Competency-based Modules Research Articles

A Scoping Review of Simulation-Based Training Paradigms for Carotid Artery Endarterectomy and Carotid Artery Stenting

Surgical simulation has come to the forefront to enhance the training of residents. The aim of our scoping review is to analyze the available simulation-based carotid revascularization techniques, including carotid endarterectomy (CEA) and carotid artery stenting (CAS) and suggest critical steps for evaluating competency in a standardized fashion. A scoping review of all reports on simulation-based carotid revascularization techniques including CEA and CAS was performed in PubMed/MEDLINE, Scopus, Embase, Cochrane, Science Citation Index Expanded, Emerging Sources Citation Index, and Epistemonikos databases. Data were collected according to the Preferred Reporting Items for Systematic Reviews and Meta-analysis guidelines. The English language literature was searched from January 1, 2000 to January 9, 2022. The outcomes evaluated included measures of assessment of operator performance. Five CEA and 11 CAS manuscripts were included in this review. The methods of assessments employed by these studies to judge performance were comparable. The 5 CEA studies sought to validate and demonstrate improved performance with training or distinguish surgeons by their experience level, either through assessing operative performance or end-product results. The 11 CAS studies used 1 of 2 types of commercial simulators and focused on determining the efficacy of simulators as teaching tools. By examining the steps of the procedure associated with preventable perioperative complications, it provides a reasonable framework for determining which elements of the procedure should be emphasized most. Furthermore, using potential errors as a basis for assessment of competency could reliably distinguish operators based on level of experience. Competency-based simulation training is becoming more relevant as our surgical training paradigm shifts with the increased scrutiny within training programs of work-hour regulations and the need to develop a curriculum to assess our trainees' ability to perform specific operations competently during their stipulated training period. Our review has given us an insight into the current efforts in this space regarding 2 specific procedures that are key for all vascular surgeons to master. Although many competency-based modules are available, there is a lack of standardization in the grading/rating system of what surgeons consider vital steps of each procedure to assess these simulation-based modules. Therefore, the next steps of curriculum development should be based on standardization efforts for the different protocols available.

Enhancing student learning achievement using competency-based modules on basic competencies examining the characteristics of refrigerants and lubricating oils

The purpose of this study was to determine the increase in student achievement using competency-based modules. The study was conducted on the subject of system and the installation of refrigeration with basic competencies examining the characteristics of refrigerants and lubricating oils. This study uses quasi-experimental research methods. Participants in this study were 60 students from the vocational high school in Bandung. The research instrument used was a test, which consisted of pre-test and post-test. Improved student achievement was analyzed using the concept of normalized gain (N-gain) based on pre test and post test score data. The results showed the use of competency-based modules can improve student learning achievement. The achievement of the post test scores of the experimental class students above the minimum completion criteria with an average post test score of 89.39, while the score of the control class was 72.42. Based on the N-Gain value there are differences between the experimental class and the control class which are 79.5 and 46.94, respectively. The use of competency-based modules has implications for improving student achievement to be more optimal. The content of interesting module materials can increase student motivation and activity in learning in the classroom.

Evaluation of a faculty development workshop aimed at development and implementation of a competency-based curriculum for medical undergraduates

Introduction:Faculty development to implement competency-based medical education (CBME) is urgently needed as the Medical Council of India has implemented the competency-based curriculum this year onwards.Objectives:To evaluate a 2-day faculty development workshop in terms of: (a) increase in knowledge about CBME terminology and concepts, (b) self-reported capacity to develop and implement a competency-based module in their respective disciplines, and (c) satisfaction of the participants.Methodology:A single arm interventional study using mixed methods was carried out in which faculty members were purposively identified and requested to volunteer for a two-day faculty development workshop on the development and implementation of CBME. The workshop was evaluated (open-ended and Likert scored items) by the participants for self-reported gain in knowledge, gain in their confidence to develop and implement CBME, and level of satisfaction with respect to the components of the workshop. Quantitative data was analyzed by Wilcoxon signed rank test and Kruskal–Wallis test. Qualitative data was analyzed by doing content analysis and emerging themes have been presented.Results:Eleven faculty members attended a capacity building workshop for developing and implementing a competency-based curriculum for medical undergraduates. There was a significant improvement in their self-reported knowledge and attitude regarding the competency-based curriculum. New concepts learned fell into four domains: modification of the existing curriculum toward competency-based curriculum, knowledge of CBME, teaching-learning and assessment methods, and beneficial to the students. The participants were highly satisfied with the workshop in its current form.Conclusion:A two-day faculty development workshop can increase the knowledge and understanding of competency-based medical education and can be an important first step in the journey to more specialized training.

