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Grant, Janet

doi:10.1023/a:1009845202352

Cited by 101 publications

(23 citation statements)

References 7 publications

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“…The dominance of competency discourse has also been questioned in medical education. [4][5][6]17,18 While there is no doubt that a doctor or veterinarian should be competent, there are some constraints with a competence-focused approach, not least that the explicit focus on a minimum threshold of competence by the graduate distracts from the pursuit of excellence. 5,6 Other criticisms include that the reductionist/atomistic approach ignores complexity 4,5,18 ; that the criterion-referenced approach discourages reflective practice, particularly in work-based learning 4,6 ; that the essentially behaviorist approach fails to capture the underpinning knowledge, judgments, and values fundamental to expert practice [4][5][6] ; and more broadly that these approaches fail to capture the most important things that distinguish a good doctor from a competent one.…”

Section: The Constraints Of Competencymentioning

confidence: 99%

Beyond Competence: Why We Should Talk About Employability in Veterinary Education

Bell¹,

Cake²,

Mansfield³

2018

Journal of Veterinary Medical Education

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The purpose of this article is to explore employability as a complement to competency in defining the overarching objectives of veterinary education. Although the working usage of the term competency has evolved and stretched in recent years, and contemporary competence frameworks have expanded to better reflect the range of capabilities required of a veterinary professional, the potential remains for the dominance of competency-led discourse to obscure the aim of producing not only competent but also successful and satisfied veterinarians. Expanding the educational mission to include employability may provide this broader focus, by stretching the end point, scope, and scale of veterinary education into the crucial transition-to-practice period, and beyond. In this article we review available evidence from multiple stakeholder perspectives and argue that employability expands the focus beyond servicing the needs of the public to better integrate and balance the needs of all the stakeholders in veterinary education, including the graduates themselves. By refocusing the goal of veterinary education to include the richer end point of success, turning the attention to employability could enhance current attribute frameworks and result in veterinarians who not only better meet the needs of those they serve but are also better prepared to experience fulfilling and satisfying careers. Finally, we suggest one educational approach may be to conceptualize competency, professionalism, and employability as overlapping dimensions of the successful veterinary professional.

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Section: The Constraints Of Competencymentioning

confidence: 99%

Beyond Competence: Why We Should Talk About Employability in Veterinary Education

Bell¹,

Cake²,

Mansfield³

2018

Journal of Veterinary Medical Education

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“…It is often argued that the value issue can evoke contradictions and misunderstandings among the participants of the learning process. For example, Grant (1999) argues that behavioural ISSN 1392-0340 E-ISSN 2029-0551 Pedagogika / 2016, t. 121, Nr. 1 objectives, or competences, can never describe complex human behaviour.…”

Section: Definition Of Competencesmentioning

confidence: 99%

Problems of Introducing a Competence Based Learning within the Context of Bologna Process

Želvys

Akzholova

2016

PED

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Annotation. The article analyzes the problems of applying a competence-based learning in higher education. The Bologna process and development of common European higher education area (EHEA) is perhaps the most ambitious project initiated in higher education during the last several decades in Europe. However, not only European nations are involved in the Bologna process. In 2009 the Republic of Kazakhstan also became a member of the Bologna movement. The other Central Asian countries -Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan -do not formally participate in the Bologna process, but are inevitably affected by changes initiated by the Bologna declaration in the area of higher education. In order to support the development of educational studies along the Bologna lines, the European Commission funded the TEMPUS project "Modernization and Development of Curricula on Pedagogy and Educational Management in the Central Asian countries (EDUCA)". Analysis of study programs developed in the course of implementation the TEMPUS project "Modernization and Development of Curricula on Pedagogy and Educational Management in the Central Asian countries (EDUCA)" showed that project participants encountered threefold problems of introducing a competence-based approach. The goal and objectives of the current study were to discuss these three strands of problems. The problems of defining competences are reflected in certain difficulties of including the component of ethical values. The problems of classifying competences are determined by attempts of the project participants to specify the broad classification offered by the Tuning methodology. The problems of differentiating between the competences and the learning outcomes arise due to the vague understanding of the participants what is the difference between the two concepts.They tend to treat them as synonimous, though in reality there is an essential difference. Competences are the qualities developed by the learner while learning outcomes are determined by the academic staff. Further clarification of the concept of competences will be needed in order to place the programs completely within the context of Bologna process.Pedagogika / 2016, t. 121, Nr. 1 teikė detalesnes kompetencijų klasifikacijas ir skirstė bendrąsias kompetencijas į intelektines, bendrakultūres, socialines ir etines, ekonomines ir vadybines, tarpasmenines, informacines ir kt. Tačiau buvo susidurta su kita problema: toli gražu ne visos bendrosios kompetencijos telpa į tokius siaurai apibrėžtus kompetencijų grupių rėmus. Trečioji problema -skirtumas tarp kompetencijų ir tikėtinų mokymosi rezultatų sampratų. Neretai projekto dalyviai šiuos terminus traktavo kaip sinonimus, o Tuning metodologija aiškiai sieja kompetencijas su tuo, ką įgyja besimokantis, o mokymosi rezultatus -su tuo, kokius reikalavimus kelia ir ko tikisi programą vykdantys universiteto dėstytojai. Mokymosi rezultatai yra siejami su mokymosi lygiu ir konkrečiu dėstomu kursu arba moduliu.Esminiai žodžiai: Bolonijos procesas, Tuning metodo...

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“…It is not easy to take a stance against what seems to be widely accepted: competence-based education [1, 2]. Given its ultimate aim of providing excellent patient care, however, a pause for reflection may be necessary.…”

Section: Essentialsmentioning

confidence: 99%