; data were analyzed using the statistical package for social sciences presented in tables. The study found that Staff development and Curriculum implementation have been more and more effective since 2016 according to Competence-Based Curriculum (CBC): 90% of teachers have been trained on the new curriculum since 2015; 80% of head teachers are bachelor holders in education and 20% of them are post-graduate diploma holders in education. The main challenge is that new documents applied to the new curriculum remain very few. Indeed, 30% of schools do not have well-equipped school laboratories with modern materials and SPSS has been used to analyze different data. The study concluded that there is hope that Curriculum implementation will succeed in the future. The research recommended that the Ministry of Education should help schools to equip all science and computer laboratories. The District Education Officer (DEO) and the school management were also advised to plan much training about new Curriculum implementation. The successful Curriculum implementation will benefit all stakeholders in education and the results of national examinations will be interesting in the future.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0046/a.php" alt="Hit counter" /></p>

A Case of Using Competency Analysis for Organizing Competency-Based Liberal Arts Curriculum of K Junior College

In this study, K College’s competencies were analyzed in order to systematically apply the competency-based curriculum, which is emphasized in higher education, to the liberal arts curriculum. In order to obtain data for competency analysis, a survey was conducted targeting students and professors, and through the use of Borich needs and LFF analysis, competencies that should be considered preferentially were extracted while organizing a liberal arts curriculum. The subjects of the survey were students and professors. The students were classified according to their age (25), and the priority of competency for each group was derived. As a result of the analysis, ‘Interpersonal Skills (O2)’ were recognized as being of high importance to both students and professors, and the competencies that were considered important to both groups were ‘Setting Career Goals’, ‘Job Competency Analysis’, and implementing a ‘Self-directed Learning Strategy’. The biggest difference between professors and students was their perception regarding prior competency. Looking at the data more closely, professors percieve competencies concerning interpersonal and problem-solving skills to be important, while students perceive career-related competencies as most important. For the students over the age of 25, the demand for competencies related to ‘Self-direction (F2)’ scored higher. From these results, the implications are as follows: first, it is necessary to consider career design-related subjects as being more important, and second, the lectures that can help learner-directed learning are needed. Thirdly, we need to increase our understanding in these areas between professors and students.

Innovative teaching learning method-simulation based learning in community medicine

As per the new competency-based medical education curriculum, teaching and learning methods have been shifted from teacher-centric to student-centric to provide students with opportunities for diverse learning experiences through interactive learning. So, the department introduced innovative teaching in the classroom environment to make students understand the concept of community diagnosis in detail so that it will be beneficial for them while executing an actual visit to their family. A village was simulated in the classroom; students were randomly identified as medical students who were going to interact with villagers for the purpose of community diagnosis, whose roles were played by the remaining students. After that, the student explained the process with input from faculty. Feedback from students was taken through a Google form about the activity. There was a self-driven response from students with their active participation. They felt that it was a very interactive class and it prepared them for the field visit. Such simulation activities can be used as a teaching and learning method for relevant competencies with limited resources.

The Challenge Face in the Implementation of Competency-Based Curriculum in Northern Kenya

Purpose: Kenya is in the process of changing its educational system from one that is content-based to one that is competency-based. When implementing a new curriculum, teachers are likely to encounter difficulties, particularly with regard to the divisions of material and subjects, underlying presumptions, objectives, teaching strategies, and assessment techniques. In this regard, this study aimed to look into the challenges that northern Kenya had in implementing the competency-based curriculum successfully. The study's particular goals were to: Analyze the potential of the competency-based curriculum (CBC) and its effects on the stability of the education sector in northern Kenya, which will depend on the infrastructure available for its implementation; the results of this assessment will assist the government in implementing the competency-based curriculum. The 8-4-4 curriculum which is planned to be replaced by CBC had been implemented mostly by applying the transmission approach and children were reported to be attending primary school and not learning (KNEC, 2010 & UWEZO, 2013).
 Methodology: The study employed a descriptive research design. Simple random sampling was employed. The study had a sample size of 45 primary school teachers and 15 head teachers. A questionnaire and interview schedules were used to collect data from the respondents.
 Findings: Teacher quality determines the quality of curriculum implementation and one means of ensuring teacher quality is by making continuing teacher professional development available for teachers. The country should take into consideration teacher preparedness for the implementation of the new curriculum and whether the country is fully prepared to organize a teacher professional development program for sustained teacher quality.
 Unique Contribution to Theory, Practice and Policy: The study's foundation was Dewey's Social Constructivism Theory, which highlights how interaction and experience are the fundamental building blocks of human experience. The study suggests that in order to foster a positive attitude among teachers and successfully implement a competency-based curriculum, the Ministry of Education should increase its investment in teacher training and involve them in the curriculum change process. The study established that there was little extent of parental involvement in curriculum implementation in schools. Similarly, Sifuna and Obonyo (2019) examined the challenges hindering the effective implementation of CBC in Kenya. The study highlighted that there was an inadequacy of instructional materials and a lack of participation by parents in the curriculum implementation process.

