Competency-based Education Programs Research Articles

Motivating students in competency-based education programmes: designing blended learning environments

AbstractContemporary education increasingly involves a blended learning environment, which consists of a combination of offline and online delivery methods. Blended learning environments can motivate students to learn, but designing motivating blended learning environments is challenging and can result in environments that demotivate students. This conceptual article proposes a blended learning design that helps practitioners to design motivating blended learning environments. According to self-determination theory, students are motivated to learn when their three basic psychological needs for autonomy, competence, and relatedness are supported. Competency-based education (CBE) is intended to support students’ basic psychological needs. We have constructed design guidance for CBE programmes that help practitioners to design a combination of offline and online delivery methods that (1) give students choices in time and place to support their need for autonomy, (2) adapt to students’ competency levels to support their need for competence, and (3) stimulate students’ relationship building with peers and teachers to support their need for relatedness. Although the design guidance is tentative, practitioners can experiment with it to design blended learning environments that motivate students to learn.

Clinical competency of nurses trained in competency-based versus objective-based education in the Democratic Republic of the Congo: a qualitative study

BackgroundDesigning competency-based education (CBE) programmes is a priority in global nursing education for better nursing care for the population. In the Democratic Republic of the Congo (DRC), object-based education (OBE) remains mainstream in pre-service nursing education programmes. Recently, the Ministry of Health developed a self-assessment tool and quantitatively compared the clinical competency of CBE- and OBE-trained nurses. This study aimed to qualitatively triangulate the results of self-evaluation by exploring perception of supervisors, incumbent CBE-, and OBE-trained nurses in comparison with the competence of the two types of nurses, and to identify influential factors or barriers to their competence in clinical settings.MethodsA qualitative descriptive approach with conventional content analysis was applied. Twenty interviews with clinical supervisors who oversaw both CBE- and OBE-trained nurses, 22 focus group discussions (FGDs) with CBE-trained nurses, and 21 FGDs with OBA-trained nurses currently working in health facilities were conducted. Participants of the FGDs were selected from the participants of the DRC self-assessment competency comparison study where there was no statistically significance between CBE- and OBE-trained nurses in the demographic characteristics. Data were analysed in terms of the competencies identified by the Ministry of Health.ResultsThe supervisors recognised that the CBE-trained nurses had stronger competencies in professional communication, making decisions about health problems, and engaging in professional development, but were weak in clinical skills. This study identified challenges for supervisors in assuring standardised care in health facilities with OBE- and CBE-trained nurses, as well as barriers for CBE-trained nurses as a minority in the workplace in demonstrating their competencies.ConclusionsThe study results support the Ministry of Health’s policy to expand CBE in pre-service education programmes but reveal that its slow implementation impedes full utilisation of the acquired competencies at health facilities. Implementation could be accelerated by strengthening cooperation among the Ministry of Health’s three human resource departments, and developing and implementing a well-planned, legally binding, long-term CBE reform strategy, including an approach to the Continuing Professional Development system.

Proposed Framework for Developing and Evaluating Total Worker Health® Education and Training Programs.

Propose a framework for developing and evaluating Total Worker Health® education and training efforts by implementing institutions. Review of Total Worker Health (TWH) information from symposia, workshops, academic offerings, and publications, along with a review of education and training development and evaluation resources applicable across various disciplines. Examples of knowledge, skills, and abilities (KSAs) for each TWH core competency, and a framework for developing and evaluating a TWH competency-based education or training program. The proposed set of KSAs and framework for developing and evaluating TWH education or training programs may inform future pilot testing of KSAs and framework by implementing institutions and help to standardize practices across the discipline. Academic, business, community, labor, and government stakeholders are encouraged to provide further input to assist in its maturation and uptake.

