Log in

Relevant bibliographies by topics / Competency based education / Journal articles

Journal articles on the topic 'Competency based education'

To see the other types of publications on this topic, follow the link: Competency based education.

Author: Grafiati

Published: 4 June 2021

Last updated: 9 March 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Competency based education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Holubnycha, Liudmyla, Tetiana Shchokina, Natalia Soroka, and Tetiana Besarab. "Development of Competency-Based Approach to Education." Educational Challenges 27, no. 2 (October 17, 2022): 54–65. http://dx.doi.org/10.34142/2709-7986.2022.27.2.04.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The paper deals with competency-based education. Both the development of the category “competence” and application of competences in educational sphere were considered. The purpose is to examine the development of competency-based approach to teaching and learning from the standpoint of modern educational paradigm. The methods of the investigation are analysis and syntheses of the associated researches used to collect and present the findings and draw the conclusion. The results revealed that competency-based education appeared under the influence of the term “competence”; in its development three main stages may be distinguished: 1) 1960-1970 (introduction of the category “competence” in the theory and practice of language learning); 2) 1970-1990 (extension of the studied phenomenon to the field of management and leadership); 3) since the 1990s to the present (comprehensive consideration and analysis of the stated category; finding the blocks of competencies, the principles of systematization; studying the structure of competencies). The conclusion is that in modern educational system competency-based approach is one of the central as existence of the system of competences contributes in description of academic and professional profiles, levels and results of higher education at the international level. Moreover, due to the application of the system of competencies, the process of expanding academic and professional recognition and mobility, as well as increasing the comparability and compatibility of diplomas and qualifications has become possible.

2

Oroszi, Terry. "Competency-Based Education." Creative Education 11, no. 11 (2020): 2467–76. http://dx.doi.org/10.4236/ce.2020.1111181.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Schmaus, Diane C. "Competency-Based Education." AORN Journal 45, no. 2 (February 1987): 474–82. http://dx.doi.org/10.1016/s0001-2092(07)68360-4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

King, Spencer B. "Competency-Based Education." JACC: Cardiovascular Interventions 8, no. 2 (February 2015): 374–75. http://dx.doi.org/10.1016/j.jcin.2014.12.219.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Curry, Lynn, and Marcia Docherty. "Implementing Competency-Based Education." Collected Essays on Learning and Teaching 10 (June 12, 2017): 61–74. http://dx.doi.org/10.22329/celt.v10i0.4716.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The rapid and widespread adoption of competency-based education (CBE) has brought into sharp focus long-standing tensions built into education systems, particularly for graduate and professional schools. We all share the desire to produce graduates equipped to respond capably in a rapidly changing world. However, many of us struggle with the knowledge, skills, and attitudes required to identify, articulate, deliver, document, assess, assure, and adjust those necessary competencies across learning engagements, work-study experiences, and into work careers. CBE forces us to alter familiar pedagogical beliefs, attitudes, and behaviours. The purpose of this essay is to assist faculty, students, administrators, regulators, and employers in considering the strengths and limitations of competence-based education (CBE). We also introduce a range of mitigating strategies to address CBE shortcomings.