Development of Competency-based Modules Instruction to Improve Entrepreneurship Competence on Labor Training Centre Learner

The entrepreneurial competencies of the training participants at the labor training center (LTC) still seem low. The use of traditional job sheets and textbooks is still widely used in entrepreneurship learning. Utilizing a competency based module in entrepreneurship training may be able to overcome the low competency of entrepreneurship in trainees. This Research and Development study aimed at developing competency-based entrepreneurship modules instruction to improve participants’ entrepreneurial competencies at the LTCs. Materials and Methods: As many as 150 trainees were divided into 2 groups in which the experimental one was facilitated by competency-based modules and the control group was facilitated by using textbooks or job sheets. Results: The study proved that the use of competency-based modules facilitation improved the trainees’ entrepreneurial competencies. Conclusion: It is concluded that competency-based modules instruction improves the entrepreneurial competencies of the trainees at the LTCs.

Pharmacy Practice and Education in Estonia.

The Pharmacy Education in Europe (PHARMINE) project studied pharmacy practice and education in the European Union (EU) member states. The work was carried out using an electronic survey forwarded to selected pharmacy representatives at community and hospital pharmacies, in the pharmacy industry and at drug authorities. The surveys of the individual member states are now being published as reference documents for students and staff interested in research on pharmacy education in the EU, and in mobility. This paper presents the results of the PHARMINE project on pharmacy practice and education in Estonia. In this paper, we examine the harmonisation of practice and education in Estonia with EU norms. Community pharmacies in Estonia provide traditional and extended services, of which influenza vaccination, the evaluation of the risk of diabetes, and medication use review have been introduced recently. Pharmacists (in Estonian proviisor) study at the University of Tartu for five years and graduate with a Master of Pharmacy (MSc Pharm) degree. A pharmacist can be the owner of a pharmacy, or work as a pharmacy manager or chief pharmacist in either a community or a hospital pharmacy. Assistant pharmacists (in Estonian farmatseut) study at the Tallinn Health Care College for 3 years; after graduation, they are mainly employed in community pharmacies. The University of Tartu is the only university in Estonia providing higher education in pharmacy at university level. The pharmacy curriculum is an integrated (bachelor followed by master), pharmaceutical product-oriented study programme. It was last updated in 2019. On that occasion, several changes were made such as the introduction of competency-based modules; novel methods in education and training based on the constructive alignment and the restructuring of the six-month traineeship. Several new courses focus on the concepts of clinical pharmacy and on patient-centred communication. In the current pharmacy curriculum, there is a balance between chemical and medical subjects. The traineeship is provided for six months at a community and/or hospital pharmacy in the 5th year. Currently, the pharmacy curriculum at the University of Tartu does not offer specialization in subjects such as hospital or industrial pharmacy.

Development and implementation of a competency-based module for teaching research methodology to medical undergraduates.

CONTEXT:Research experience helps an undergraduate student to understand published works, to learn teamwork, and even to consider research as a career. Few medical institutions have attempted to engage undergraduates in research experience. Competency-based medical education has emerged as a core strategy to educate and assess medical students worldwide.AIMS:This study aims to develop and implement a competency-based research methodology training module for undergraduate students and find out students’ perception about this.SETTINGS AND DESIGN:A cross-sectional study of mixed design was undertaken in the Department of Community Medicine, UCMS, Delhi, India.METHODOLOGY:A competency-based research training module was developed and implemented with 4th semester undergraduate students posted in the department. Students’ feedback about the module was obtained.STATISTICAL ANALYSIS USED:For quantitative variables, means, ranges, medians, and percentages were calculated. To find out students’ perception about the posting a qualitative analysis was done.RESULTS:The module was implemented with 25 students posted in the department in May 2017. However, feedback was obtained from 23 students. About 83% of the students reported as highly satisfied with the posting, 61% of the students mentioned that after completion of this posting, they felt motivated to do further research. A qualitative analysis of the feedback showed that students found the project helped them to enhance their knowledge and develop skills.CONCLUSIONS:Competency-based research methodology training can serve as a tool for teaching research methodology to undergraduate students.

Optimizing resident operative self-confidence through competency-based surgical education modules: are we there yet?