Unlocking Vital Professional Skills of EFL Educators to Cultivate Student English Core Competencies in the Digital Era

With the rapid development of artificial intelligence (AI) technology, the education sector has witnessed transformative changes. In the domain of secondary English language teaching, the advent and implementation of intelligent teaching systems have necessitated a reevaluation of Teacher Professional Competency (TPC). However, there is limited research exploring English as a Foreign Language (EFL) teachers’ perspectives on the TPCs required for fostering student English core competencies in the ear of AI. This study aimed to investigate the need for relevant TPCs among English teachers. A sample of 1089 English teachers from 335 schools across China participated in this research. The findings identified a total of 12 TPCs, with variations observed based on gender, years of teaching experience, school type, school level, and school location. Notably, Teaching Design Competency (TDC), English Knowledge and Application Competency (EKAC), and Teaching Implementation and Management Competency (TIMC) were identified as the most crucial TPCs. These results provide valuable insights into the components of EFL teacher professional competencies and offer guidance for competency-based teacher digital education programs.

대학 자체 교육과정 인증제 개선을 위한 대학 간 상호 인증체계 구축에 관한 탐색적 연구

Objectives This research aims to examine the current status of individual university operation after the introduction of the university curriculum internal educational accreditation in South Korea, ten years since its implementation. The study focuses on identifying the limitations of the internal educational accreditation system and exploring possible ways for improvement.
 Methods Initially, a literature review was conducted to analyze recent trends in internal educational accreditation. Case studies of two medium-sized local universities, W University and G University, were examined to compare and analyze key elements of their respective internal educational accreditation. Based on the analysis results, limitations and improvement suggestions were derived, and through a meta-evaluative perspective, the researchers discussed and extracted a mutual authentication system as one of the factors and solutions that can be generalized.
 Results The comparison revealed similarities in both universities implementing accreditation as part of their revamped competency-based major education programs, contingent upon voluntary participation from departments. However, differences were observed in accreditation stages, targets, types of accreditation decisions, accreditation procedures, and education consulting methods. These variations can stem from differences in each university's educational conditions and approaches to curriculum redesign. Regardless of the approach, limitations are inevitable. Therefore, this study proposes a mutual accreditation system model focused on inter-university exchange and collaboration as an improvement strategy for the current internal educational accreditation system.
 Conclusions Such a mutual accreditation system could enhance objectivity and fairness in accreditation while generating new ideas for curriculum improvement, facilitating the development of new courses, and discovering joint educational programs aligned with future trends in higher education. Moreover, the proposed model suggests different application scopes based on the degree of participation and level of collaboration during curriculum development, operation, or evaluation. This differentiated approach aims to provide important insights for universities seeking improvements in their internal educational accreditation systems.

텍스트 마이닝 기법을 활용한 대학 핵심역량 키워드 분석

Despite many universities defining and operating competency-based curriculum that align with their ideal talent profiles, there is a shortage of research on the core competency systems and meanings presented by universities. The purpose of this study is to examine how core competencies are defined by various universities that participated in the second cycle of university innovation projects and to identify key points for operating competency-based education programs in the future. For this research, core competencies and their definitions were collected from 121 universities participating in the second cycle of university innovation projects. Through Word2Vec techniques, the relationships between key terms and words were analyzed. Also Cluster analysis was conducted to analyze the main themes of the core competencies set by universities.
 The results of this study revealed several key findings regarding the current status of university core competencies. Firstly, while each university has different ideal talent profiles or specificities, the core competencies they are setting are not significantly different. Secondly, it was observed that universities are not effectively reflecting industry demand and societal changes in their core competencies. It is suggested that there is a need for reflection on the responsibilities of universities in responding to societal and industrial demands. This indicates a critical juncture for contemplating competency setting. To align with future changes in the direction of education, efforts should be made to reinterpret and explore the elements and requirements of competencies. This will enable the measurement and management of the outcomes of university education in line with the changing direction of education.

Development and validation of a new tool for assessment of trainees' interventional musculoskeletal ultrasound skills.