6

Baxi, Gaurang, and Tushar Palekar. "Competency-based physiotherapy education." Indian Journal of Physical Therapy and Research 2, no. 2 (2020): 144. http://dx.doi.org/10.4103/ijptr.ijptr_13_20.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Dwyer, Tim, Sara Wright, Kulamakan M. Kulasegaram, John Theodoropoulos, Jaskarndip Chahal, David Wasserstein, Charlotte Ringsted, Brian Hodges, and Darrell Ogilvie-Harris. "Competency-Based Medical Education." Journal of Bone and Joint Surgery-American Volume 97, no. 23 (December 2015): 1985–91. http://dx.doi.org/10.2106/jbjs.o.00252.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Mujawar, Nilofer. "Competency based medical education." Journal of Education Technology in Health Sciences 9, no. 2 (September 15, 2022): 29–30. http://dx.doi.org/10.18231/j.jeths.2022.008.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Sharma, Pawan Kumar, Omprakash Swami, and Hemant Tyagi. "COMPETENCY-BASED EDUCATION MANAGEMENT." GFNPSS GLOBAL NURSING JOURNAL OF INDIA 4, no. II (October 9, 2021): 319. http://dx.doi.org/10.46376/gnji/4.ii.2021.319-320.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Kovaichelvan, V. "Competency-based engineering education." International Journal of Indian Culture and Business Management 8, no. 2 (2014): 253. http://dx.doi.org/10.1504/ijicbm.2014.059213.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Carnethon, Mercedes R., Leah C. Neubauer, and Philip Greenland. "Competency-Based Postdoctoral Education." Circulation 139, no. 3 (January 15, 2019): 310–12. http://dx.doi.org/10.1161/circulationaha.118.037494.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Elam, Jimmy H. "Competency-based optometric education." Optometry - Journal of the American Optometric Association 75, no. 2 (February 2004): 75–78. http://dx.doi.org/10.1016/s1529-1839(04)70017-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Marple, Bradley F. "Competency-Based Resident Education." Otolaryngologic Clinics of North America 40, no. 6 (December 2007): 1215–25. http://dx.doi.org/10.1016/j.otc.2007.07.003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Ford, Rod, and Ryan Meyer. "Competency-based Education 101." Procedia Manufacturing 3 (2015): 1473–80. http://dx.doi.org/10.1016/j.promfg.2015.07.325.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Polis, Sharon Lee. "Competency-Based Laser Education." AORN Journal 55, no. 2 (February 1992): 567–72. http://dx.doi.org/10.1016/s0001-2092(07)68618-9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Albanese, Robert. "Competency‐based Management Education." Journal of Management Development 8, no. 2 (February 1989): 66–76. http://dx.doi.org/10.1108/eum0000000001343.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Chow, Benjamin J. W., Ali Alenazy, Gary Small, Andrew Crean, Yeung Yam, Rob S. Beanlands, Owen Clarkin, Michael Froeschl, Terrence D. Ruddy, and Alomgir Hossain. "Competency-Based Medical Education." JACC: Cardiovascular Imaging 12, no. 12 (December 2019): 2505–13. http://dx.doi.org/10.1016/j.jcmg.2019.09.021.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Ilahi, Mounira, Lilia Cheniti Belcadhi, and Rafik Braham. "Semantic Models for Competence-Based Assessment." International Journal of Human Capital and Information Technology Professionals 5, no. 3 (July 2014): 33–46. http://dx.doi.org/10.4018/ijhcitp.2014070103.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Recognizing the inadequacy of current traditional knowledge-based assessment systems in Higher Education to achieve performance visibility, it is needed to rethink how to design new assessment approaches that can respond to the corporate requirements of the 21st century and reflect the learners' competences. This paper considers the Competence-Based Assessment. It explores the importance of competency and competence modeling conceptual understanding. The research reviews the benchmark literature on the concepts, models and approaches of competence and competency and explores the confusions surrounding the pair of concepts; thus enabling to build the competence-based assessment approach within e-learning environments in an effective and efficient way. The proposed approach is characterized by the convergence of lifelong, formal, non formal and informal competence-based learning activities.

