Competency-Based Education: Theory and Practice

Açıkgöz, Tacettin; Babadoğan, Cem

doi:10.52963/perr_biruni_v10.n3.06

Cited by 5 publications

(9 citation statements)

References 17 publications

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“…Competence is a combination of knowledge, skills, values and attitudes reflected in thoughts and action (Caena & Redecker, 2019;Ramadani et al, 2022). Furthermore, the Competency-Based Curriculum emphasizes more on the ability/skill to do something related to certain activity (Açikgöz & Babadogan, 2021).…”

Section: Figure 2 Research Variablesmentioning

confidence: 99%

Company Response to Job Training Students of Politeknik Negeri Jakarta’s Commercial Administration Department’s Competence

Sinaga

Hartati

Widhi

et al. 2023

ISS

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Background: Job Training activities or Field Work Practices (PKL) are one of the requirements that must be carried out by students of the Business Administration Study Program, Department of Commercial Administration, Politeknik Negeri Jakarta. This obligation is carried out by students after they graduate from semester 5. Aim: The purpose of this study is to determine the company's response to the competence of students of the Department of Commercial Administration, Politeknik Negeri Jakarta when implementing PKL and company expectations for the major. Method: The research design used in this study was descriptive qualitative. Data collection was applied retrospectively from the provided. The research was conducted in a company collaborating with the Business Administration Study Program, Department of Commercial Administration, Politeknik Negeri Jakarta and was a place for students to conduct PKL for the period of February to April 2017. The sample was selected using a simple random sampling technique with a minimum number of samples taken from each class of 13 students based on the Slovin formula. Findings: The ability of students to adapt to the environment in a very special category. Student initiative and creativity towards the corporate environment in a very special category. Students communication skills were categorized as very special. Potential student attitudes appear in the very special category. Skills in carrying out tasks include conformity with instructions, quality of work results, punctuality and problem-solving ability are very special categories. The discipline and independence of the community towards the company environment in the category was very special.

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Section: Figure 2 Research Variablesmentioning

confidence: 99%

Company Response to Job Training Students of Politeknik Negeri Jakarta’s Commercial Administration Department’s Competence

Sinaga

Hartati

Widhi

et al. 2023

ISS

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“…The study shows that professional and competency issues are considered in terms of research preparation, creativity, innovation etc. When analyzing research on competencybased learning models it was revealed that in terms of ability, the most important thing is the experience of the student and the readiness to set goals (Açıkgöz & Babadoğan, 2021;Nihishova & Kryvonosova, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Assessment of future primary school teachers' development of creative competence: A case study

Astambayeva

Kenzhetaeva

Zhumash

et al. 2023

JEELR

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The aim of this study is to assess future primary school teachers' learning outcomes, their achievement goals, support for the development of their creative competence and the appropriate methodological and technological processes that take place. The data was analyzed using a mixed research approach. The participants of the study are 160 students from Abai University and Auezov University (Kazakhstan). The results showed that students found their university education mostly uncreative indicating the need to determine a new and effective way to form students' creative competence. The research findings suggest that special training improved the creative capacity of the aspiring participants in the study and had an effect on the experimental group. The findings of this study have implications for policy to transform higher education, further research as well as methodological and technological approaches for the assessment of primary school teachers' development of creative competencies in Kazakhstan.

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“…Implementing competency-based education in health professions education within lowresource settings presents significant challenges. Competency-based education (CBE) is a model for designing and implementing education that focuses on the desired performance characteristics or outcomes of healthcare professionals (1). The CBE model is set to improve student competence by predefining educational outcomes, also known as Entrustable Professional Activities, that support learning and teaching activities (2,3).…”

Section: Introductionmentioning

confidence: 99%

“…Implementors of the CBE model must ensure the feasible use of robust assessment methods that result in valid and reliable scores that can be used to provide feedback on learning and make decisions about student progression (6,1). Conventional assessment approaches focus on end-of-course high-stakes examinations of knowledge and may be oblivious to authentic performance (7,8).…”

Section: Introductionmentioning

confidence: 99%

“…The CBE model is set to improve student competence by predefining educational outcomes, also known as Entrustable Professional Activities, that support learning and teaching activities (2,3). The fundamental goal of CBE is to empower students with competencies in communication, collaboration, professionalism, and health advocacy, amongst others, to cultivate unique intellectual, emotional, and physical abilities so that they become successful in their professional lives (4,1).…”

Section: Introductionmentioning

confidence: 99%

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Assessment approaches in undergraduate health professions education: Towards the development of feasible assessment approaches for low-resource settings

Mukurunge,

Nyoni,

Hugo

2023

Preprint

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Background Feasible and effective assessment approaches to measuring competency in health sciences are vital in competency-based education. Educational programmes for health professions in low- and middle-income countries are increasingly adopting competency-based education as a strategy for training health professionals. Importantly, the organisation of assessments and assessment approaches must align with the available resources and still result in the fidelity of implementation. A review of existing assessment approaches, frameworks, models, and methods is essential for the development of feasible and effective assessment approaches in low-resource settings. Methods Published literature was sourced from 13 electronic databases. The inclusion criteria were literature published in English between 2000 and 2022 about assessment approaches to measuring competency in health science professions. Specific data relating to the aims of each study, its location, population, research design, assessment approaches (including the outcome of implementing such approaches), frameworks, models, and methods were extracted from the included literature. The data were analysed through a multi-step process that integrated quantitative and qualitative approaches. Results Many articles were from the United States and Australia and reported on the development of assessment models. Most of the articles included undergraduate medical or nursing students. A variety of models, theories, and frameworks were reported and included the Ideal model, Predictive Learning Assessment model, Amalgamated Student Assessment in Practice (ASAP) model, Leadership Outcome Assessment (LOA) model, Reporter-Interpreter-Manager-Educator (RIME) framework, the Quarter model, and the model which incorporates four assessment methods which are Triple Jump Test, Essay incorporating critical thinking questions, Multistation Integrated Practical Examination, and Multiple Choice Questions (TEMM) model. Additional models and frameworks that were used include the Entrustable Professional Activities framework, the System of Assessment framework, the Reporter-Interpreter-Manager-Educator (RIME) framework, the Clinical Reasoning framework (which is embedded in the Amalgamated Student Assessment in Practice (ASAP) model), Earl’s Model of Learning, an assessment framework based on the Bayer–Fetzer Kalamazoo Consensus Statement, Bloom's taxonomy, the Canadian Medical Education Directions for Specialists (CanMEDS) Framework, the Accreditation Council for Graduate Medical Education (ACGME) framework, the Dreyfus Developmental Framework, and Miller's Pyramid. Conclusion An analysis of the assessment approaches, frameworks, models, and methods applied in health professions education lays the foundation for the development of feasible and effective assessment approaches in low-resource settings that integrate competency-based education. Trial registration This study did not involve any clinical intervention. Therefore, trial registration was not required.

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Competency-Based Education: Theory and Practice

Cited by 5 publications

References 17 publications

Company Response to Job Training Students of Politeknik Negeri Jakarta’s Commercial Administration Department’s Competence

Company Response to Job Training Students of Politeknik Negeri Jakarta’s Commercial Administration Department’s Competence

Assessment of future primary school teachers' development of creative competence: A case study

Assessment approaches in undergraduate health professions education: Towards the development of feasible assessment approaches for low-resource settings

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