Interventional musculoskeletal ultrasound (MSUS) procedures are routinely performed in rheumatology practice. However, the efficacy and safety of the procedures rely on the competence of the physician, and assessment of skills is crucial. Thus, this study aimed to develop and establish validity evidence for a tool assessing trainees' interventional MSUS skills. An expert panel of rheumatologists modified an existing tool for assessing competences in invasive abdominal and thoracic ultrasound procedures. The new tool (the Assessment of Interventional Musculoskeletal Ultrasound Skills (AIMUS) tool) reflects the essential steps in interventional MSUS. To establish validity evidence, physicians with different levels of interventional MSUS experience were enrolled and performed two procedures on a rubber fantom, simulating real patient cases. All performances were video recorded, anonymized, and assessed in random order by two blinded raters using the AIMUS tool. Sixty-five physicians from 21 different countries were included and categorized into groups based on their experience, resulting in 130 videos for analysis. The internal consistency of the tool was excellent, with a Cronbach's alpha of 0.96. The inter-case reliability was good with a Pearson's correlation coefficient (PCC) of 0.74 and the inter-rater reliability was moderate to good (PCC 0.58). The ability to discriminate between different levels of experience was highly significant (p< 0.001). We have developed and established validity evidence for a new interventional MSUS assessment tool. The tool can be applied in future competency-based educational programs, provide structured feedback to trainees in daily clinical practice, and ensure end-of-training competence.

PENGEMBANGAN SUMBER DAYA MANUSIA UNTUK PENINGKATAN KUALITAS PEGAWAI DI PT KERETA API INDONESIA (PERSERO)

PT Kereta Api Indonesia (Persero) has established an HR development program. The company's main goal is to transform the employee perspective into a service provider perspective by fostering high-level expertise, increasing individual productivity, and enabling them to better contribute to initiatives aimed at increasing business success. The purpose of the research is to find out the HR development programs carried out by PT Kereta Api Indonesia (Persero) to improve the quality of employees. The method used is descriptive qualitative with data collection through literature study. The results showed that PT Kereta Api Indonesia (Persero) has a human resource development strategy, including a quality recruitment process by finding qualified candidates through job fairs at various prestigious universities and competency-based education and training (Diklat) programs held in stages, starting from the professional growth stage to the development of fundamental competencies through six available training venues.

Deidentifying Narrative Assessments to Facilitate Data Sharing in Medical Education.

Narrative assessments are commonly incorporated into competency-based medical education programs. However, efforts to share competency-based medical education assessment data among programs to support the evaluation and improvement of assessment systems have been limited in part because of security concerns. Deidentifying assessment data mitigates these concerns, but deidentifying narrative assessments is time-consuming, resource intensive, and error prone. The authors developed and tested a tool to automate the deidentification of narrative assessments and facilitate their review. The authors met throughout 2021 and 2022 to iteratively design, test, and refine the deidentification algorithm and data review interface. Preliminary testing of the prototype deidentification algorithm was performed using narrative assessments from the University of Saskatchewan emergency medicine program. The algorithm's accuracy was assessed by the authors using the review interface designed for this purpose. Formal testing included 2 rounds of deidentification and review by members of the authorship team. Both the algorithm and data review interface were refined during the testing process. Authors from 3 institutions, including 3 emergency medicine programs, an anesthesia program, and a surgical program, participated in formal testing. In the final round of review, 99.4% of the narrative assessments were fully deidentified (names, nicknames, and pronouns removed). The results were comparable for each institution and specialty. The data review interface was improved with feedback obtained after each round of review and found to be intuitive. This innovation has demonstrated viability evidence of an algorithmic approach to the deidentification of assessment narratives while reinforcing that a small number of errors are likely to persist. Future steps include the refinement of both the algorithm to improve its accuracy and the data review interface to support additional data set formats.

Development and evaluation of a forensic nursing competency-based hybrid simulation education program: A quasi-experimental design

