Competency-based Education Programs Research Articles

Stakeholders’ perspectives on competency-based education program in Africa: A qualitative study

Background: Competency-based education (CBE) is adopted to reform health professionals’ education. The goal is to produce graduates who are not only competent in their fields but also equipped with the necessary social accountability skills for safe practice.Aim: The study aimed to explore nursing education stakeholders’ perspectives on competency-based primary healthcare (PHC)-oriented nursing education programmes in the South African context.Setting: The setting for this study was a higher education institution in South Africa.Methods: A descriptive qualitative method was used in this study. After taking ethical clearance from the university ethics committee, data were purposively collected and theoretically sampled from 40 participants through focus group discussion, individual interviews and document analysis.Results: The data findings reported categories that emerged from this study, which include the attributes of a competency-based PHC-oriented programme and the outcomes of a competency-based PHC-oriented programme.Conclusion: In the context of this study, the concept of CBE was portrayed as a programme with strong social accountability that aims at addressing priority health needs surrounding communities and ensuring that the health needs of the community are met while providing health delivery service to communities in their natural environment.Contribution: These findings add to the growing evidence base around CBE as an approach to strengthen PHC-oriented health services in low- and middle-income countries, a key aspect of which is providing service within communities. This enables the accessibility of quality healthcare closer to where people live and work to achieve Sustainable Development Goal number three.

Conceptualization and teaching health advocacy in undergraduate medical education:a document analysis.

Health advocacy is considered to be a core competence for physicians, but it remains unclear how the health advocacy role, despite being described in overarching competency frameworks, is operationalized in undergraduate medical education (UME). This study aimed to identify how health advocacy is conceptualized and taught in undergraduate medical curricula. We performed a qualitative analysis of curriculum documents from all eight medical schools in the Netherlands, all of which offered competency-based UME. Thematic analysis was used to code all the documents and generate themes on health advocacy conceptualization and teaching. To categorize the emerging themes, we used the framework of Van Melle et al. for evaluating the implementation of competency-based medical educational programs. Health advocacy was mostly conceptualized in mission statements about social responsibility of future physicians, related to prevention and promoting health. We found key concepts of health advocacy to be taught mainly in public health and social medicine courses in the bachelor stage and in community-based clerkships in the master stage. Specific knowledge, skills and attitudes related to health advocacy were taught mostly in distinct longitudinal learning pathways in three curricula. Health advocacy is conceptualized mostly as related to social responsibility for future physicians. Its teaching is mostly embedded in public health and social medicine courses and community-based settings. A wider implementation is warranted, extending its teaching to the full width of medical teaching, with longitudinal learning pathways providing a promising route for more integrative health advocacy teaching.

The effectiveness of competency-based global health education programs for medical students.

This study aimed to develop a competency-based global health education (GHE) program for medical students and analyze its effectiveness. The study had a pretest-posttest control group design. The program was developed based on the eight global health competency domains for medical students and implemented for 18 hours over 6 weeks beginning in September 2023. The intervention and control groups comprised 34 students and 41 students, respectively. The analytical methods used were t-test, chi-square test, and analysis of covariance. Experience with global health activities and pretest scores were controlled as covariates to exclude the effects of participants' general characteristics and pretest scores. The intervention group had outscored the control group on interest in a global health career and the necessity of GHE and also showed significantly higher posttest scores on global competence, global citizenship, and global health competence. Students were generally satisfied with the GHE program. A global health competency-based GHE program effectively increases medical students' interest in global health careers, their understanding of the need for GHE, and their global competence, global citizenship, and global health competence. This study is expected to promote GHE program development and research.

