The Competency Concept

Pearson, Allen T.

doi:10.1207/s15326993es1102_3

Cited by 10 publications

(7 citation statements)

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“…The model for competency-based education relies heavily on the behaviourist theory of learning [13,14]. Behaviourist theories assume the environment influences and shapes behavior [15].…”

Section: Competency Based Education: Theory and Conceptsmentioning

confidence: 99%

“…Critics of behaviourism do not accept that anyone can be trained to perform any given task [16]. That CBE focuses trainees on the minimum requirements to perform individual smaller tasks and ignores the overall bigger picture and higher order thinking [13,18]. A trainee deemed "competent" does not perform a task in the same manner as an experienced clinician and nor does this occur amongst other experienced clinicians [19,20].…”

Section: Competency Based Education: Theory and Conceptsmentioning

confidence: 99%

“…The competency based approach as a paradigm has drawn considerable criticism and is not specific to OCAP in isolation. The use of the term "competent" has drawn anger from those at odds with its use in the context of a desired goal, to be competent rather than excellent [13,16]. That trainee's focus on the minimum standards required to pass and become obsessively driven on achieving micro targets, rather than developing higher order thinking on a macro level.…”

Section: Competency Based Education: Contemporary Issuesmentioning

confidence: 99%

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A Review of Competency Based Orthopaedic Training in the UK: A Trainee’s Perspective

2014

Orthop Muscul Syst

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This review explores the concepts and methodology in competency based education, with reference to orthopaedic training in the United Kingdom. In 2006, a new competency based curriculum for postgraduate training in Trauma and Orthopaedics was approved by the Postgraduate Medical Education Training Board. Though the curriculum is now widely accepted, few surgeons have a theoretical knowledge of the basis for competency-based medical education, beyond their own area of involvement. This paper explores the theory and concepts behind competency based education in UK orthopaedic training, which is also of relevance to comparable international orthopaedic training systems and the wider surgical specialities.

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“…The model for competency-based education relies heavily on the behaviourist theory of learning [13,14]. Behaviourist theories assume the environment influences and shapes behavior [15].…”

Section: Competency Based Education: Theory and Conceptsmentioning

confidence: 99%

Section: Competency Based Education: Theory and Conceptsmentioning

confidence: 99%

Section: Competency Based Education: Contemporary Issuesmentioning

confidence: 99%

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A Review of Competency Based Orthopaedic Training in the UK: A Trainee’s Perspective

2014

Orthop Muscul Syst

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“…However, in order to establish an evaluation system that measures the competency of teachers, the system must reflect some common agreement as to what is meant by competency. In Ellis (1984), Allen Pearson (1980) proposed that a teacher meet three questions to be considered as competent: monitoring student performance in relationship to the prescription; and 5) feedback, or receiving information from the students in some visible way that allows one to determine whether the material has been understood and learned.…”

Section: Improving the Systemmentioning

confidence: 99%

The Effectiveness of a Teacher Evaluation Process as Perceived by Teachers and Building-level Administrators

Halstead¹

2000

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“…Hence competency based programs are likely to maintain the status quo. [3] If neither those who set the standards, nor those to whom they are applied, are encouraged to continue to think about the appropriateness of the standards, the threat to open-mindedness is clear. The matter of revising the standards, or of developing new standards, may not arise at all.…”

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confidence: 99%

Standards as a Threat to Open‐mindednes

Hare¹

1982

European Journal of Teacher Education

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The article examines the view that open-mindedness, which is seen as a critical weapon in the teacher's armoury, is endangered by the movement to establish objective standards in education generally and in teacher education in particular. It analyses different ways in which standards impinge on open-mindedness and proceeds to examine the possibilities, under each heading of the analysis, for containing the threat. SOMMAIRE L'article étudie le point de vue selon lequel l'ouverture d'esprit, considérée comme une des armes critiques en matiére d'enseignement, est menacée par le mouvement tendant a établir des standards objectifs dans le domaine de l'enseignement dans son ensemble, et plus particulièrement dans celui de la formation des enseignants. Il analyse de quelle manière ces standards gênent toute ouverture d'esprit, et étudie, dans chaque point de l'analyse, les moyens de combatter une telle menaceIf liberal attitudes in general are in a somewhat unhealthy state of confusion these days, open-mindedness is surely an endangered species. Indeed, its non-existence has already been declared by those who judge the attitude to be purely mythical. Others take the view that it should not, in any case, be protected, since it only serves to promote unwelcome consequences. I have dealt with these matters elsewhere [ 1 ], and here I wish to address a different, albeit related, concern. It is often suggested that various practices and phenomena associated with the idea of standards in education threaten the ideal of open-mindedness. This suggestion amounts to saying that certain aspects of standards are incompatible with open-mindedness in teaching [2]. Confusion is endemic here because the criticism shifts imperceptibly from suggestions of logical incompatibility to allegedly insuperable conflicts in practice. The net result is a growing suspicion that, even if open-mindedness is not entirely imaginary, it is all but impossible to achieve, and there is little point pursuing it. My concern throughout is with conceptual issues, and I will not be trying to settle problems of a practical kind a priori. On the other hand, it will not be possible to see these problems in perspective without conceptual clarity. Let us begin by examining the ways in which the incompatibility is thought to arise. The Threat Outlined Setting StandardsConsider, for example, the movement in recent years to state, and to require of every teacher, a minimum number of competencies. A teacher's performance, on this view, Downloaded by [University of California, San Diego] at 18:05

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The Competency Concept

Cited by 10 publications

References 0 publications

A Review of Competency Based Orthopaedic Training in the UK: A Trainee’s Perspective

A Review of Competency Based Orthopaedic Training in the UK: A Trainee’s Perspective

The Effectiveness of a Teacher Evaluation Process as Perceived by Teachers and Building-level Administrators

Standards as a Threat to Open‐mindednes

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