AimThis study aimed to develop and validate the effectiveness of a hybrid simulation education program designed to enhance the forensic nursing competency of emergency department nurses. BackgroundEmergency nurses often bear the responsibility of conducting forensic nursing assessments and interventions, such as patient recognition and evidence collection, to safeguard patients' legal rights, given their frequent encounters with emergency department patients. Simulation methods have proven effective in training for forensic nursing care. However, there is still a need for the development of forensic nursing education using simulation methods. DesignThis study employed a one-group pre-test/post-test quasi-experimental design. A four-hour simulation education program was developed based on the analysis, design, development, implementation, and evaluation model, with a focus on enhancing forensic nursing competency. MethodsNurses with more than six months of clinical experience in the emergency department in South Korea were divided into an experimental group (n=23) and a baseline comparison group (n=24). Both groups completed self-evaluations of their forensic nursing competency through a survey. The experimental group underwent the simulation education program, and their forensic nursing performance was evaluated before and after the program. Following the training, participants completed a questionnaire to assess their forensic nursing competency and satisfaction with the program. ResultsThe initial forensic nursing competency of the experimental and baseline comparison groups was found to be similar. However, the forensic nursing competency and performance of the experimental group exhibited significant improvement after the training. Regarding program evaluation, the average scores on a 5-point scale were as follows: theoretical lecture (4.79 SD 0.27), simulation education (4.78 SD 0.29), simulation design (4.42 SD 0.45), and satisfaction with the educational program (4.82 SD 0.28). ConclusionsThe forensic nursing competency-based simulation education program herein improved the relevant competency and performance of emergency nurses.

Borich 요구도와 Locus for Focus 모형을 활용한 통합사례관리 슈퍼바이저 교육요구 분석

The purpose of this study is to identify the prioritized competencies required for the structure of educational programs for case management supervisors in the public sector. To achieve this aim, we collected data on the importance and implementation of each competency from team leaders in local government and case managers, and then analyzed this data using the Borich requirements chart and the Locus for Focus model. Regardless of the type of case management supervisor, eight competencies emerged as having high educational needs: ‘knowledge of the client’, ‘understanding of supervision’, ‘counseling skills’, ‘communication skills’, ‘mediation and conflict management skills’, ‘support and encouragement skills’, ‘respect for clients’, and ‘self-reflection and self-development’. Training priorities varied between team leaders and case managers for some competencies. Based on the results of this study, we propose the development and implementation of competency-based educational programs for case management supervisors.

Development of Competencies for New Nurses and Verification of Content Validity through a Delphi Survey

The purpose of this study was to develop and validate a competency tool for new nurses and to pilot-test it with new nurses. A Delphi survey was conducted to develop a competency tool, and a self-evaluation was conducted among new nurses who pilot-tested the finally derived competencies. The Delphi survey panel consisted of 18 people, including adjunct professors at the College of Nursing, nursing managers, and nurses with master’s degrees. The Delphi survey asked about the validity of the competencies constructed in two rounds. After analyzing the Delphi results with mean, standard deviation, content validity ratio, degrees of convergence, and degrees of consensus, 12 core competencies and 36 enabling competencies were finally derived. The competencies consisted of clinical judgment and management (nine items), task competence (four items), patient orientation (five items), moral value orientation (three items), cooperation (two items), supply management (two items), professional development (three items), confidence (one item), self-control (two items), flexibility (two items), influence (one item), and nurturing others (two items). The finally derived competencies were pilot-tested with 229 new nurses who had worked for 2–12 months. The self-evaluation scores of new nurses were distributed differently according to their working period. In this study, the competencies required for new nurses were identified and the corresponding enabling competencies were identified. In the future, it is expected that a competency-based education program will be prepared based on these findings, and furthermore, it will be possible to provide high-quality medical and nursing services that meet patients’ needs by improving the competency of new nurses and lowering the turnover rate.

Comparison of 3D heads-up display system with conventional surgical microscopy for minimally invasive glaucoma surgery on an artificial eye model

