Building an evaluation framework for a competency-based graduate program at the University of Southern Mississippi

Gaudet, Cyndi H.; Annulis, Heather; Kmiec, John J.

doi:10.1002/pfi.176

Cited by 7 publications

(7 citation statements)

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“…The current study did not include a level 4 evaluation, which focuses on the impact of student behavioral changes to their future place of employment. 7,12,14 The authors chose Kirkpatrick's framework in favor of other available evaluation approaches because they were most familiar with it. 14 …”

Section: Evaluating Course Outcomesmentioning

confidence: 99%

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An Introductory Pharmacy Practice Experience Based on a Medication Therapy Management Service Model

Agness

Huynh

Brandt

2011

American Journal of Pharmaceutical Education

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Objective. To implement and evaluate an introductory pharmacy practice experience (IPPE) based on the medication therapy management (MTM) service model. Design. Patient Care 2 is an IPPE that introduces third-year pharmacy students to the MTM service model. Students interacted with older adults to identify medication-related problems and develop recommendations using core MTM elements. Course outcome evaluations were based on number of documented medication-related problems, recommendations, and student reviews. Assessment. Fifty-seven older adults participated in the course. Students identified 52 medicationrelated problems and 66 medical problems, and documented 233 recommendations relating to health maintenance and wellness, pharmacotherapy, referrals, and education. Students reported having adequate experience performing core MTM elements. Conclusion. Patient Care 2 may serve as an experiential learning model for pharmacy schools to teach the core elements of MTM and provide patient care services to the community.

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Section: Evaluating Course Outcomesmentioning

confidence: 99%

“…7,12,14 The authors chose Kirkpatrick's framework in favor of other available evaluation approaches because they were most familiar with it. 14 …”

Section: Evaluating Course Outcomesmentioning

confidence: 99%

An Introductory Pharmacy Practice Experience Based on a Medication Therapy Management Service Model

Agness

Huynh

Brandt

2011

American Journal of Pharmaceutical Education

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“…Gaudet, Annulis, and Kmiec (2008) provide a case of competency-based individual development planning (IDP) process. According to this study, which was conducted in a university , the IDP process provides individuals with practical tools focused on needed workplace knowledge, skills, and abilities.…”

Section: Application Of a Competency Modelmentioning

confidence: 99%

Driving performance improvements by integrating competencies with human resource practices

Lee

Park²,

Yang³

2010

Perf. Improvement Qrtly

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“…Competency-based education aims to move away from traditional learning assessment approaches—such as counting hours spent learning—to capturing the “knowledge, skills, and attitudes [or abilities] required for an acceptable level of practice” [ 11 ]. This approach opens up opportunities to focus on job performance, as well as allowing for the definition of levels of skill for assessment of progress [ 12 , 13 ]. Competency-based training has gained popularity in recent decades across many disciplines, including education, medicine, public health, and global health [ 13 – 15 ].…”

Section: Introductionmentioning

confidence: 99%

Implementation of global health competencies: A scoping review on target audiences, levels, and pedagogy and assessment strategies

Schleiff

Hansoti²,

Akridge

et al. 2020

PLoS ONE

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Background As the field of global health expands, the recognition of structured training for field-based public health professionals has grown. Substantial effort has gone towards defining competency domains for public health professionals working globally. However, there is limited literature on how to implement competency-based training into learning curricula and evaluation strategies. Objectives This scoping review seeks to collate the current status, degree of consensus, and best practices, as well as gaps and areas of divergence, related to the implementation of competencies in global health curricula. Specifically, we sought to examine (i) the target audience, (ii) the levels or milestones, and (iii) the pedagogy and assessment approaches. Sources of evidence A review of the published and grey literature was completed to identify published and grey literature sources that presented information on how to implement or support global health and public health competency-based education programs. In particular, we sought to capture any attempts to assign levels or milestones, any evaluation strategies, and the different pedagogical approaches. Results Out of 68 documents reviewed, 21 documents were included which contained data related to the implementation of competency-based training programs; of these, 18 were peerreviewed and three were from the grey literature. Most of the sources focused on postgraduate public health students, professional trainees pursuing continuing education training,

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Building an evaluation framework for a competency-based graduate program at the University of Southern Mississippi

Cited by 7 publications

References 0 publications

An Introductory Pharmacy Practice Experience Based on a Medication Therapy Management Service Model

An Introductory Pharmacy Practice Experience Based on a Medication Therapy Management Service Model

Driving performance improvements by integrating competencies with human resource practices

Implementation of global health competencies: A scoping review on target audiences, levels, and pedagogy and assessment strategies

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