Effectiveness of Competency-Based Educational Program on Quality of Care among Post-Graduate Nurses

Background: Nursing competencies significantly impact the quality of nursing care. This care can be improved by maintaining nursing proficiency via a competency-based nursing educational program. Aim: To determine the effectiveness of the competency-based educational program on quality of care. Methods and Materials: The quasi-experimental design (pre-posttest) was used in the current study to achieve the early stated objectives. The study was carried out from the period of 4th September 2023 to 3rd April 2024. A (Purposive Sample) consisted of 80 nurses. Data collected through using of a well-designed questionnaire consists of two parts: I: socio-demographic characteristics: Which consisted of (8) items. II: The Quality Nursing Care Scale (QNCS-M) which consisted of (36) items. Results: The results of the present study indicate that there is a significant difference in the pre- and post-test periods regarding quality of care with the quality of care with the final mean of the nurses’ overall quality of care for the study group in the posttest (mean = 2.56) compared to (mean = 1.54) in the pretest for the same group. Conclusion: The results of the data analysis show that the competency education program for nurses was implemented and that the evaluation of the program in two phases (pretest and posttest), it had a positive impact on the quality of care provided by the study group. Recommendations: periodic assessment of the healthcare provider's abilities to provide, in addition to appropriate support and motivation to encourage healthcare providers to engage in activities that improve the quality of care from persons in authority.

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 ® (TWH) education and training efforts by implementing institutions. This is a review of 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) are provided 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 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

ObjectifComparer un nouveau dispositif de visualisation tête haute en 3 dimensions (3D) au microscope chirurgical classique dans la chirurgie du glaucome à effraction minimale (MIGS, pour minimally invasive glaucoma surgery) sur un modèle d’œil artificiel et évaluer l'opinion des chirurgiens ophtalmologistes à cet égard. Matériel et MéthodesAinsi, 21 ophtalmologistes qui participaient au congrès annuel de la Société canadienne d'ophtalmologie de 2021 à Halifax (Nouvelle-Écosse) ont pris part à une activité de transfert des compétences de 90 minutes sur la MIGS. À l'aide d'un modèle d’œil artificiel (SimulEYE iTrack; InsEYE LLC, Westlake Village, Californie), les participants ont réalisé des MIGS à l'aide d'un dispositif de visualisation tête haute en 3D (Zeiss Artevo 800; Carl Zeiss Meditec, Iéna, Allemagne) et d'un microscope chirurgical classique. Par la suite, les participants et les formateurs ont rempli un formulaire de 16 questions en vue de comparer les 2 systèmes (dispositif de visualisation tête haute en 3D vs microscope chirurgical classique). Les réponses ont été enregistrées sur une échelle Likert double en 9 points s’échelonnant comme suit : de fortement en faveur du dispositif de visualisation tête haute en 3D (1) à fortement en faveur du microscope chirurgical classique (9). Le test U de Mann–Whitney pour analyse non paramétrique a servi à comparer les réponses des formateurs à celles des participants, de même que les réponses des experts à celles des novices. RésultatsLes réponses favorisaient le dispositif de visualisation tête haute en 3D par rapport au microscope chirurgical classique; pour l'ensemble des questions, elles variaient de 1 (fortement en faveur du dispositif de visualisation tête haute en 3D) à 5 (équivalence des dispositifs). Le test U de Mann–Whitney n'a pas relevé de différence significative entre les réponses des formateurs et celles des participants, ni entre celles les experts et des novices. La plupart des évaluations favorisant le dispositif de visualisation tête haute en 3D portaient sur la configuration ergonomique du modèle chirurgical, la profondeur de champ et/ou le champ d'observation de même que sur son utilité pour entraîner des résidents à réaliser des MIGS. Les évaluations qui indiquaient une équivalence entre le dispositif de visualisation tête haute en 3D et le microscope chirurgical classique portaient sur les défaillances du système et les décalages de l'image pendant la chirurgie. ConclusionsTous les ophtalmologistes, sans égard à leur degré d'expérience, ont préféré le dispositif de visualisation tête haute en 3D au microscope chirurgical classique pour réaliser une MIGS simulée. D'après les résultats du sondage, le recours au dispositif de visualisation tête haute en 3D permet d'enseigner efficacement la MIGS sur un modèle d’œil artificiel, surtout depuis l'avènement de la formation axée sur les compétences en ophtalmologie.

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

ABSTRACT Introduction 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. Materials and Methods 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. Results 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. Conclusions 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.