19

Moon, Yong-lin. "Education reform and competency-based education." Asia Pacific Education Review 8, no. 2 (August 2007): 337–41. http://dx.doi.org/10.1007/bf03029267.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Chuenjitwongsa, S., R. G. Oliver, and A. D. Bullock. "Competence, competency-based education, and undergraduate dental education: a discussion paper." European Journal of Dental Education 22, no. 1 (June 1, 2016): 1–8. http://dx.doi.org/10.1111/eje.12213.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Kumari, Sneha. "Competency Based Medical Education and its Application in Biochemistry." International Journal of Healthcare Education & Medical Informatics 6, no. 2 (November 26, 2019): 7–9. http://dx.doi.org/10.24321/2455.9199.201906.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Schilling, Jim F., and J. Randall Koetting. "Underpinnings of Competency-Based Education." Athletic Training Education Journal 5, no. 4 (October 1, 2010): 165–69. http://dx.doi.org/10.4085/1947-380x-5.4.165.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Context: To understand and appropriately implement competency-based education (CBE) to its fullest potential in professional programs, an investigation of its evolution is required. Objective: To reveal the development of the CBE approach now dominating many professional programs in higher education, including Athletic Training Education Programs (ATEPs). While behavioral science research at the turn of the 20th century laid the groundwork for the CBE approach, the process used to establish its construct in education stemmed from scientific management methodology used in industry. A history of various educational paradigms, including social efficiency, essentialism, and vocationalism, contributed to the birth and eventual use of the CBE approach in professional programs. Data Sources: Literature reviewed for this article included published articles and books pertaining to CBE and the sciences, philosophies, theories, and educational paradigms that constitute the underpinnings of the CBE approach used in higher education professional programs. Data Synthesis: A contradiction of learning theories has led to inconsistent employment of the CBE framework, making its use inconsistent in professional programs. The emphasis in health care education programs, such as athletic training, has been on using specific behavioral objectives that provide distinct quantifiable data as competencies assessed within specific time frames, as opposed to incorporating integrated objectives as competencies with completion determined by level of skill achievement. Conclusions: Authenticity and immeasurable skills are examples of limitations with the CBE approach in athletic training programs. These limitations will be discussed and suggestions for future direction provided.

23

Powell, Deborah E., and Carol Carraccio. "Toward Competency-Based Medical Education." New England Journal of Medicine 378, no. 1 (January 4, 2018): 3–5. http://dx.doi.org/10.1056/nejmp1712900.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Harden, Ronald M. "Progression in competency-based education." Medical Education 48, no. 8 (July 9, 2014): 838. http://dx.doi.org/10.1111/medu.12500.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Carraccio, Carol, Robert Englander, Elaine Van Melle, Olle ten Cate, Jocelyn Lockyer, Ming-Ka Chan, Jason R. Frank, and Linda S. Snell. "Advancing Competency-Based Medical Education." Academic Medicine 91, no. 5 (May 2016): 645–49. http://dx.doi.org/10.1097/acm.0000000000001048.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Ebert, Thomas J., and Chris A. Fox. "Competency-based Education in Anesthesiology." Anesthesiology 120, no. 1 (January 1, 2014): 24–31. http://dx.doi.org/10.1097/aln.0000000000000039.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Abstract The Accreditation Council for Graduate Medical Education is transitioning to a competency-based system with milestones to measure progress and define success of residents. The confines of the time-based residency will be relaxed. Curriculum must be redesigned and assessments will need to be precise and in-depth. Core anesthesiology faculty will be identified and will be the “trained observers” of the residents’ progress. There will be logistic challenges requiring creative management by program directors. There may be residents who achieve “expert” status earlier than the required 36 months of clinical anesthesia education, whereas others may struggle to achieve acceptable status and will require additional education time. Faculty must accept both extremes without judgment. Innovative new educational opportunities will need to be created for fast learners. Finally, it will be important that residents embrace this change. This will require programs to clearly define the specific aims and measurement endpoints for advancement and success.

27

Whitcomb, Michael E. "More on Competency-Based Education." Academic Medicine 79, no. 6 (June 2004): 493–94. http://dx.doi.org/10.1097/00001888-200406000-00001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Nodine, Thad, and Sally M. Johnstone. "Competency-Based Education: Leadership Challenges." Change: The Magazine of Higher Learning 47, no. 4 (July 4, 2015): 61–66. http://dx.doi.org/10.1080/00091383.2015.1060101.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Gable, Robert A. "Competency-Based Teacher Education Revisited." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 14, no. 3 (July 1991): 177–82. http://dx.doi.org/10.1177/088840649101400304.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Eaton, J. S. "Accreditation and competency-based education." Journal of Competency-Based Education 1, no. 1 (April 2016): 12–16. http://dx.doi.org/10.1002/cbe2.1006.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Oermann, Marilyn H. "Competency-Based Education in Nursing." Nurse Educator 48, no. 2 (March 2023): 108–9. http://dx.doi.org/10.1097/nne.0000000000001366.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Hubby, Rifqi Syauqi, Diding Nurdin, and Asep Suryana. "Competency-Based Education at a Madrasah Aliyah in Sumedang: Eliciting the Organized Programs." AL-ISHLAH: Jurnal Pendidikan 14, no. 2 (June 14, 2022): 2075–86. http://dx.doi.org/10.35445/alishlah.v14i2.1576.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The competency-based education program is a flagship program launched by a Madrasah Aliyah (or, MA; Islamic based senior high school) in Sumedang to produce graduates who are competent and skillful, especially in the automotive, culinary, fashion, and technology. Students are expected to be able to compete in the professional fields. In this article, the implementation of the program is discussed, which is seriously trying to increase the competence of graduates. The method used in this present study is a mixed method with the techniques of documentation, observation studies and questionnaires to determine the students' number of inputs, their interest in the competency program in that school, and the existing programs. The results show that 100% of the students chose and followed the competency program according to their desires and talents, and because of willingness to get better opportunities after graduating. Moreover, it was found that the four competences offered have increased students’ participation in learning. Future recommendations are provided in this article.

