The Journal of Competency-Based Education最新文献

{"title":"Exploring secondary teachers' perspectives on implementing competency-based education","authors":"Audrey P. Rogers","doi":"10.1002/cbe2.1265","DOIUrl":"https://doi.org/10.1002/cbe2.1265","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Competency-based education (CBE) has been implemented to varying degrees in the last several decades. New Hampshire has led the way in policy changes to promote its adoption. However, there has been a tension between the goals of the initiative and how teachers’ beliefs inform implementation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>The purpose of this study was to take an in-depth examination of NH middle and high school teachers’ beliefs around CBE and its impact on their classroom practices and students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study utilized a sequential explanatory mixed methods approach through survey data and follow-up interviews and observations in three NH districts. The Concerns-Based Adoption Model (CBAM) conceptual framework served as a lens to analyze data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The three districts revealed varying levels of implementation mitigated in part by teachers’ beliefs. Participants in the district with more advanced CBE implementation described the largest perceived impact of transformed pedagogical practices and an ability to persist with or without administrative support. Some participants noted an increase in students’ access to the curriculum and a decrease in students’ anxiety and feelings of being judged.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>Findings suggested that contextual factors informed participants’ beliefs and subsequent practices. Districts with administrative support revealed more widespread impact on teachers and students. Structural supports promoting implementation also supported teachers’ integration of CBE principles.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>District leaders need to attend to teachers’ beliefs to offer differentiated professional development and build on CBE elements already in place. Further study in how CBE principles may reduce student anxiety is timely and needed.</p>\u0000 </section>\u0000 </div>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"6 4","pages":"222-232"},"PeriodicalIF":0.0,"publicationDate":"2021-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cbe2.1265","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"137480412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of student recognition of excellence to student outcome in a competency-based educational model","authors":"AnnaMaria Bliven,&nbsp;Michelle Jungbauer","doi":"10.1002/cbe2.1264","DOIUrl":"10.1002/cbe2.1264","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Historical research shows that influencing student motivation is a factor in achieving academic success. The use of a competency-based educational (CBE) model provides a challenge in recognition of students who exceed the competency requirements of a given task or written paper. This study provides the opportunity to see if providing formal recognition of excellence in a student's work would improve their academic resilience and persistence in a CBE model. This is a retrospective longitudinal qualitative and quantitative study of all award recipients from August 2016 to August 2019, with a content analysis and correlation research investigation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Data Analysis</h3>\u0000 \u0000 <p>Content analysis of 11,664 grateful responses showed 15.6% students receiving the excellence award who were on the verge of withdrawing their enrollment, decided to continue their studies and were more motivated. Quantitative analysis (<i>n</i> = 30,340) comparing students receiving an excellent award with those who did not, showed the students who were awarded had a significant overall lift of 10.9% in persistence (<i>p</i> &lt; .01), with students in the lower quartile as the ones with the most lift in persistence (20.23%, <i>p</i> &lt; .01). Subsequent data analysis validated initial findings (10 weeks: 5.9% persistence lift, <i>p</i> &lt; .01, <i>n</i> = 27,510; 20 weeks: 3.6% persistence lift, <i>p</i> &lt; .01, <i>n</i> = 27,490).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The study's results are significant and have shown that student recognition positively impacts student retention and academic success. The results of this research investigation provide quantifiable and qualitative evidence that adds to the literature and contributes additional factors in the domain of competency-based education by which future research can proceed.</p>\u0000 </section>\u0000 </div>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"6 4","pages":"195-205"},"PeriodicalIF":0.0,"publicationDate":"2021-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cbe2.1264","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78530557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"JCBE editorial","authors":"Deb Eldridge","doi":"10.1002/cbe2.1261","DOIUrl":"10.1002/cbe2.1261","url":null,"abstract":"<p>As we wrap up summer, this issue of JCBE spans the globe and the process of CBE. The first two articles highlight factors in and indicators of student success. What a great way to welcome the fall issue with a focus on student success!</p><p>In their manuscript entitled <i>Factors that Contribute to Student Success and Satisfaction at Brandman University</i>, Dr. Gilmer-Echols and her colleagues identify factors that are most influential in student success for Brandman's model of Competency-Based Education (CBE). Defining success as program longevity, the authors explored the results of student satisfaction surveys of various student services, such as academic coaching and the writing/math center. The discussion section offers a number of opportunities for further study that may be of interest to CBE researchers.