Competency-based Design Research Articles

Interprofessional competency in clinical students: validating the Clinical student version of the Japanese Self-assessment Scale of Interprofessional Competency (C-JASSIC)

ABSTRACT In this study, we developed and validated the Clinical Student Version of the Japanese Interprofessional Competency Self-Assessment Scale (C-JASSIC) for healthcare students in their clinical practice phase. Data obtained from 331 students (medical, 98; nursing, 99; pharmacy, 134) during orientation for interprofessional education (pre-IPE) and from 319 students (medical, 94; nursing, 93; pharmacy, 132) within a week following IPE (post-IPE) were analyzed. Exploratory pre-IPE and Confirmatory post-IPE factor analyses revealed a consistent 6-factor structure aligning with the Japanese Interprofessional Competency domains. The scale exhibited strong internal consistency, with Cronbach’s α values exceeding 0.8 for all factors both pre- and post-IPE. Scores for overall competency and individual domains increased post-IPE in 234 matched cases. A notable significant pre vs post difference concerned “Understanding of Others,” indicating enhanced interprofessional comprehension after clinical practice. There was a weak but significant positive correlation between IPE satisfaction and difference in pre- and post-IPE scores. However, no significant differences were observed among medical, nursing, and pharmacy students. Despite its strengths, such as its competency-based design and cultural relevance to Japan, a limitation of the study may be potential self-reporting bias. Nonetheless, C-JASSIC represents a valuable tool for seamless competency evaluations from student to professional stages, with implications for broader Asian contexts.

A Pragmatic Approach to Preparing Novice Doctoral Qualitative Researchers

Fifty percent of social science and education doctoral students in the United States fail to complete their programs. Within this context, studies addressing research methods pedagogy and qualitative methods in particular, continue to be limited. This mixed-methods case study addresses these issues by: 1) using the Ready Develop Integrate Perform (RDIP) model to frame the competency-based design and implementation of an introductory doctoral qualitative core course and its supporting learning management system; and, 2) examining effectiveness using a framework of direct and indirect assessment evidence from online and face-to-face learners. The current design scaffolds students through qualitative research methodology and methods learning and culminates with the implementation of an individually-chosen authentic research project. A sample of online and face-to-face students, representing 37% of eligible participants (n=23), reported a stronger sense of readiness for independent research and dissertation work. In addition to expanding the qualitative methods pedagogical literature and supporting the improvement of doctoral research education, this paper a competency-based design that may be implemented in any disciplinary setting. The detailed blueprint and implementation advice for university teachers makes this work relevant to a broad multidisciplinary and international audience.

Approach for Implementing New Topics in Learning Factories – Application of Product-specific Carbon Footprint Analysis

Due to the constant changes in the production environment and the increasing relevance of sustainability and digitalisation in the industrial sector, there is a corresponding need for constant development of learning factories and the offered range of courses. To achieve this, not only learning content but also the technical infrastructure for knowledge transfer must be expanded in learning factories. Approaches that exist so far focus on the development of new learning factories to implement new or existing topics, although the already existing learning factories could be expanded and changed to these varied needs. Since a systematic approach is lacking so far, the competency-based design for the development of learning factories was used as a basis, developed further with focus on the technical infrastructure expansion. Subsequently, this approach is applied to the ETA Learning Factory at Technical University of Darmstadt. The ETA use case focuses on the topic of product-specific carbon footprint calculation. Therefore, technical infrastructure such as traceability systems, dashboards for visualisation or newly implemented efficiency measures on machine tools is added. The approach can be applied to a variety of topics.

The Role of Senior Resident Clinics in Plastic Surgery Education in Canada.