33

Georgieva, Vesselina. "“My Street” – Project-Based Learning in Mathematics in First Grade." Vocational Education 24, no. 3 (June 24, 2021): 263–75. http://dx.doi.org/10.53656/voc22-361moia.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The current focus of education lies in the development of key competencies set out in the European Competency Framework, namely: communication in the mother tongue, communication in foreign languages, mathematical competence and basic knowledge in science and technology, digital competence, learning skills, social and civic competences, initiative and entrepreneurship, cultural awareness and creative expression. These are knowledge, skills and attitudes that help students achieve personal fulfillment and later in life to find work and participate in society. These competencies provide a connection between the personal, social and professional expression of modern man. The school is one of the places where these competencies can and should be developed. It is good to work on their development from an early age - at the elementary stage of education. Project-based learning is a powerful tool for competency development and personal integrity.

34

., Hasnawati. "KOMPETENSI GURU DALAM PERSFEKTIF PERUNDANG - UNDANGAN." Inspiratif Pendidikan 9, no. 1 (June 11, 2020): 68. http://dx.doi.org/10.24252/ip.v9i1.14125.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Teacher competence is the ability of a teacher to do duties responsibly and properly. Competence is the ability and authority of teachers to carry out their teaching profession. Teacher competence is also the skill or ability possessed by teachers regulated in Law Number 14 in 2005 concerning Teachers and Lecturers, Ministry of Education Number 16 in 2007, and Government Regulation Number 74 in 2008. Teacher competency standards is a set of knowledge, skills and behaviors that must be possessed, comprehended, mastered, and actualized by the teacher to fulfill their professional duty. Teacher competences as referred to article (1) PP 74/2008 include pedagogical, personal, social, and professional competences obtained through professional education. These four teacher competences are holistic which means whole integrated and interrelated. Specifically for PAI (Islamic education) teachers, based on regulation of Religion Ministry Number 16 in 2010 Article 16, there is an additional competency namely leadership.

35

Malczyk, Benjamin Robert. "Competency-Based Education and Waiver Exams in Social Work Education." Journal of Baccalaureate Social Work 24, no. 1 (January 1, 2019): 197–209. http://dx.doi.org/10.18084/1084-7219.24.1.197.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The core tenet of competency-based education is a focus on mastery of a skill or ability. The shift in focus in social work education to a competency-based approach can be applied and understood in varying ways. The current research study examined the use of waiver exams as one iteration of competency-based education in social work education. Forty seven of the 496 programs that replied to the survey indicated they offered some form of placement testing or the use of waiver exams. Further examination of program level policies suggests that social work educators continue to focus on policies and practices aligned with traditional seat-time requirements that run contrary to the principles of competency-based education. Results implicate the need for social work education to examine its commitment to competency-based education in all its forms or to at least encourage research in nontraditional approaches aligned with competency-based education including waiver exams and prior learning assessment.