Challenges Facing Teachers in the Implementation of Competence-Based Curriculum in Secondary Schools in Iringa Municipal, Tanzania

This study explores teachers' challenges in implementing a competence-based curriculum in secondary schools in Iringa Municipal, Tanzania. The Study employed a Qualitative approach and a case study design. Purposive sampling was used to obtain a sample of 47 respondents. Data collection instruments used were interviews, focus group discussions, and observation. Data from the field was analyzed through thematic analysis. The Study came up with the following findings: Shortage of time, Limited Knowledge, and Shortage of Teaching and Learning resources. The Study suggested to the government that the Ministry of Education, Science, and Technology should develop an implementable curriculum to ensure other education objectives are reached due to limited time. The Ministry of Education, Science, and Technology should go to developed countries to learn from them to overcome the challenges encountered in our education system, especially the implementation of a Competence-based Curriculum. There should be follow-up mechanisms by The Ministry of Education, Science and Technology and schools in particular for Competence-Based Curriculum teaching approaches offered by secondary school teachers in Tanzania.

Evaluation of a Family Study Programme using a Competency-Based Framework in a Medical College of Delhi

Introduction: Diminishing Covid-19 disruptions required hurried and less well planned juxtaposition of the existing family study programme with the new competency-based curriculum for second-year medical students in Community Medicine. We evaluated the family study programme to identify its alignment with the Competency-based curriculum and the facilitators and barriers of this teaching programme.Methodology: A mixed-methods study was conducted between March and May 2022 in the Department of Community Medicine in a medical college in North India. The Core Components Framework was used to assess the alignment of family study programmes with the Competency-based curriculum. Data collection was done using in-depth interviews and online feedback forms.Results: It was found that teaching related to 50% of the specific learning objectives was achieved by the end of the teaching programme. Mostly knowledge-based questions were asked during assessment and no framework was used for the assessment. Interactive modes of learning and demonstrations were reported to be facilitators, whereas monotony of the teaching method and lack of certain learning aids were reported as barriers to learning. It was found that assessors could not identify the sequential progress of the specific learning objectives.Conclusion: Even though the teaching related to the specific learning objectives was partially fulfilled, the assessment was not aligned with the expected outcomes. There is a need to develop milestones in the competency-based family study programme.

Residents need competence not confidence: A retrospective evaluation of the new competency education program for Korean neurology residents.

The objective of our study was to scrutinize the learning experiences of Korean neurology residents, with an emphasis on the implications of the novel competency-based curriculum implemented in 2021. We hypothesized that this revised curriculum could modulate residents' cognitive conduct, primarily the manifestation of overconfidence, in distinctive ways across different stages of training. Our investigative framework was three-fold. Initially, we began with a qualitative inquiry involving in-depth interviews with a purposively selected cohort of eight residents from four training sites. This approach facilitated comprehensive insight into their perceptions of their competence and confidence across the continuum of a four-year residency program. Subsequently, we incorporated the K-NEPA13 assessment instrument, administered to the residents and their overseeing supervisors. This stage aimed to dissect potential cognitive biases, particularly overconfidence and consistency, within the resident population. The final study involved a comprehensive survey administered to a group of 97 Korean neurology residents, allowing us to consolidate and validate our preceding findings. Our findings revealed that junior residents portrayed heightened confidence in their clinical capabilities compared to their senior peers. Intriguingly, junior residents also displayed a stronger inclination towards reevaluating their clinical judgments, a behavior we hypothesize is stimulated by the recently introduced competency-based curriculum. We identified cognitive divergence between junior and senior residents, with the latter group favoring more consistent and linear cause-and-effect reasoning, while the former demonstrated receptiveness to introspection and reconsideration. We speculate this adaptability might be engendered by the supervisor assignment protocol intrinsic to the new curriculum. Our study highlights the essentiality of incorporating cognitive behaviors when devising medical education strategies. Acknowledging and addressing these diverse cognitive biases, and instilling a spirit of adaptability, can nurture a culture that persists in continuous learning and self-reflection among trainee doctors.