Competency-based Teaching Research Articles

Involvement of the tutor in competency-based teacher education in medical college: How much need it?

Involvement of the tutor in competency-based teacher education in medical college: How much need it?

Teacher Educators Pedagogical Effectiveness in Implementing Competency-Based Teacher Education and Competence-Based Assessment Programs: A Case of Primary Diploma Teacher Training Colleges in Kenya

Teacher Educators Pedagogical Effectiveness in Implementing Competency-Based Teacher Education and Competence-Based Assessment Programs: A Case of Primary Diploma Teacher Training Colleges in Kenya

Promoting transdisciplinary teaching and learning and research in a world that is faced with multifaceted challenges

With a lot of transformation in higher education, teaching, and learning is becoming very complex. To cope with the transformation that is so complex, academics must be innovative in their teaching. Their teaching should also influence the behaviour of their students. Students after completion of their studies must also be able to solve the challenges of society. There are several approaches to teaching and learning such as multidisciplinary, interdisciplinary, and ideally transdisciplinary, scholarship of teaching and learning, evidence-based teaching and learning, transdisciplinary teaching and learning and competence-based teaching and learning, and deep learning approaches among others. This paper focuses on the transdisciplinary research and teaching and learning approach. The aim of the paper is to investigate the importance of transdisciplinary research, teaching, and learning in a world that is faced with multifaceted challenges. This is a qualitative design paper where systemic desktop research was used. The systematic reviews follow structured and predefined methods to identify, appraise, and synthesise the relevant literature. Desktop research is a research method that involves the use of existing data. These are secondary collected and summarised data to increase the overall effectiveness of the investigation. Secondary research is much more cost-effective than primary research, as it uses existing data, unlike primary empirical research. The secondary literature was collected based on the history, challenges, and benefits of transdisciplinary research, teaching, and learning. The research study concludes that transdisciplinary research and teaching and learning approach is the way to go in solving constant challenges that face the world. The study recommends that university faculties, schools, and departments should engage in transdisciplinary teaching, and learning and research.

Development and validation of competency framework for pharmacy undergraduate programs in Brazil

Pharmaceutical education in Brazil undergoes structuring in the requirement to train professionals working in health care, providing pharmaceutical services, in contact with the patient and the community. To meet this new demand for education, an expansion of higher education arises that increasingly requires the presence of qualified teachers and in a constant process of updating. Competency-based teaching is the strategy applied to meet this demand, based on a document that gathers information on the main guiding competencies in pharmaceutical training. In view of this, the aim of this study was to develop and validate a competency matrix for pharmacy courses. For that a qualitative study was carried out with interviews seeking the opinion and experiences of teachers who work in pharmacy courses in the most different areas that generated a preliminary skills matrix, sent for evaluation by teachers in the pharmacy course in several regions of Brazil, using the Delphi method in two rounds, with a five-point Likert scale. 86 competences were obtained grouped in seven thematic domains, observing the teachers' consensus in face of the needs of the knowledge, skills and attitudes that are essential for the training of the pharmacist.

Organization of competence-based training in the teaching of the Nature subject in general education schools

The main aim of the article is to study the organization of the Nature subject in the competence-based teaching at schools. In recent years, the active participation of our Republic in various research programs on the assessment of student achievements has led to positive changes in textbook policy. In such programs (such as TIMSS and PISA), the reading, mathematical, and scientific literacy skills of students are studied and evaluated with specially designed tools. It should be noted that according to the results of the latest TIMSS study, our students were able to demonstrate high mathematical literacy skills. Unfortunately, their scientific literacy scores were lower than the average research score. However, the formation of scientific literacy in the natural sciences is extremely important in training competent young people for the future. In the countries whose students show high results in the TIMSS and PISA research programs (Singapore, China, South Korea, Finland, etc.), the formation of scientific literacy competence in the teaching of Natural Sciences is the main goal of national education. In the article, the way to solve the problem related to the formation of scientific literacy competence in our students at the general secondary education level with the teaching of the integrative "Nature" subject was studied; the importance and necessity of studying this subject were justified. The results of Azerbaijani students in the field of Natural Sciences in comparison with international studies are not satisfactory, the reason for this is that students do not have enough knowledge of scientific concepts and laws in Natural Sciences, and they have difficulty answering real-life situational tasks. Application importance: this theory can be implemented in general education schools.