36

Mulcahy, Dianne. "Turning the contradictions of competence: competency-based training and beyond." Journal of Vocational Education & Training 52, no. 2 (June 2000): 259–80. http://dx.doi.org/10.1080/13636820000200120.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

BOUKHENTACHE, Slimane. "Operationalization of Competency-Based Approach: From Competency-Based Education to Integration Pedagogy." Arab World English Journal 7, no. 4 (December 15, 2016): 439–52. http://dx.doi.org/10.24093/awej/vol7no4.27.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Timofeeva, Larisa, and Zinaida Timofeeva. "COMPETENCY-BASED TRAINING IN HYDROLOGICAL EDUCATION." ENVIRONMENT. TECHNOLOGIES. RESOURCES. Proceedings of the International Scientific and Practical Conference 2 (June 20, 2019): 238. http://dx.doi.org/10.17770/etr2019vol2.4067.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Hydrology is an interdisciplinary science, incorporating aspects of many Earth Sciences. Key hydrological tasks such as floods prediction, quantitative and qualitative assessment of water resources and the environmental status of water bodies become increasingly important and challenging. Latest advances in scientific and technological developments require update training. The World Meteorological Organization (WMO) encourages increasing capacity of its Training Centres to address the rapidly developing demand for improved services. However, adequate education is generally not yet available. Implementation of competency-based training is needed, including active learning approaches. The paper presents international experiences and results of the use of project-based and flipped learning while teaching hydrological curriculum at Russian State Hydrometeorological University, Saint Petersburg. Some pros and cons of these approaches and difficulties of their implementation are discussed. Usually, students improve both their competence to work independently and solve problems collaboratively. Tackling near real issues and dealing with case studies get them more engaged in educational process and enhance practical outcomes. The feedback from the students and exam results have proved the efficiency of these approaches.

39

Mikelsone, Ilze, Jana Grava, and Vineta Pole. "Pre-school Teachers' professional development needs concerning competency-based teaching." Cypriot Journal of Educational Sciences 17, no. 1 (January 31, 2022): 306–19. http://dx.doi.org/10.18844/cjes.v17i1.6716.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The competency-based approach is currently introduced throughout the whole pre-school education system, and this process reveals the uncertainty, doubts, confusion, and unpreparedness of teachers for the implementation of this task. It also highlights the need to provide new guidance for the professional development of in-service teachers. The article presents the results of a survey on the professional needs of pre-school teachers for implementing a competency-based approach. The research data is obtained from focus group discussions, teacher surveys, and self-assessments from teachers’ professional development courses. The research data shows that the most topical professional development needs of pre-school teachers are linked to the need for an in-depth understanding of such components of competency-based approach as equity, meaningful assessment, personalized learning, transversal skills, and learning environments, allowing to identify the tasks for the professional development of teachers to promote a common understanding for implementing a competency-based approach in pre-school education. Keywords: competence; competency-based approach; professional development; professional needs; pre-school teachers

40

Wibowo, Pangarso Ari, Tri Kuat, and Muhammad Sayuti. "Integrated learning based on competence in vocational high school." Journal of Vocational Education Studies 1, no. 2 (November 1, 2018): 71. http://dx.doi.org/10.12928/joves.v1i2.699.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Education in Vocational High Schools (VHS) aims to equip learners with the attitude, knowledge, and skills to be ready for work, absorbed in the world of work, or entrepreneurship. To fulfill the objective, the competence that must be possessed by the students must be in accordance with the needs in the world of work and in the business world. To fulfill the competence, the learning in VHS must be competency-based. In line with the competency and competency-based learning needs, it also needs an integrated learning between adaptive subjects and productive subjects. Integrated learning is modeled by; (1) conducting curriculum study on basic competence of adaptive subjects, (2) inserting productive basic competency subjects on adaptive subjects. After the integrated learning model is prepared then the learning model applied to the class is a competency-based learning model.