</p><p>In their article, <i>Learning and Individual Differences in Skilled Competency-Based Performance: Using a Course Planning and Learning Tool as an Indicator for Student Success</i>, Dr. Sean Gyll and his colleague at Western Governors University used a course planning and learning tool (CPLT) to identify factors in student success, such as the use of resources or the summative assessment. They defined student success as measured by planning and learning (using the course planning tool), knowledge, and confidence/experience (using a course preassessment). Implications for supporting student success include the importance of assessing the learner profile by using the CPLT.</p><p>The third article, <i>The Teacher Education Curriculum and its Competency-Based Education Attributes</i>, comes to JCBE from Tanzania where Dr. Tarmo and his colleague at the University of Dar Es Salaam provide an analysis of the Diploma of Secondary Education to establish its integration of CBE attributes. Using a qualitative content analysis of documents and arguing that implementation of the CBE approach now mandated in K-12 schools is dependent upon teacher preparation, the author(s) found contradictory attributes in the Diploma that constrain CBE implementation in K-12 classrooms.</p><p>The fourth article opens up the conversation about how to support widespread adoption of CBE, <i>Implementing Competency-Based Education in Multiple Programs: A Workshop to Structure and Monitor Programs' Priorities Using ADDIE</i>. Dr. LaFleur and his colleagues from Laval University Faculty of Medicine in Canada report on their support of the transition of 29 medical residency programs to CBE. They describe nine workshops they offered and how the ADDIE instructional model was used to assess and monitor levels of CBE implementation. Implications of their work extend to training faculty for CBE adoption.</p><p>The fifth and final manuscript explores a new approach to developing CBE models, <i>Developing competency frameworks using natural language processing: An exploratory study</i>. Dr. Garman from Rush University and colleagues from Oak Park, Illinois, as well as Ida","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"6 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cbe2.1261","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74778654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Faculty views of CBE, self-efficacy, and institutional support: An exploratory study","authors":"Christopher Prokes,&nbsp;Patrick R. Lowenthal,&nbsp;Chareen Snelson,&nbsp;Kerry Rice","doi":"10.1002/cbe2.1263","DOIUrl":"10.1002/cbe2.1263","url":null,"abstract":"<p>Competency-based education (CBE) is essentially an approach to teaching and learning featuring flexible pacing, robust competencies, and an emphasis on student completion. CBE differs from traditional education that focuses instead more on seat time and credit hours. Though CBE has existed on college campuses in many forms, faculty are often inexperienced in teaching CBE. Facing growing demands for CBE, institutions must find ways to prepare faculty to take part in CBE. This mixed methods study explored faculty views of CBE, their self-efficacy, and beliefs about support mechanisms needed for those teaching and delivering CBE. Findings suggest faculty have mixed though balanced views of CBE, generally high self-efficacy due to the importance of mastery experiences, and believe in the importance of specific learning opportunities in an environment built on collaboration to ensure CBE faculty are supported and can thrive. Findings can help institutions with CBE or those considering it to support faculty and ensure they are trained in teaching courses in this modality.</p>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"6 4","pages":"233-244"},"PeriodicalIF":0.0,"publicationDate":"2021-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cbe2.1263","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85974990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessment of nursing students’ research competencies with competency-based education","authors":"Rizal Angelo N. Grande,&nbsp;Daniel Joseph E. Berdida,&nbsp;Hazel N. Villagracia,&nbsp;Jay Nantin Ablao,&nbsp;Paul Reinald B. Garcia","doi":"10.1002/cbe2.1260","DOIUrl":"10.1002/cbe2.1260","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>There is a preponderance of studies on nurses’ research competency and its benefits to the nursing profession. However, investigations on nursing students’ research competency in the context of competency-based education (CBE) remain underreported.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>This study investigated the predictors and associations of Saudi nursing students’ research competencies using CBE approach.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This research used a descriptive, cross-sectional design. A total enumeration sampling or census of 347 nursing students from three Saudi Arabian state universities who had finished the nursing research course was used. The 24-item Research Competency Scale for Nursing Students (RCS-N) was utilized to collect data, which was then analyzed using the chi-squared test and logistic regression.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Most nursing students were familiar with the nursing research process. There is a strong link between research competencies and age and marks obtained in nursing research course. Age and nursing research course marks (A+/A) were significant predictors of nursing research competency. Thus, students who earned A+/A grades were three times more likely to be competent than those who had lower grades. Similarly, nursing students over the age of 20 years are twice as likely to be research competent as those under 20.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>As there are few reports on nursing research competency, CBE helps nursing research instructors create relevant intended learning outcomes (ILOs), allowing them to assess each research step's ILOs more efficiently. Additionally, incorporating functionalist, behaviorist, and constructivist learning theories into the CBE in nursing research course will be more beneficial.