Self-confidence is the belief in one's ability to perform and can be enhanced by training. Surgical education should aim to optimize trainee confidence. We designed three procedure-specific competency-based modules to teach vaginal hysterectomy (VH), anterior (AR) and posterior repair (PR) to novice gynecology residents. We hypothesized each module would improve self-confidence and satisfaction during index procedure performance in the operating room. This was an ancillary analysis of a larger randomized-controlled trial of gynecologic educational interventions. Residents at three Canadian universities were included if they had previously performed fewer than five index procedures independently. Intervention residents received educational modules; controls engaged in self-directed learning. All residents performed one or more of the three surgeries and filled out a validated Self-Confidence Scale and a Satisfaction Scale. Scores were compared between groups. Correlations were sought between self-confidence and various variables. Forty-six residents at three Canadian universities were randomized (21 intervention, 25 control). Most residents had never performed the index procedure. Overall, self-confidence was significantly higher (p = 0.021) in the intervention group for VH, but not for AR and PR (p = 0.94 and p = 0.12, respectively). Compared with controls, self-confidence was also significantly higher in intervention residents who had never performed VH (p = 0.026) or PR (p = 0.027) and in first and second year intervention residents. There was a positive correlation between self-confidence and satisfaction. Surgical modules improved self-confidence preferentially in the most junior residents and for more complicated procedures. The wide self-confidence ranges observed suggest that optimization should be an important goal for surgical educators.

Competency-based medical education: An overview and application in pharmacology.

Competency-based medical education (CBME) is gaining momentum across the globe. The Medical Council of India has described the basic competencies required of an Indian Medical Graduate and designed a competency-based module on attitudes and communication. Widespread adoption of a competency-based approach would mean a paradigm shift in the current approach to medical education. CBME, hence, needs to be reviewed for its usefulness and limitations in the Indian context. This article describes the rationale of CBME and provides an overview of its components, i.e., competency, entrustable professional activity, and milestones. It elaborates how CBME could be implemented in an institute, in the context of basic sciences in general and pharmacology in particular. The promises and perils of CBME that need to be kept in mind to maximize its gains are described.

Entrustable Professional Activities: Teaching and Assessing Clinical Competence.

Entrustable Professional Activities are gaining acceptance as tools to demonstrate acquisition of competencies in a competency-based curriculum. The main advantage of Entrustable Professional Activities are that they are observable activities (thus assessable), are related to day-to-day functioning as a health care provider (thus relevant), and are awarded once the learner can be trusted to perform the activity effectively and safely, without supervision, and by integrating across different competency domains. In this article, we describe how Entrustable Professional Activities can serve as a useful learning and assessment tool. We have described the steps in formulation, the pitfalls to avoid, and the possible role of the Medical Council of India and the Indian Academy of Pediatrics in encouraging the use of Entrustable Professional Activities for executing competency-based modules.

Competency-Based Modules in a College Preparatory Course

Competency-Based Modules in a College Preparatory Course

Interventional pain management skills competency in pain medicine fellows: a method for development and assessment.

The purposes of this project were to propose an educational module to instruct pain medicine fellows in the appropriate performance of interventional pain management techniques and to verify procedural competency through objective evaluation methodology. Eight board-certified pain medicine physicians spanning two fellowship programs trained seven fellows using a standardized competency-based module. Assessment tools address the basic competencies outlined by the Accreditation Council for Graduate Medical Education (American Board of Anesthesiology Pain Medicine Content Outline). The seven fellows demonstrated proficiency in every segment of the evaluation module. Objective measures compared the fellows' performance on standardized procedure checklists administered 9 mos into training; fellows in the 2012-2013 academic year also received testing at the 3-mo mark. Support for the assessment module is demonstrated by appropriate performance of interventional procedures, with improvement noted from 3-mo to 9-mo testing, successful completion of chart-stimulated oral examinations, proper performance of relevant physical examination maneuvers, and completion of program-specific medical knowledge written tests. The fellows were evaluated via patient surveys and 360-degree global rating scales, maintained procedure logs, and completed two patient-care reports; these were reviewed by program directors to ensure adequate completion. The standardized educational module and evaluation methodology presented provide a potential framework for the definition of baseline competency in the clinical skill area of interventional pain management.

Competency-Based Modules in Food Sanitation and Safety

Competency-Based Modules in Food Sanitation and Safety

Neuromuscular Medicine Competency in Physical Medicine and Rehabilitation Residents