ObjectiveTo survey ophthalmic surgeons’ opinions comparing a novel three-dimensional (3D) heads-up display system with a conventional surgical microscopy for minimally invasive glaucoma surgery (MIGS) on an artificial eye model. Materials and MethodsTwenty-one ophthalmologists at the 2021 Canadian Ophthalmological Society Annual Meeting in Halifax, Nova Scotia, underwent a 90-minute skills-transfer course on MIGS. Using an artificial eye model (SimulEYE iTrack Model; InsEYE LLC, Westlake Village, Calif.), participants engaged in hands-on practice of MIGS via both a 3D heads-up display system (3D HUDS) (Zeiss Artevo 800; Carl Zeiss Meditec, Jena, Germany) and a conventional surgical microscope. Following completion, participants and instructors answered a 16-question survey comparing the 2 systems (3D HUDS vs conventional surgical microscope). Survey responses were recorded on a 9-point double-headed Likert scale ranging from strongly favour 3D HUDS (1) to strongly favour conventional surgical microscopy (9). Mann–Whitney U nonparametric analysis was used to compare instructor versus participants and experts versus nonexperts. ResultsSurvey ratings favoured the 3D HUDS over the conventional surgical microscopy, with respondent ratings for all survey questions ranging from a response of 1 (strongly favour 3D HUDS) to 5 (equal). Mann–Whitney U statistical analysis revealed no significant difference between instructor versus participant as well as between expert versus nonexpert. Most ratings for the 3D HUDS were received for ergonomic setup of the surgical modality, depth of field (or) field of view, and usefulness in training residents for MIGS. Equal ratings for the 3D HUDS and conventional surgical microscope were received for system malfunctions and lag during surgery. ConclusionsThe 3D HUDS was favoured over conventional microscopy for the performance of simulated MIGS by ophthalmologists with varying levels of experience. The survey results suggest that the 3D HUDS in an artificial eye model is useful for teaching minimally invasive glaucoma surgery, particularly with the advent of competency-based ophthalmology education programs.

A Program of Assessment Model for Point-of-Care Ultrasound Training for Pediatric Critical Care Providers: A Comprehensive Approach to Enhance Competency-Based Point-of-Care Ultrasound Training.

Point-of-care ultrasound (POCUS) is increasingly accepted in pediatric critical care medicine as a tool for guiding the evaluation and treatment of patients. POCUS is a complex skill that requires user competency to ensure accuracy, reliability, and patient safety. A robust competency-based medical education (CBME) program ensures user competency and mitigates patient safety concerns. A programmatic assessment model provides a longitudinal, holistic, and multimodal approach to teaching, assessing, and evaluating learners. The authors propose a fit-for-purpose and modifiable CBME model that is adaptable for different institutions' resources and needs for any intended competency level. This educational model drives and supports learning, ensures competency attainment, and creates a clear pathway for POCUS education while enhancing patient care and safety.

Evaluating a Competency-Based Blended Health Professions Education Program: A Programmatic Approach

Competency-based education (CBE) programs usually evaluate student learning outcomes at a course level. However, a more comprehensive evaluation of student achievement of competencies requires evaluation at a programmatic level across all courses. There is currently insufficient literature on accomplishing this type of evaluation. In this article, we present an evaluation strategy adopted by the competency-based master's degree program at the Center for Health Professions Education at the Uniformed Services University of Health Sciences to assess student achievement of competencies. We hypothesized that (1) learners would grow in the competencies through their time in the program and (2) learners would exhibit a behavioristic change as a result of their participation in the program.The degree program at the Center for Health Professions Education conducts an annual student self-assessment of competencies using a competency survey. The competency survey data from graduated master's students were collected, providing data from three time points: initial (pre-program survey), middle, and final (end-of-program survey). Open-ended responses from these three surveys were also analyzed. A general linear model for repeated measures was conducted. Significant effects were followed by post hoc tests across time. We also conducted post hoc analysis across domains to better understand the comparative levels of the domains at each time point. The responses to the open-ended prompt were thematically analyzed.Analysis of the quantitative data revealed that (1) learners reported significant growth across time, (2) learners had different perceptions of their competencies in each of the domains, and (3) not all domains experienced similar changes over time. Analysis of the free responses highlighted the impact of coursework on competency attainment and the behavioristic change in learners.This study presents a strategic evaluation tool for course-based CBE programs that follow a traditional credit hour model. Programmatic evaluation of CBE programs should enable the inclusion of the learner's voice and provide evaluation data that go beyond individual course evaluations.

식 지도 관점에서 역량중심 초등수학 영재교육 프로그램 및 교과서 분석

In this study, ‘Mathematical expression connection’ and ‘Mathematical expression transformation’ patterns were analyzed to see if activities related to expressions appearing in competency-based mathematics education programs for gifted students and elementary mathematics textbooks were appropriately constructed from the standpoint of establishing internal connectivity between various mathematical objects. I got the same conclusion. First, it was found that there needed to be more opportunities to observe the presented equations in terms of the expression connection aspect, express them as phenomena, and interpret new expressions, mathematical relationships, and thought processes. Second, from the viewpoint of the expression transformation aspect, the purpose of transforming the expression was mostly the process of deriving the value of the expression. Therefore, it is necessary to supplement the activities of transforming expressions in various directions.