Senior resident clinics are a means to encourage independent practice and problem solving and enhance surgical skills. The objective of this study is to investigate senior resident clinics across Canada and their utility in providing comprehensive plastic surgery training. A web-based survey was sent to all plastic surgery program directors (PDs) and senior residents (SRs; postgraduate years 3, 4, and 5) across Canada. The surveys focused on demographics, clinic structure, procedures commonly performed, perceived autonomy, educational benefit, competency-based design considerations, and areas for improvement. Chi-square tests were used to compare responses between PDs and SRs. A total of 10 PDs (100% response rate) and 26 SRs (41% response rate) responded. Half of the training programs across Canada currently have senior clinics, and the format varies between institutions. Clinics generally focus on hand trauma and aesthetics. Both PDs and SRs felt that there is considerable autonomy for resident care in both the pre/post-operative and operative setting. Common barriers to implementing a senior clinic include not enough staff, not enough time, and the medicolegal risk. Most core competencies are felt to be addressed through the use of senior clinics. Methods to improve senior clinics could include more regular and higher volume clinics, enhanced equipment, and separation of hand and aesthetics clinics. Senior clinics are a useful method to improve plastic surgery education and address many core aspects of plastic surgery training. Implementation of supported clinics focused on hand and aesthetics surgery separately may be useful for training programs that currently lack a senior clinic.

Active Learning Strategies and Competency-Based Design in Research Education: a Longitudinal Review

This paper describes the long-term re-development of an introductory graduate research methods course. The initial design is presented, followed by the two re-design phases. Phase 2 introduced additional inquiry-based strategies such as concept mapping and multiple levels of peer collaboration. Phase 3 incorporated competency-based techniques as well as additional technical, social, and instructional support. Assessment results, student feedback, moderate to strong relationships between scores on key assessments, and design principles support the assertion that the Phase 3 course is an improvement over the Phase 1 version. Limitations and further research are presented.

P.106 A pilot-project for neurosurgery competency-based design implementation

Background: In preparation for July 2019 rollout of competency-based design (CBD) in Canadian neurosurgery residency training, the University of Calgary launched a pilot-program of five representative EPAs using the One45 program. Our study objectives were to examine the uptake of CBD with residents and faculty and to quantify CBD implementation barriers. Methods: Phase one of the One45-based CBD pilot-program launched on November 1st, 2018 and ended on January 8th, 2019, after which a questionnaire was sent to each participating resident. The questionnaire examined number of EPAs initiated, measures of favourability, importance, ease of use, and barriers encountered. Results: Results obtained from the survey show 93.8% response rate (15/16 residents). 66.7% of residents feel that CBD is moderately important or higher to their education. Over the 10 study weeks, there were only 8 completed EPAs (expected was 50), five of which were completed by a single resident. Major expressed barriers of implementation of CBD were time involved (50.0%) and technical unfamiliarity with the platform itself (50.0%). Conclusions: This study demonstrates the critical importance of piloting a CBD program prior to official implementation as immediate buy-in was significantly slower than anticipated. Technical and time barriers exist which need to be rectified in advance of July 2019.

Moving Across Academic Disciplines: The Opportunities and Challenges of Operationalizing Competency-Based Design

The Nonprofit Leadership Alliance joins the conversation about accreditation as a bridge from the academy to the workforce. For nonprofit organization practitioners and hiring professionals, the disciplinary home of the courses and degrees for nonprofit-related education is less important than the content provided. This essay highlights two main points: (1) Working across disciplines and across institutions is messy and complex, and (2) competency-based design gives order, but requires focused staff resources and ongoing work to develop and maintain successfully. Because the study of nonprofits is inherently cross-disciplinary and the types of institutions, program homes, and degree areas are diverse, broad scope accreditation will likely not be quick or easy.

Restructuring a basic science course for core competencies: An example from anatomy teaching

Medical schools revise their curricula in order to develop physicians best skilled to serve the public's needs. To ensure a smooth transition to residency programs, undergraduate medical education is often driven by the six core competencies endorsed by the Accreditation Council for Graduate Medical Education (ACGME): patient care, medical knowledge, practice-based learning, interpersonal skills, professionalism, and systems-based practice. Recent curricular redesign at Mayo Medical School provided an opportunity to restructure anatomy education and integrate radiology with first-year gross and developmental anatomy. The resulting 6-week (120-contact-hour) human structure block provides students with opportunities to learn gross anatomy through dissection, radiologic imaging, and embryologic correlation. We report more than 20 educational interventions from the human structure block that may serve as a model for incorporating the ACGME core competencies into basic science and early medical education. The block emphasizes clinically-oriented anatomy, invites self- and peer-evaluation, provides daily formative feedback through an audience response system, and employs team-based learning. The course includes didactic briefing sessions and roles for students as teachers, leaders, and collaborators. Third-year medical students serve as teaching assistants. With its clinical focus and competency-based design, the human structure block connects basic science with best-practice clinical medicine.