</p>\u0000 </section>\u0000 </div>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"6 4","pages":"211-221"},"PeriodicalIF":0.0,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cbe2.1260","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81421022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Competency-based education: Challenges and opportunities for accounting faculty","authors":"Vicki M. Stewart","doi":"10.1002/cbe2.1262","DOIUrl":"10.1002/cbe2.1262","url":null,"abstract":"<p>With student loans escalating out of control, yet the need for college degrees increasing for entry-level jobs, competency-based education (CBE) is gaining traction with students, universities, and the government as one solution to reducing costs and accelerating degree completion. Universities typically work with specific industry leaders and employers to define competencies geared toward marketable skills, as one goal of CBE is to focus learning on knowledge and skills students can utilize immediately upon entering the workforce (Voorhees, <span>2001</span>). The flexibility of competency-based education allows students to quickly finish courses through direct assessment of competencies that they may have prior learning experiences in or spend extra time beyond the regular semester if needed for mastery while saving substantially on tuition (Selingo, <span>2013</span>). Many of these programs target non-traditional students who may have started a business degree but never finished it (Dragoo &amp; Barrows, <span>2016</span>).</p><p>At the same time, accounting organizations, accreditors, and businesses are calling for accounting curriculum changes to incorporate core competencies reflecting the skills that accounting graduates need in the twenty-first century. Lawson et al. (<span>2014</span>), citing the need for accountants to play more significant roles in organizations, emphasized that competencies should be integrated into the curriculum much as they are in organizations. However, competency-based education and curriculum require a paradigm change in teaching and learning that comes with challenges for accounting faculty but also provides opportunities. Knowledge of best practices for CBE from the literature, including experiences of other accounting educators who have developed and implemented competency-based learning into their courses, can ease the transition and foster dialogue about the use of broader CBE concepts in accounting courses.</p><p>Burnett (<span>2016</span>) emphasized that CBE focuses on the individual student with interdisciplinary content informed by industry needs. CBE programs, as defined by the Department of Education (DOE), can take different forms. For example, they can include traditional courses, provide a direct assessment of competencies after enrollment, or permit simultaneous enrollment in both a traditional and a CBE course. For example, a course can be administered very much like a traditional course with competencies embedded in the course and achievement based on time and credits earned. However, CBE programs can be radically different, involving direct assessment without regard to seat time or credit hours (Cunningham et al., <span>2016</span>).</p><p>Accounting educators are being urged to focus on competencies learned rather than principles taught. The American Accounting Association (AAA), an organization of accounting educators, has called for the integration of core competencies across the accou","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"6 4","pages":"206-210"},"PeriodicalIF":0.0,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cbe2.1262","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84815750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning and individual differences in skilled competency-based performance: Using a course planning and learning tool as an indicator for student success","authors":"Sean P. Gyll,&nbsp;Heather Hayes","doi":"10.1002/cbe2.1259","DOIUrl":"10.1002/cbe2.1259","url":null,"abstract":"<p>Competency-based institutions eager to improve student outcomes would be wise to consider research-based measures, such as a course planning and learning tool (CPLT), as one step in the student life cycle. Recent research has indicated which assessment practices tend to be most successful in an online competency-based environment while hinting at which specific study characteristics are likely to lead to superior performance. Our objective was to develop a more successful and scientifically measurable process than any other method that currently exists by reducing the gap between the uncertainty and subjective randomness that currently detracts from educating students and increasing institutions' ability to engage with students in a meaningful manner. We investigated students' prior Knowledge, Confidence level in completing the course, and Experience with course content, and their relationship to the use of online Learning Resources, frequency of Formative Assessment Practice, Formative Assessment Performance, frequency of Course Mentor interactions, and Course Pace. Results showed that students' Knowledge, Confidence, and Experience have notably different impacts on study behavior and performance outcomes. Specifically, students with higher Knowledge perform well despite less studying, students with higher Confidence also perform well, but students with high Experience struggle more with the course material and performance. Implications for academic planning in an asynchronous environment are discussed.