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Adopting a competency-based model: mapping curricula and assessing student progress.
J Health Adm Educ. 2008 Winter; 25(1):37-51.JH

Abstract

Much attention has been focused on integrating competency-based curricula into educational programs in health management. Achieving the benefits of competency-based curricula requires substantial effort to identify competencies that are both specific and comprehensive, and that reflect consensus among faculty and stakeholders. The objective of this paper is to describe an approach to competency-based curriculum development and monitoring of students' progress toward competency achievement. Our approach identifies 20 competency areas, organized in technical, analytical/conceptual, and interpersonal domains. We demonstrate how individual courses can be mapped to these 20 competency areas and provide survey data on students' and graduates' self-rated competencies. We find the self-rated competencies of new graduates were significantly higher than the self-rated competencies of entering students in 17 of the 20 areas. Our work illustrates an approach to competency-based education that is feasible and helpful for program planning and evaluation. The list of competencies is tractable; the mapping of competencies to didactic coursework and practical experiences is clear and reflects reasonable consensus among faculty and preceptors. Finally, the approach is flexible, as competency areas can be added and removed to be responsive to new research evidence and the changing needs of the field.

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Authors+Show Affiliations

Bradley EH
Yale University, Department of Epidemiology and Public Health, 60 College Street, New Haven, CT 06520-8034, USA. Elizabeth.Bradley@yale.edu
Cherlin E
No affiliation info available
Busch SH
No affiliation info available
Epstein A
No affiliation info available
Helfand B
No affiliation info available
White WD
No affiliation info available

MeSH

Competency-Based EducationEducation, ProfessionalEducational MeasurementHealth Facility AdministratorsHumansModels, EducationalStudentsSurveys and QuestionnairesUnited States

Pub Type(s)

Journal Article
Research Support, Non-U.S. Gov't

Language

eng

PubMed ID

19655617

Citation

Bradley, Elizabeth H., et al. "Adopting a Competency-based Model: Mapping Curricula and Assessing Student Progress." The Journal of Health Administration Education, vol. 25, no. 1, 2008, pp. 37-51.
Bradley EH, Cherlin E, Busch SH, et al. Adopting a competency-based model: mapping curricula and assessing student progress. J Health Adm Educ. 2008;25(1):37-51.
Bradley, E. H., Cherlin, E., Busch, S. H., Epstein, A., Helfand, B., & White, W. D. (2008). Adopting a competency-based model: mapping curricula and assessing student progress. The Journal of Health Administration Education, 25(1), 37-51.
Bradley EH, et al. Adopting a Competency-based Model: Mapping Curricula and Assessing Student Progress. J Health Adm Educ. 2008;25(1):37-51. PubMed PMID: 19655617.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Adopting a competency-based model: mapping curricula and assessing student progress. AU - Bradley,Elizabeth H, AU - Cherlin,Emily, AU - Busch,Susan H, AU - Epstein,Andrew, AU - Helfand,Bradley, AU - White,William D, PY - 2009/8/7/entrez PY - 2008/1/1/pubmed PY - 2009/9/10/medline SP - 37 EP - 51 JF - The Journal of health administration education JO - J Health Adm Educ VL - 25 IS - 1 N2 - Much attention has been focused on integrating competency-based curricula into educational programs in health management. Achieving the benefits of competency-based curricula requires substantial effort to identify competencies that are both specific and comprehensive, and that reflect consensus among faculty and stakeholders. The objective of this paper is to describe an approach to competency-based curriculum development and monitoring of students' progress toward competency achievement. Our approach identifies 20 competency areas, organized in technical, analytical/conceptual, and interpersonal domains. We demonstrate how individual courses can be mapped to these 20 competency areas and provide survey data on students' and graduates' self-rated competencies. We find the self-rated competencies of new graduates were significantly higher than the self-rated competencies of entering students in 17 of the 20 areas. Our work illustrates an approach to competency-based education that is feasible and helpful for program planning and evaluation. The list of competencies is tractable; the mapping of competencies to didactic coursework and practical experiences is clear and reflects reasonable consensus among faculty and preceptors. Finally, the approach is flexible, as competency areas can be added and removed to be responsive to new research evidence and the changing needs of the field. SN - 0735-6722 UR - https://www.unboundmedicine.com/medline/citation/19655617/Adopting_a_competency_based_model:_mapping_curricula_and_assessing_student_progress_ L2 - https://www.ingentaconnect.com/openurl?genre=article&issn=0735-6722&volume=25&issue=1&spage=37&aulast=Bradley DB - PRIME DP - Unbound Medicine ER -