This project endeavored to create an educational module including methodology to instruct physical medicine and rehabilitation residents in the evaluation and appropriate treatment of patients with neuromuscular disorders. It further sought to verify acquired competencies in neuromuscular rehabilitation through objective evaluation methodology. An American Association of Neuromuscular and Electrodiagnostic Medicine board-certified physician with 10 yrs of clinical experience in neuromuscular and general rehabilitation trained 19 residents using a standardized competency-based module. The residents were trained through clinical training, lectures, and review of self-assessment examination concepts from the American Academy of Physical Medicine & Rehabilitation syllabus provided in the Archives of Physical Medicine and Rehabilitation. After delivery of the educational module, knowledge acquisition and skill proficiency were measured in (1) completion of neuromuscular history and physical examination satisfactorily, (2) diagnosis and ability to design a patient care management plan via chart stimulated recall examinations, (3) physician-patient interaction via patient surveys, (4) physician-staff interaction via 360-degree global ratings, and (5) ability to write a comprehensive patient care report and to document a patient care management plan in accordance with Medicare guidelines via written patient reports. Assessment tools developed for this program address the basic competencies outlined by the Accreditation Council for Graduate Medical Education. To test the success of the standardized educational module, data were collected on an ongoing basis. The objective measures compared resident self-assessment examination scores in neuromuscular rehabilitation before and after the institution of the comprehensive neuromuscular competency module in the residency program. Nineteen (100%) of 19 residents successfully demonstrated proficiency in every segment of the evaluation module by the end of the postgraduate year 2 inpatient neuromuscular rehabilitation rotation. Furthermore, the residents' proficiency, as demonstrated by the evaluation after the implementation of the standardized educational module, positively correlated with an increase in the residents' self-assessment examination scores in neuromuscular rehabilitation compared with the residents' scores before the educational module implementation throughout all 3 yrs of training. Resident proficiency in the skills and knowledge pertaining to neuromuscular rehabilitation were objectively verified after completion of the standardized educational module. Validation of the assessment tool is evidenced by the collected data correlating with significantly improved self-assessment examination scores, as outlined in the "RESULTS" section. In addition, the clinical development tool was validated by the residents being individually observed performing history and physical examinations and being deemed competent by the American Association of Neuromuscular and Electrodiagnostic Medicine board-certified physical medicine and rehabilitation physician. The standardized educational module and evaluation methodology provide a potential framework for the definition of baseline competency in the clinical training area of neuromuscular rehabilitation.

Assessing Competency in Spasticity Management

This project endeavored to create an educational module including methodology to instruct physical medicine and rehabilitation residents in the evaluation and appropriate treatment of patients with spasticity and other sequelae of the upper motor neuron syndrome. It further sought to verify acquired competencies in spasticity management through objective evaluation methodology. A physical medicine and rehabilitation board-certified physician with 10 yrs clinical experience in spasticity management trained 16 residents using a standardized competency-based module. Assessment tools developed for this program address the basic competencies outlined by the Accreditation Council for Graduate Medical Education. The 16 residents successfully demonstrated proficiency in every segment of the evaluation module by the end of the Postgraduate Year 3 spasticity management rotation. Objective measures compared resident scores on an institution-specific standardized test administered before and after training. Resident proficiency in the skills and knowledge pertaining to spasticity management was objectively verified after completion of the standardized educational module. Validation of the assessment tool is evidenced by significantly improved postrotational institution-specific standardized test scores (mean pretest score, 61.1%; mean posttest score, 95.4%) as well as oral testing. In addition, the clinical development tool was validated by residents being individually observed performing skills and deemed competent by a board-certified physical medicine and rehabilitation physician specializing in spasticity management. The standardized educational module and evaluation methodology provide a potential framework for the definition of baseline competency in the clinical skill area of spasticity management.

P.B.T.E. or not to BE, that is the question

Abstract This study has involved an evaluation of performance-based teacher education (PBTE) programmes conducted in three Australian states for technical and further education (TAFE) teachers during 1979. The five objectives of the research related to effectiveness of the PBTE approach, reactions of participants in the programmes, institutional considerations in its operation, suitability of the materials used as the delivery system, and reactions of teacher educators to their role as resource persons within the PBTE programmes. The PBTE programmes involved 145 student teachers, 12 TAFE teacher educators and 28 Victorian field supervisors. The students were undertaking undergraduate and postgraduate awards. Materials used for the programmes were competency-based modules from The Ohio State University in Columbus, Ohio. From the results of the study, the authors have concluded that the PBTE model has considerable potential for TAFE teacher education in Australia, but that its effectiveness depends upon ce...

Competency-Based Modules and Inquiry Teaching

AbstractThe systematic and effective training of teachers in the use of inquiry techniques is a major concern of teacher educators. Flexible competency-based learning modules were designed to change elementary teacher trainees’ knowledge-skills in and attitudes toward inquiry teaching. The effectiveness of the modules was compared in three classroom settings: individualized, group, and control. The results of t-tests and f-tests found: 1.) a significant increase in the achievement of students in both the treatment groups, 2.) significant gains in the treatment Ss’ attitudes toward inquiry teaching, 3.) a significant decrease in treatment Ss’ preference for a directive teaching style, and 4.) no significant differences between Ss’ knowledge, attitudes, and preferences in the two treatment groups.