Study on managerial communication based on students’ learning needs

In order to promote a new vision of knowledge management and management centred on human capital, on communication skills, in school organisations the focus should also be on the training needs of the learner, who tends to become a real partner in the learning process. New concepts such as discovery learning, emotional intelligence, competence development, competence-based teaching, school performance and educational standards are emerging in the conception of education and from a democratic, learner-centred perspective, bringing a new connotation to the teaching and management process. Change in education is “an innovation that is a measurable, deliberate and infrequent improvement”. In a success-oriented school, the school manager must have the needs of the pupils at the core of the strategy based on managerial communication. In this study, the author identified the success training needs of a group of students in a school organisation in Iasi.

การพัฒนาหลักสูตรการเรียนการสอนข้ามศาสตร์แบบบูรณาการสมรรถนะ ด้านอิเล็กทรอนิกส์อัจฉริยะเพื่อสร้างนวัตกรรมสำหรับสาขาวิชาช่างอุตสาหกรรม หลักสูตรประกาศนียบัตรวิชาชีพ (ปวช.) สังกัดสำนักงานคณะกรรมการการอาชีวศึกษาในพื้นที่ภาคใต้

The purpose of this research was to develop a competency-integrated cross-disciplinary curriculum with integrated intelligent electronics competency in order to create innovations for the field of industrial technicians, Vocational Certificate Program (Vocational Certificate) under the Office of Vocational Education Commission in the Southern Region. The research’s objectives are 1) to develop integrated competency-based teaching and learning curriculum intelligent electronics to create innovations for industrial technicians; 2) to access the quality of a competency-integrated cross-disciplinary training course outline aspect of intelligent electronics to create innovations for industrial technicians . The research instruments consisted of a training course, an experimental package, an evaluation form for content congruence with behavioral objectives, and a form to assess the suitability of the training course outline. The statistics used in the data analysis were average analysis, standard deviation, and the IOC conformity index. The research results were as follows: 1) A integrated cross-scientific instructional management model of intelligent electronic competency was consistent between content and behavioral objectives with a mean score of 0.90, and content was consistent with behavioral objectives. Moreover, the assessment’s results for the suitability of the training curriculum outline for integrated intelligent electronics competency in intelligent electronics to create innovations for industrial technicians were: the training content was high, In addition, the duration of the activities was at a high level, and the experimental design technique was at a high level.

Development and validation of core entrustable professional activities for abdominal radiology

ObjectivesTo develop and validate European entrustable professional activities (EPAs) for sub-specialised hepatobiliary and gastrointestinal (HB/GI) diagnostic imaging.Materials and methodsBoth European Society of Radiology and national curricula in HB/GI diagnostic radiology were thoroughly reviewed, resulting in preliminary EPAs drafted by a pilot group of expert radiologists in 2 different countries. Each EPA was fully described with 7 components (Specification/limitations; Potential risks of failing; Relevant domains of competence; Required experience, knowledge, skills, attitude and behaviour; Assessment information sources to assess progress and ground a summative entrustment decision; Entrustment for which level of supervision is to be reached; and Expiration date). The modified Delphi method with 3 Delphi rounds was chosen for validation. Content validity index (CVI) and median values were used for validation.ResultsThere were 15 preliminary EPAs, some of them divided according to 2 levels: resident and fellow level. The 37 members of the Delphi group were based in 2 different European countries with a background experience of 10 represented countries. Subsequent to the first Delphi round, 6 EPAs were accepted (CVI ≥ 0.8, median ≥ 4), 6 needed major revisions (CVI 0.7–0.79, median ≥ 4), 3 were rejected (CVI < 0.7) and 1 was added. After the second Delphi round, both the 6 revised EPAs and the additional one met the validation criteria (CVI ≥ 0.8, median ≥ 4). Finally, 13 EPAs were validated during the 3rd Delphi round with an agreement percentage of 95–100%.ConclusionThis study creates and validates EPAs for sub-specialised HB/GI diagnostic imaging.Critical relevance statementThirteen EPAs for sub-specialised hepatobiliary and gastrointestinal diagnostic imaging were created with a strong methodology, and as a first example set in sub-specialised diagnostic imaging, they provide a template for others to be created.Key points• The competence-based teaching in medical studies has recently been reintroduced through EPAs.• Thirteen EPAs have been developed for hepatobiliary and gastrointestinal sub-specialised diagnostic imaging.• These EPAs were validated using a Delphi modified method and provide a template for other to be created.Graphical abstract