A study on the future competency-based pre-service elementary teacher education program

A study on the future competency-based pre-service elementary teacher education program

Fidelity of implementing a competency-based nursing programme during the COVID-19 pandemic: A case study.

The study describes the fidelity of implementing a competency-based nursing education (CBNE) programme during the COVID-19 pandemic in a low-resource setting. A descriptive case study research design integrating mixed methods underpinned by the fidelity of implementation framework was applied to assess teaching, learning and assessment during the COVID-19 pandemic. A survey, focus group and document analysis were applied to collect data from 16 educators, 128 students and eight administrators of a nursing education institution and accessing institutional documents. Data were analysed through descriptive statistics and deductive content analysis and packaging the outcome of the study according to the five elements related to the fidelity of implementation framework. The fidelity of implementing the CBNE programme was satisfactorily maintained as described in the fidelity of implementation framework. However, sequenced progression and programmatic assessments were not aligned with a CBNE programme within the context of the COVID-19 pandemic. This paper proposes strategies to enhance the fidelity of implementing competency-based education during educational disruptions.

Face and Content Validity of an Artificial Eye Model for Secondary Intraocular Lens Fixation via Yamane Technique.

To assess the face and content validity of an artificial eye model for secondary intraocular lens (IOL) fixation via the Yamane technique. Ophthalmologists and residents participated in a 90-minute simulation session on secondary IOL fixation via the Yamane technique. Hands-on practice of this technique was performed on an artificial eye, the Bioniko Okulo BR8. After, all ophthalmologists answered an 18-question survey assessing the face and content validity of the model. Survey responses were recorded on a 5-point double-headed Likert scale, ranging from strongly agree (1)-to-strongly disagree (5) (Figure 1). Twenty-three surveys were completed. Respondents rated the survey with a median response of 1 (strongly agree)-to-3 (neutral). Highest ratings for the model were received for "usefulness for training residents", and "easier to set up and clean-up compared to a cadaver". Lowest ratings were received for realism of the model compared to cadaveric eyes. Statistical analysis revealed no significant difference among identified groups. Ratings for face and content validity were viewed favorably, both with an overall median response of 2.00 (agree). The Bioniko Okulo BR8 shows promise as a valid tool for practicing secondary IOL fixation via the Yamane technique. Considering recent guidelines in competency-based ophthalmology education programs, this model may be a valuable tool over traditional techniques for teaching and improving surgical skill amongst trainees.

Competency and confidence in ECG interpretation among medical students.

To assess competency and confidence in ECG interpretation in medical students across years of medical school and evaluate the associations of various factors, a curriculum change, and student confidence with ECG competency. Four hundred and fourteen (414) third- to sixth-year medical students participated in this cross-sectional study conducted in 2019 in the Hebrew University of Jerusalem, Israel. A voluntary response sample of participants answered a validated, web-based questionnaire, composed of eight ECG strips. Participants were also asked about confidence and sources for ECG education and exposure. Competency and confidence across medical school years were compared using the ANOVA and chi-square tests. Competency was low overall (mean score, SD (standard deviation) 3.23±1.81 out of 8), and higher in sixth-year students compared to third-, fourth- and fifth-year students (4.37±1.69 vs. 2.90±1.82, 2.90±1.54, 2.50±1.56, respectively, F(3,337)=24.425, p<0.0001). There was no difference between students before and after the curriculum change. Work experience in medicine was associated with competency (odds ratio (OR), 7.97; 95% confidence interval (CI), 4.03-15.77, p<0.0001). The reported confidence level was low (median 2 out of 5) and was found to be correlated with the total score achieved (r(332)=0.5, p<0.0001). Student competency was shown to be insufficient throughout medical school. Competency and confidence in ECG interpretation seem to be significantly improved by increased and repetitive exposure to ECG. Thus, strategies to facilitate better ECG skills should involve an extended focus on ECG in the undergraduate and graduate curricula and include competency-based educational programs.