Defining characteristics of educational competencies

Albanese, Mark A.; Mejicano, George C.; Mullan, Patricia B.; Kokotailo, Patricia K.; Gruppen, Larry D.

doi:10.1111/j.1365-2923.2007.02996.x

Cited by 223 publications

(161 citation statements)

References 11 publications

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“…The terms ''competence'' and ''competency'' have been used in differing ways, and this has resulted in some confusion. Any type of outcome for education in the medical domain has been called a ''competency,'' and several authors have sought to clarify what it is and how competencies differ from regular educational objectives (ten Cate & Scheele 2007;Albanese et al 2008;Frank et al 2010). An authoritative publication proposed as a definition of medical competence:…”

Section: Synthetic Framework Integrating Facets or Domains Of Compementioning

confidence: 99%

Frameworks for learner assessment in medicine: AMEE Guide No. 78

2013

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Section: Synthetic Framework Integrating Facets or Domains Of Compementioning

confidence: 99%

Frameworks for learner assessment in medicine: AMEE Guide No. 78

2013

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“…32,33 Parallel to this scientific revolution, education has moved toward learnercentered and competency-based education with an emphasis on active learning. 34,35 As such, medical genetics education needs to evolve with the changing scientific and educational landscapes.…”

mentioning

confidence: 99%

Training future physicians in the era of genomic medicine: trends in undergraduate medical genetics education

Plunkett-Rondeau

Hyland

Dasgupta

2015

Genetics in Medicine

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PURPOSE: Advances in genomic technologies are transforming medical practice, necessitating the expertise of genomically-literate physicians. This study examined 2013-2014 trends in genetics curricula in US and Canadian medical schools to ascertain whether and how curricula are keeping pace with this rapid evolution. METHODS: Medical genetics course directors received a 60-item electronic questionnaire covering curriculum design, assessment, remediation of failing grades, and inclusion of specific topics. RESULTS: The response rate was 74%. Most schools teach the majority of genetics during the first 2 years, with an increase in the number of integrated curricula. Only 26% reported formal genetics teaching during years 3 and 4, and most respondents felt the amount of time spent on genetics was insufficient preparation for clinical practice. Most participants are using the Association of Professors of Human and Medical Genetics Core Curriculum(1) as a guide. Topics recently added include personalized medicine (21%) and direct-to-consumer testing (18%), whereas eugenics (17%), linkage analysis (16%), and evolutionary genetics (15%) have been recently eliminated. Remediation strategies were heterogeneous across institutions. CONCLUSION: These findings provide an important update on how genetics and genomics is taught at US and Canadian medical schools. Continuous improvement of educational initiatives will aid in producing genomically-literate physicians

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“…The most obvious congruence is observed only in the first two competences that can be classified as professionalism and communication skills [Albanese et al, 2008]. These differences may have arisen due to the fact that, although several lists of competences are presented, there is no precise competence definition content.…”

Section: Introductionmentioning

confidence: 99%

Competency-based Approach to the Assessment of Professional Training for a Medical Student to Work with Medical Equipment

Baizak

Kudabayev

Dzhazdykbayeva

et al. 2017

Int. J. Emerg. Technol. Learn.

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Abstract-The article solves the problem of describing the professional training for a medical graduate in terms of competency-based approach and identification of ways to develop these qualities to work with medical equipment. A model for the competence formedness level assessment has been elaborated, which indicates all its input and output parameters.On the basis of the developed methods and algorithms for calculating the competence formedness level for the training course 'Anesthesiology, Resuscitation, and Intensive Care' a calculation has been made of all the required importance coefficients of the courses, their modules, and other learning activities involved in the formation of competences.Keywords-competency-based approach, assessment of competencestowork with medical equipment

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Defining characteristics of educational competencies

Cited by 223 publications

References 11 publications

Frameworks for learner assessment in medicine: AMEE Guide No. 78

Frameworks for learner assessment in medicine: AMEE Guide No. 78

Training future physicians in the era of genomic medicine: trends in undergraduate medical genetics education

Competency-based Approach to the Assessment of Professional Training for a Medical Student to Work with Medical Equipment

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