41

Iobst, William F., Jonathan Sherbino, Olle Ten Cate, Denyse L. Richardson, Deepak Dath, Susan R. Swing, Peter Harris, Rani Mungroo, Eric S. Holmboe, and Jason R. Frank. "Competency-based medical education in postgraduate medical education." Medical Teacher 32, no. 8 (July 27, 2010): 651–56. http://dx.doi.org/10.3109/0142159x.2010.500709.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Bylaitė-Šalavėjienė, Danguolė, and Adela García-Aracil. "Promoting competency-based education in Belarusian Higher Education." Socialinis ugdymas 51, no. 1 (February 14, 2020): 24–32. http://dx.doi.org/10.15823/su.2019.51.2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Boyer, Naomi, and Kathy Bucklew. "Competency‐based education and higher education enterprise systems." Journal of Competency-Based Education 4, no. 1 (February 28, 2019): e01180. http://dx.doi.org/10.1002/cbe2.1180.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Abdul Rani, Mohammed Fauzi, and Sabariah Abdul Rahman. "Competency-Based Medical Education, Here Next?" Journal of Clinical and Health Sciences 3, no. 1 (June 30, 2018): 1. http://dx.doi.org/10.24191/jchs.v3i1.6149.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Young, John Q., Eric S. Holmboe, and Jason R. Frank. "Competency-Based Assessment in Psychiatric Education." Psychiatric Clinics of North America 44, no. 2 (June 2021): 217–35. http://dx.doi.org/10.1016/j.psc.2020.12.005.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Osipov, Gennadiy Vasilievich. "Competency-based Education of Engineers-Innovators." Indian Journal of Science and Technology 9, no. 1 (January 20, 2016): 1–11. http://dx.doi.org/10.17485/ijst/2015/v8is10/85850.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Hernández-de-Menéndez, Marcela, and Ruben Morales-Menendez. "Current Trends in Competency Based Education." World Journal of Engineering and Technology 04, no. 03 (2016): 193–99. http://dx.doi.org/10.4236/wjet.2016.43d023.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Tanner, Christine A. "Competency-Based Education: The New Panacea?" Journal of Nursing Education 40, no. 9 (December 2001): 387–88. http://dx.doi.org/10.3928/0148-4834-20011201-03.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Norman, Geoff, John Norcini, and Georges Bordage. "Competency-Based Education: Milestones or Millstones1?" Journal of Graduate Medical Education 6, no. 1 (March 1, 2014): 1–6. http://dx.doi.org/10.4300/jgme-d-13-00445.1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Cuervo, Andrés Correal, Ángela Carolina Bernal Álvarez, Juan Sebastián Cely Bottía, and Sandra Patricia Corredor Gamba. "Competency-based training in higher education." South Florida Journal of Development 2, no. 4 (September 20, 2021): 6024–44. http://dx.doi.org/10.46932/sfjdv2n4-080.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The change of contexts in university education refers to the academic and professional experiences that are combined during the academic course and that can complement the competency-based education provided by Higher Education Institutions, generating an important change from the pedagogical and didactic point of view that directly intervenes in the professional performance. From this work, the perception of the graduates of the University of Boyacá on the general competences applied in their professional performance is investigated. A descriptive-exploratory study was carried out, from an interpretative paradigm through a sequential method. For this purpose, 881 graduates of the 2017-10, 2016-10, 2014-10 and 2012-10 cohorts of the 21 undergraduate academic programs participated in the research. Among the results, satisfaction on the part of the graduates in the acquisition of general competencies applied to their professional performance in accordance with the institutional graduation profile stands out, with the most mastered competencies being leadership and change management and ethical-citizenship. In summary, these results point to possible lines of action to enhance the acquisition of general competencies within the academic programs, and consequently align the institutional graduate profile. El cambio de contextos en la formación universitaria alude a las experiencias académicas y profesionales que son combinadas durante el transcurrir académico y que pueden complementar la formación basada en competencias impartida por las Instituciones de Educación Superior, generando un cambio importante desde el punto de vista pedagógico y didáctico que interviene directamente en el desempeño profesional. Desde este trabajo se indaga la percepción de los egresados de la Universidad de Boyacá sobre las competencias generales aplicadas en su desempeño profesional. Se realizó un estudio descriptivo-exploratorio, desde un paradigma interpretativo a través de un método secuencial. Para ello, han participado en la investigación 881 egresados de las cohortes 2017-10, 2016-10, 2014-10 y 2012-10 de los 21 programas académicos de pregrado. Entre los resultados se destaca satisfacción por parte de los egresados en la adquisición de competencias generales aplicadas a su desempeño profesional acordes con el perfil de egreso institucional, siendo las competencias más dominadas liderazgo y manejo del cambio y ético-ciudadanas. En síntesis, estos resultados señalan las posibles líneas de actuación para potenciar la adquisición de competencias generales al interior de los programas académicos, y en consecuencia alinear el perfil de egreso institucional.