Tutors’ Understanding of Competence-Based Education and Training in Tanzania: A Case of Morogoro Ardhi Institute and Tabora Ardhi Institute

This study aimed at examining examine tutors’ understanding of competency-based education and training in Tanzania at the tertiary level. To achieve this objective, three research questions were designed and worked on: what is the level of tutors’ understanding of competence-based curriculum (CBC) and its objectives? Are the tutors well prepared to implement CBC in the institutes? And what challenges are faced in using CBC among tutors? A convergent mixed methods research design guided the study. Purposive sampling technique was used to select a sample of 25 respondents. Data were collected using questionnaires and focus group discussions (FGDs). Quantitative data were analysed using descriptive statistics whereas qualitative data were analysed using thematic analysis. The study found out that 42.4 % of tutors had satisfactory level of understanding of CBC and its objectives. The findings also revealed that majority of tutors (72%) agreed that they were well prepared to implement CBC at their workplaces. Moreover, it was found out that lack of flexibility among tutors to adopt CBC, inadequate teaching and learning facilities, overloaded curriculum, overcrowded classrooms, and tutors’ limited knowledge about competence-based teaching were the key challenges facing tutors in implementing CBC. It was therefore concluded that majority of tutors understand the concept and the objectives of CBET curriculum. Based on the findings and conclusion made, it is recommended that frequent training on CBC among tutors be provided on regular basis to keep them abreast of ever-changing education sector. It is also recommended that institutions should ensure availability of teaching and learning materials and infrastructure. Keywords: Curriculum, Competence, Tutors, Tertiary education, Tanzania

Utilization of Summative Assessment in Physical Therapy Education to Establish Foundations of Clinical Science Knowledge

Purpose: Doctor of Physical Therapy [DPT] students’ ability to apply, integrate, and synthesize foundations of clinical science knowledge is vital to success in clinical practice. The aim of this case study was to explore summative examination quantification of foundational clinical science knowledge as a benchmark toward competence-based education in the first year of a DPT program. Methods: First year DPT students from a private New England University took the Physical Therapy Foundations of Clinical Science [PT-FCS] exam at the end of the second semester following completion of foundational clinical sciences coursework. The PT-FCS exam is a multiple-choice exam comprised of three clinical science categories: human anatomy, kinesiology, and neuroanatomy. Retrospective analysis of PT-FCS exam scores for 223 students over three cohort years was performed to investigate test reliability by cohort and relationships with first year cumulative GPA and progression in the program. Results: PT-FCS scores were reliable across 3 cohorts: 2019, 2020, 2021 (KR20 = 0.74-0.82). Exam scores showed significant (p = 0.01 two-tailed) moderate correlations with current core course GPA with Pearson Correlation coefficients by individual cohorts (r = .70, .73, and .80) and all cohorts combined (r = .73). Conclusion: A retrospective analysis of three years of data informs validation of the PT-FCS for use as an assessment touchpoint to quantify foundational clinical science knowledge in first-year doctoral physical therapy students. Findings of this first-year learner performance outcome may contribute to development of longitudinal benchmarks for assessing disciplinary specific knowledge of foundational clinical science and to inform educational frameworks necessary for clinical competency in physical therapy education. Ultimate predictive ability, and educational value, of summative testing of foundational clinical science will be explored in future categorical and item level analysis in order move toward more competency-based teaching and learning in physical therapy.

Development of a web application for the resource management in the course “Cycle 2: Execution of production project” at the Universidad Nacional de Colombia, Bogotá

The development of online tools has provided solutions to different activities, including academia. The Agronomy program at the Universidad Nacional de Colombia has updated its competency-based teaching approaches by encouraging the development and application of computational tools for analysis, modeling, and interpretation of data. A registration and follow-up system was chosen to automate tasks in the course “Cycle 2: Execution of production project” developed at the university farm (Marengo Agricultural Center), where technical, financial, and administrative variables inherent to the selected crop must be managed with monitoring and support by teachers and monitors. The aim of this research was to develop a web application for the academic-administrative management of certain components. This was mainly developed with Python and a PostgreSQL database. As an open resource, the app was hosted on GitHub and, for user access, it was hosted on PythonAnywhere. The Alpha version was validated by several students and academic staff involved in the course. The development of a web application consisting of three administrative modules was achieved and included an inventory management of supplies, machinery, and available tools; the allocation and management of the schedule of activities and list of requests, and the tracking of resource use through project costs. The web application is simple to execute, and its use will adjust the relevant processes of the productive projects of Cycle 2.