</p>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"6 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1259","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85481019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Factors that contribute to student success and satisfaction at Brandman University","authors":"Diana Gilmer Echols,&nbsp;Monica P. Shukla-Belmontes,&nbsp;Gerald F. Lege,&nbsp;Deborah J. Zipnick,&nbsp;Ben Perez,&nbsp;Felix Kalinski,&nbsp;Paula L. Edwards,&nbsp;Margaret M. Moodian","doi":"10.1002/cbe2.1258","DOIUrl":"10.1002/cbe2.1258","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The Brandman University Strut Learning platform offers a set of analytics that can be utilized by Academic Coaches, Tutorial Faculty, and Administrators as student performance metrics. Reports summarizing that data have indicators for student progress in the program, competency, and learning activity level, as well as topics and subtopics with which the students may need additional support. We began this investigation by assuming that our dependent variable, student success, should be measured by the length of time required for completing the competency (Note: some of the concluding remarks pertain directly to this decision, and points to future directions for the investigation). Our intention was to evaluate the relationship that our dependent variable might have statistically with seventeen independent variables all related to student satisfaction, including: Academic Coaching, Online Writing and Math Center, Library Support, and Tutorial Faculty Support.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>It was speculated that satisfaction about the individual services involved might be related to overall satisfaction with the program. The Student Services that showed the greatest correlation between satisfaction in individual services and overall satisfaction.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>We found strong statistical association between students’ beliefs about the importance of a student service and their satisfaction in that same service. We also found strong statistical association between students’ satisfaction in individual student services and their satisfaction overall in the program. However, we found a weak association in the most critical area – whether the satisfaction in the student services is related to our definition of student success.</p>\u0000 </section>\u0000 </div>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"6 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1258","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82918623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The teacher education curriculum and its competency-based education attributes","authors":"Albert Tarmo,&nbsp;Aurelia Kimaro","doi":"10.1002/cbe2.1255","DOIUrl":"10.1002/cbe2.1255","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This paper reports on a study that analyzed the Diploma in Secondary Education (DSE) curriculum in Tanzania to establish its competency-based education (CBE) attributes. The attributes of the curriculum and whether these reflect the basic principles of CBE are critical to successful implementation at the classroom level.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A Qualitative Content Analysis method was used to analyze purposively sampled DSE curriculum documents such as the curriculum of the diploma in teacher education program, Biology and Geography academic and pedagogy syllabi for the DSE etc. to establish the program's CBE attributes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The analysis established that the DSE program is characterized by a mixture of diametrically contradictory attributes, some of which reflect traditional content-based education and others that are more aligned with the CBE model.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>We concluded that, by maintaining attributes of both traditional and competency-based education models, the DSE program could self-constrain its implementation at the classroom level.</p>\u0000 </section>\u0000 </div>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"6 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1255","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74963324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementing competency-based education in multiple programs: A workshop to structure and monitor programs' priorities using ADDIE","authors":"Alexandre Lafleur,&nbsp;Marie-Julie Babin,&nbsp;Claudie Michaud-Couture,&nbsp;Miriam Lacasse,&nbsp;Yves Giguère,&nbsp;Adrien Cantat,&nbsp;Christyne Allen,&nbsp;Nathalie Gingras","doi":"10.1002/cbe2.1257","DOIUrl":"10.1002/cbe2.1257","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Context</h3>\u0000 \u0000 <p>All Canadian postgraduate medical programs are implementing the major components of competency-based education. To do so, our institution had to provide individualized training and monitoring for all our programs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Innovation</h3>\u0000 \u0000 <p>We organized half-day workshops with four work sessions: core competencies, competency portfolio, curriculum mapping, and competence committee. Program teams decided their priority tasks after each work session. We classified tasks into ADDIE pedagogical design stages (Analysis, Design, Development, Implementation, Evaluation). We conducted interviews at 12 months.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Programs (<i>n</i> = 29) prioritized mainly tasks of Design (37% of tasks), Development (24%) and Analysis (21%). At 12-month follow-up (<i>n</i> = 17), 20% of the tasks were initiated, 22% reached a higher stage, 33% reaching Implementation/Evaluation. Programs needed material and financial resources for Analysis/Development tasks, and faculty training for Implementation/Evaluation tasks.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Work sessions provided a structure to commit to priority tasks. Their classification into ADDIE stages systematized the monitoring and the search for solutions.</p>\u0000 </section>\u0000 </div>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"6 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1257","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73112647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}