A competency-based educational approach to reproductive biology

Building a competency-based curriculum: the agony and the ecstasy

“…There have been many different approaches taken. Brown et al (1973) clustered the specific competencies that they called subcompetencies into three categories: technical, conceptual, and human. Technical subcompetencies were basic understanding of anatomy and how organs interrelate to support function (reproduction in their case).…”

“…It could be argued that they should not be called competencies so as to not dilute the concept (i.e., it would be better to call them something different like ''progress competencies, pre-competencies, sub-competencies, or proto-competencies''). Hansen (2001) used the term proficiencies in reference to economics education and Brown et al (1973) called them subcompetencies. Quinlan started with an organ system curriculum that was defined by major areas that were then broken down into topics and then topics were divided into a logical sequence of learning objectives, terminal objectives, associated conditions and learning resources (Quinlan 1975).…”

Toward a definition of competency-based education in medicine: a systematic review of published definitions

“…Furthermore, several authors (e.g., Broski et al 1977;Demczuk 2009 et al;Levinson 2009) emphasized the attraction of learner-centredness (theme 2a): greater flexibility in organizing a curriculum, greater transparency of standards, goals and procedures, greater engagement of learners, and the ability of learners to progress at their own pace. Closely related to learner-centredness, the third major theme, the promise of de-emphasizing time-and process-based training, was also prominent in the definitions of CBE (e.g., Brown et al 1973;Weinstein & Russell 1976;Botticelli & Anderson 1981;Carraccio et al 2002). Finally, several of the identified descriptions of CBE emphasized elements (theme 4) needed to successfully implement this approach, such as faculty development and engagement, new assessment methods, change management, and resources (Broski et al 1977;McGaghie et al 1978).…”

Specification and Application of Learning Outcomes in Basic Medical Education

“…1973년 의학 분야에서 역량바탕교육에 대한 첫 보고가 있는 후 1978년 세계보건기구는 의학교육에서 역량바탕 교육과정 개발 (curriculum development)에 대한 책자를 발간하였다 (Brown et al, 1973;McGaghie et al, 1978). 그 후 21세기에 들어 역량바탕 의학 교육에 대한 관심이 급증하면서 이를 실행하는 학교가 점차 늘어나 고 있는 추세이다 (Carraccio et al, 2002;Frank et al, 2010a (Frank et al, 2010b).…”