역량기반수업활동이 대학생의 소통 및 창의역량에 미치는 영향

Objectives University operated a competency-based curriculum for the purpose of straightening learners’ competency, but the mechanism by which competency change ultimately occurs has not been specifically revealed. Therefore this study set up a sequential mediation model in which competency-building class activities in liberal arts education affect communication competency and creative competency through the learner’s class satisfaction and learning participation, and tried to test the causal relationship between them. Methods For the purpose of the study, a survey was conducted among students who took liberal arts courses that operate a competency-based curriculum. A total of 120 students participated in the study, were consisted even distribution by gender and grade. Basic statistical analysis were conducted using SPSS 26.0 to examine the reparations and distribution between variables and sequential mediation effects analysis were performed using Model 6 of PROCESS Macro 4.2v. developed by Hayes. Double mediation significance was tested bootstrap pin sampling 5,000 times. Predict variables are competency-based lecture activities, outcome variables are communication and creative competency, and parameters are class satisfaction and learning participation. Results First, the research variables showed a positive correlation with each other. Second, competence-based class activities statically predicted communication competency and creative competency, respective, through class satisfaction and learning participation. The sequential mediation index was statistically significant. Conclusions Competent talents required by society are those who effectively interact with others in the problem-solving situation of a knowledge-based society and use their knowledge in various ways to solve problems. Such competencies can be cultivated through competency-based teaching activities in liberal arts education. However, what is important is not a simple competency-based teaching activities, but the teaching activities should enhance class satisfaction by increasing integration with learners, and this process implicate that it is possible by inducing students’ initiative participation in learning.

The Changing Environment in Postgraduate Education in Orthopedic Surgery and Neurosurgery and Its Impact on Technology-Driven Targeted Interventional and Surgical Pain Management: Perspectives from Europe, Latin America, Asia, and The United States.

Personalized care models are dominating modern medicine. These models are rooted in teaching future physicians the skill set to keep up with innovation. In orthopedic surgery and neurosurgery, education is increasingly influenced by augmented reality, simulation, navigation, robotics, and in some cases, artificial intelligence. The postpandemic learning environment has also changed, emphasizing online learning and skill- and competency-based teaching models incorporating clinical and bench-top research. Attempts to improve work-life balance and minimize physician burnout have led to work-hour restrictions in postgraduate training programs. These restrictions have made it particularly challenging for orthopedic and neurosurgery residents to acquire the knowledge and skill set to meet the requirements for certification. The fast-paced flow of information and the rapid implementation of innovation require higher efficiencies in the modern postgraduate training environment. However, what is taught typically lags several years behind. Examples include minimally invasive tissue-sparing techniques through tubular small-bladed retractor systems, robotic and navigation, endoscopic, patient-specific implants made possible by advances in imaging technology and 3D printing, and regenerative strategies. Currently, the traditional roles of mentee and mentor are being redefined. The future orthopedic surgeons and neurosurgeons involved in personalized surgical pain management will need to be versed in several disciplines ranging from bioengineering, basic research, computer, social and health sciences, clinical study, trial design, public health policy development, and economic accountability. Solutions to the fast-paced innovation cycle in orthopedic surgery and neurosurgery include adaptive learning skills to seize opportunities for innovation with execution and implementation by facilitating translational research and clinical program development across traditional boundaries between clinical and nonclinical specialties. Preparing the future generation of surgeons to have the aptitude to keep up with the rapid technological advances is challenging for postgraduate residency programs and accreditation agencies. However, implementing clinical protocol change when the entrepreneur-investigator surgeon substantiates it with high-grade clinical evidence is at the heart of personalized surgical pain management.

