Considerations that will determine if competency-based assessment is a sustainable innovation

Dauphinee, W. Dale; Boulet, John R.; Norcini, John J.

doi:10.1007/s10459-018-9833-2

Cited by 20 publications

(18 citation statements)

References 38 publications

(35 reference statements)

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“…Assuming that the generic competency framework for the European harmonised OBGYN curriculum will be adopted throughout Europe, questions arise on how to ensure the implementation and, subsequently, the quality control of the framework (Dauphinee et al 2018). We suggest that local re-invention and creative adaptation of the framework will stimulate the development of local frameworks by local medical professionals.…”

Section: Practical Implicationsmentioning

confidence: 99%

From prescription to guidance: a European framework for generic competencies

Aabakke

Andersen

et al. 2019

Adv in Health Sci Educ

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In postgraduate medical education, required competencies are described in detail in existing competency frameworks. This study proposes an alternative strategy for competencybased medical education design, which is supported by change management theories. We demonstrate the value of allowing room for re-invention and creative adaptation of innovations. This new strategy was explored for the development of a new generic competency framework for a harmonised European curriculum in Obstetrics and Gynaecology. The generic competency framework was developed through action research. Data were collected by four European stakeholder groups (patients, nurses, midwives and hospital boards), using a variety of methods. Subsequently, the data were analysed further in consensus discussions with European specialists and trainees in Obstetrics and Gynaecology. These discussions ensured that the framework provides guidance, is specialty-specific, and that implementation in all European countries could be feasible. The presented generic competency framework identifies four domains: 'Patient-centred care', 'Teamwork', 'System-based practice' and 'Personal and professional development'. For each of these four domains, guiding competencies were defined. The new generic competency framework is supported by European specialists and trainees in Obstetrics and Gynaecology, as well as by their European stakeholders. According to change management theories, it seems vital to allow room for re-invention and creative adaptation of the competency framework by medical professionals. Therefore, the generic competency framework offers guidance rather than prescription. The presented strategy for competency framework development offers leads for implementation of competency-based medical education as well as for development of innovations in postgraduate medical education in general.

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Section: Practical Implicationsmentioning

confidence: 99%

From prescription to guidance: a European framework for generic competencies

Aabakke

Andersen

et al. 2019

Adv in Health Sci Educ

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“…Authors in other contexts have also reported that educational innovations have resulted in an underappreciated increased administrative requirement necessitating additional time and effort from educational leaders. 14,15 We think this increased education-based administration, with its adverse impact on educational supervisors, deserves greater recognition in the design and implementation of future educational innovations in the workplace. Within our participants' context, we think ANZCA ought to advocate for increased time and administrative support for Supervisors of Training while seeking to simplify the administrative requirements where possible.…”

Section: Discussionmentioning

confidence: 99%

A balancing act: The Supervisor of Training role in anaesthesia education

Castanelli

Weller

Chander

et al. 2019

Anaesth Intensive Care

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In this qualitative study, we report how Supervisors of Training, educational supervisors overseeing the learning of anaesthesia trainees, experience their role in practice. Using purposive sampling, we interviewed Supervisors of Training from across Australia and New Zealand. The interviews began by asking ‘what do you see as your role as a Supervisor of Training?’ then explored the response in detail. Following the technique of thematic analysis, inductive analysis occurred as data were collected until we generated a thematic structure sufficient to address our research question after 19 interviews. In the first three of the four identified themes, Supervisors of Training perceived themselves as the fulcrum of the learning environment, ‘the something in between’. These three themes were: guiding and assessing trainees; identifying, supporting, and adjudicating trainee underperformance; and mediating trainees’ relationship with the hospital. Participants perceived themselves as a broker between trainees, their colleagues, their hospital, the Australian and New Zealand College of Anaesthetists and the community to varying degrees at different times. Negotiating these competing responsibilities required Supervisors of Training to manage multiple different relationships and entailed significant emotional work. Our fourth theme, scarcity, described the imbalance between these demands and the time and resources available. The complexity of the Supervisor of Training role and the tensions between these competing demands is underappreciated. Our findings would support strategies to mitigate the administrative load and share the decision-making burden of the role and to enhance the capability of Supervisors of Training by requiring formal training for the role.

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“…HE quality will be improved to global quality level to attract more international students and the credits acquired in foreign universities will be counted for the award of a degree. (25) National Scholarship Portal will be strengthened and expanded to help the financial needs of merit-based students. Private HEIs will be encouraged to offer larger numbers of free ships and scholarships to their students.…”

Section: Highlight Of Policies Of Nep 2020 For He Systemmentioning

confidence: 99%

“…(2) Competency based Continuous Evaluation System : As against choice-based credit system, competency-based credit system has advantages of evaluating skill sets of a student along with knowledge and experience. Competency leads to confidence and objective of higher education system irrespective of subjects and areas of study is building confidence to identify new challenges and converting them into opportunities to solve problems in the society [20][21][22][23][24][25]. The objective of higher education is to create new knowledge or a new interpretation of existing knowledge through systematic analysis.…”

Section: Merits Of Higher Education Policies In Nep-2020mentioning

confidence: 99%

Analysis of the Indian National Education Policy 2020 towards Achieving its Objectives

Aithal

2020

SSRN Journal

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Well defined and futuristic education policy is essential for a country at school and college levels due to the reason that education leads to economic and social progress. Different countries adopt different education systems by considering the tradition and culture and adopt different stages during their life cycle at school and college education levels to make it effective. Recently Government of India announced its new Education policy which is based on the recommendations by an expert committee headed by Dr. Kasturirangan, Former chairman of the Indian Space Research Organization (ISRO). This paper highlights on various policies announced in the higher education system and compare them with the currently adopted system. Various innovations and predicted implications of NEP 2020 on the Indian higher education system along with its merits are discussed. Finally, some suggestions are proposed for its effective implementation towards achieving its objectives.

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Considerations that will determine if competency-based assessment is a sustainable innovation

Cited by 20 publications

References 38 publications

From prescription to guidance: a European framework for generic competencies

From prescription to guidance: a European framework for generic competencies

A balancing act: The Supervisor of Training role in anaesthesia education

Analysis of the Indian National Education Policy 2020 towards Achieving its Objectives

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