Effectiveness of a teaching methodology based on the theory of historical thinking through active methods and digital resources in Spanish adolescents

Twenty-first century education is firmly committed to training young people in new competencies that are transferable to a variety of life situations. Historical thinking as a methodological theory is emerging in a large number of countries. In thinking historically, the skills of the historians are used, so that the sources of the past can be interpreted and the generation of effective historical narratives can be enhanced. This study aims to compare the general perception of the teaching of history between two groups of baccalaureate students, with respect to the effectiveness and transferability of learning historical thinking. Specifically, the existing perception of the implementation of historical thinking competencies is collected after the pre- and post-evaluation of a unit plan developed with 93 students. A quantitative method was used, namely a quasi-experimental design with a non-equivalent control group. The results indicate a substantial improvement in the responses observed in the experimental group, compared to those obtained in the control group. This impact is associated with the didactic methodology implemented with both groups, which showed notable changes in the perception of the theory of historical thinking, as well as in the use of other digital resources and active methods. For the future, it is imperative to transfer these first indications to controlled evaluations of academic outcomes to consolidate the academic status of competency-based teaching in secondary education levels.

Competency-based teacher education (CBTE): A training module to improve knowledge, attitude, and practices (KAP) of school teachers on learning disabilities in children.

Inclusive education is a new approach towards a system of educating children with disabilities and learning difficulties with that of normal ones within the same crown. Competency-based teacher education (CBTE) is a framework in which teachers demonstrate their learned knowledge, attitude, and skills in order to achieve specific predetermined "competencies" for a specific course or at a specific educational institution. Children with learning disabilities have significant impairment in reading, writing, and mathematics in spite of normal intelligence and sensory abilities. The aim of the study was to evaluate the effectiveness of competency-based teacher education (CBTE) training module on knowledge, attitude, and practices (KAP) of school teachers regarding learning disabilities in children. This was a Quasi experimental study carried out in the month of December 2020 using one group pretest and posttest design. Thirty-five school teachers from a private school were randomly selected as study subjects who were handling classes for primary school students at Kolar. School teachers who had prior exposure in special schools and who had already worked as a counsellor were excluded from this study. Data were collected via a self-administrated method with structured questionnaires consist of 150 items including sociodemographic profile, knowledge, attitude, and practice of teachers regarding learning disabilities in children; the data were analysed using descriptive and inferential statistics. The findings indicated that mean post-test knowledge score was 35.89, attitude score was 170.66, and practice score was 69.60. The effectiveness of CBTE training module was found to be statistically significant at P < 0.05 in terms of mean scores enhancement in knowledge, attitude, and practices. In terms of correlation between knowledge, attitude, and practices of school teachers on learning disabilities in children, it was found that there was a highly positive correlation between attitude and practice with r = 0.884, and knowledge and practice with r = 0.905. The CBTE training module is an effective method in enhancing the knowledge, changing the desirable attitude, and developing good skills of school teachers regarding the identification and management of learning disabilities.

Science Competence Assessment at Middle School: Teacher's Perception and Practice

Science competence is one of the most vital learning outcomes of Natural Science subjects in general education. The research presents a guideline to develop assessment criteria/toolkits following the science competence components containing science awareness, science inquiry, and scientific problem-solving. A topic titled "how to classify mixtures and separate the mixture" in natural science six is presented to illustrate the guideline. A deep interview method was applied with thirteen natural science teachers to gather information about teachers' perceptions and practices in teaching and assessing activities to support students in enhancing their science competence. Feedback from teachers about the proposed guidelines was also collected. The research results created a picture of implementing Natural Science subjects in secondary schools with information about the challenges and needs of teachers to improve the issues. This paper is expected to provide teachers have more valuable tools in the innovation phase toward competence-based teaching and assessment.

Teaching Towards “CDIO” Approach on Students of Electrical-Electronic Engineering Technology: A Case Study

Competence-based teaching model is a popular trend to replace traditional teaching in modern education. However, up to now, there has not been a competence approach model that provides a detailed and specific set of tools to help design and implement engineering training to achieve the desired learning outcomes like the “CDIO” (Conceive Design Implement Operate) approach. The papers used the experimental research method with the sample of 90 students (of whom 47 students were in the experimental class students and 43 students were in the control class) for the module "Electronic internship". It applied the teaching model with the positive teaching method through the process of organizing teaching and learning activities towards CDIO approach. It used the methods of testing F-test, T-test of independent variables on the learning performance of students including midterm and final grades through SPSS 20 software. The experimental class had higher results than the control class, and at the same time the Effect size of the experimental class was 0.7 higher than that of the control class (J. Cohen, 1998). That proves that experimental brings efficiency in teaching and learning. This result initially affirms that the use of CDIO-based teaching methods is valuable for teaching and learning in engineering training in general and in Electrical and Electronic Engineering Technology in particular.

Effects of ICT Integration in Teaching Using Learning Activities

Progress in schooling using competence-based teaching for students is a priority in setting up a quality-centered educational process. Thus, using ICT tools as teaching–learning techniques represents an important objective in reaching scholastic performance and the capacity to offer students various experiences in teaching. Starting with an analysis of research on integrating ICT tools in the educational environment, this study is aimed at presenting teaching opportunities for all students, seeing education through the lens of those instruments specific to a secondary school level, referencing the subject of geography. The applied research design includes mixed methods applied to a total of 674 students, based on results received before and after a written evaluation, to determine the level of knowledge of the students. The present study evaluates the learning environment in which a successful and practical integration of ICT tools is anticipated in the teaching and learning process, from the perspective of the comparative measurement of the impact on the tests, resulting from the formative assessment. The conducted experiment and the Google Forms questionnaires suggest, through the degree of involvement of all students, how technology can facilitate the teaching–learning process. The results showed that there are statistically significant differences between the experimental and the control group, and that information and communication technologies (ICT) represent an important tool for improving performance and developing participatory skills, having the ability to provide students with positive results.

DEVELOPMENTAL STAGES OF SPECIAL EDUCATION TEACHER TRAINING PROGRAMS IN THE UNITED STATES OF AMERICA

The article analyzes the developmental stages of special education teacher training programs in the United States of America. It was founded that for many years there were no licensing requirements or programs to train teachers to work with children with special educational needs. The civil rights movement, legislative revisions, and court cases changes in special education teacher training and service delivery models for students with disabilities. The article describes three eras of teacher training each differed from the previous one by improving conditions for children with disabilities. The first teacher training programs were started in the early 1950s and were intended for special educational and clinical institutions for children with speech and hearing impairments, mental retardation, and deaf students. In 1958, The Education of Mentally Retarded Children Act was passed and the practice of training special education teachers in colleges and universities began. In 1975, Congress passed the Education for All Handicapped Children Act. In the mid-1970s, competency-based teacher education began to operate, but scientists came to the conclusion that this practice is too mechanical and does not cover all the nuances of teacher training. In the 1990s, the Learning Behavior Specialist-1 Licensure was introduced to serve the majority of students with disabilities in state schools and the quality of teacher training was improved. As for today, every student with limited educational opportunities can be fully or partially included in general education institutions or a special school. The decision is made by the committee that develops the Individualized Education Plan or the 504 Plan.&#x0D; Keywords: special educational needs; inclusive environment; inclusion; child with special educational needs; inclusive education; state standards; special teachers; certification; licensing requirements.

Development, implementation, and results of a simulation-based hands-on brachytherapy workshop for medical students

PurposeThe new Medical Licensing Regulations 2025 (Ärztliche Approbationsordnung, ÄApprO) require the development of competence-oriented teaching formats. In addition, there is a great need for high-quality teaching in the field of radiation oncology, which manifests itself already during medical school. For this reason, we developed a simulation-based, hands-on medical education format to teach competency in performing accelerated partial breast irradiation (APBI) with interstitial multicatheter brachytherapy for early breast cancer. In addition, we designed realistic breast models suitable for teaching both palpation of the female breast and implantation of brachytherapy catheters.MethodsFrom June 2021 to July 2022, 70 medical students took part in the hands-on brachytherapy workshop. After a propaedeutic introduction, the participants simulated the implantation of single-lead catheters under supervision using the silicone-based breast models. Correct catheter placement was subsequently assessed by CT scans. Participants rated their skills before and after the workshop on a six-point Likert scale in a standardized questionnaire.ResultsParticipants significantly improved their knowledge-based and practical skills on APBI in all items as assessed by a standardized questionnaire (mean sum score 42.4 before and 16.0 after the course, p < 0.001). The majority of respondents fully agreed that the workshop increased their interest in brachytherapy (mean 1.15, standard deviation [SD] 0.40 on the six-point Likert scale). The silicone-based breast model was found to be suitable for achieving the previously defined learning objectives (1.19, SD 0.47). The learning atmosphere and didactic quality were rated particularly well (mean 1.07, SD 0.26 and 1.13, SD 0.3 on the six-point Likert scale).ConclusionThe simulation-based medical education course for multicatheter brachytherapy can improve self-assessed technical competence. Residency programs should provide resources for this essential component of radiation oncology. This course is exemplary for the development of innovative practical and competence-based teaching formats to meet the current reforms in medical education.