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Artículos de revistas sobre el tema "Competency based education"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 29 de julio de 2024

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1

Holubnycha, Liudmyla, Tetiana Shchokina, Natalia Soroka y Tetiana Besarab. "Development of Competency-Based Approach to Education". Educational Challenges 27, n.º 2 (17 de octubre de 2022): 54–65. http://dx.doi.org/10.34142/2709-7986.2022.27.2.04.

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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.

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2

Oroszi, Terry. "Competency-Based Education". Creative Education 11, n.º 11 (2020): 2467–76. http://dx.doi.org/10.4236/ce.2020.1111181.

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Schmaus, Diane C. "Competency-Based Education". AORN Journal 45, n.º 2 (febrero de 1987): 474–82. http://dx.doi.org/10.1016/s0001-2092(07)68360-4.

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King, Spencer B. "Competency-Based Education". JACC: Cardiovascular Interventions 8, n.º 2 (febrero de 2015): 374–75. http://dx.doi.org/10.1016/j.jcin.2014.12.219.

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5

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

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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.

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Baxi, Gaurang y Tushar Palekar. "Competency-based physiotherapy education". Indian Journal of Physical Therapy and Research 2, n.º 2 (2020): 144. http://dx.doi.org/10.4103/ijptr.ijptr_13_20.

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Dwyer, Tim, Sara Wright, Kulamakan M. Kulasegaram, John Theodoropoulos, Jaskarndip Chahal, David Wasserstein, Charlotte Ringsted, Brian Hodges y Darrell Ogilvie-Harris. "Competency-Based Medical Education". Journal of Bone and Joint Surgery-American Volume 97, n.º 23 (diciembre de 2015): 1985–91. http://dx.doi.org/10.2106/jbjs.o.00252.

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Mujawar, Nilofer. "Competency based medical education". Journal of Education Technology in Health Sciences 9, n.º 2 (15 de septiembre de 2022): 29–30. http://dx.doi.org/10.18231/j.jeths.2022.008.

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Sharma, Pawan Kumar, Omprakash Swami y Hemant Tyagi. "COMPETENCY-BASED EDUCATION MANAGEMENT". GFNPSS GLOBAL NURSING JOURNAL OF INDIA 4, n.º II (9 de octubre de 2021): 319. http://dx.doi.org/10.46376/gnji/4.ii.2021.319-320.

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Kovaichelvan, V. "Competency-based engineering education". International Journal of Indian Culture and Business Management 8, n.º 2 (2014): 253. http://dx.doi.org/10.1504/ijicbm.2014.059213.

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Carnethon, Mercedes R., Leah C. Neubauer y Philip Greenland. "Competency-Based Postdoctoral Education". Circulation 139, n.º 3 (15 de enero de 2019): 310–12. http://dx.doi.org/10.1161/circulationaha.118.037494.

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Elam, Jimmy H. "Competency-based optometric education". Optometry - Journal of the American Optometric Association 75, n.º 2 (febrero de 2004): 75–78. http://dx.doi.org/10.1016/s1529-1839(04)70017-2.

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Marple, Bradley F. "Competency-Based Resident Education". Otolaryngologic Clinics of North America 40, n.º 6 (diciembre de 2007): 1215–25. http://dx.doi.org/10.1016/j.otc.2007.07.003.

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14

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

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Polis, Sharon Lee. "Competency-Based Laser Education". AORN Journal 55, n.º 2 (febrero de 1992): 567–72. http://dx.doi.org/10.1016/s0001-2092(07)68618-9.

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16

Albanese, Robert. "Competency‐based Management Education". Journal of Management Development 8, n.º 2 (febrero de 1989): 66–76. http://dx.doi.org/10.1108/eum0000000001343.

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17

Chow, Benjamin J. W., Ali Alenazy, Gary Small, Andrew Crean, Yeung Yam, Rob S. Beanlands, Owen Clarkin, Michael Froeschl, Terrence D. Ruddy y Alomgir Hossain. "Competency-Based Medical Education". JACC: Cardiovascular Imaging 12, n.º 12 (diciembre de 2019): 2505–13. http://dx.doi.org/10.1016/j.jcmg.2019.09.021.

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18

Ilahi, Mounira, Lilia Cheniti Belcadhi y Rafik Braham. "Semantic Models for Competence-Based Assessment". International Journal of Human Capital and Information Technology Professionals 5, n.º 3 (julio de 2014): 33–46. http://dx.doi.org/10.4018/ijhcitp.2014070103.

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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.

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19

Chuenjitwongsa, S., R. G. Oliver y A. D. Bullock. "Competence, competency-based education, and undergraduate dental education: a discussion paper". European Journal of Dental Education 22, n.º 1 (1 de junio de 2016): 1–8. http://dx.doi.org/10.1111/eje.12213.

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20

Moon, Yong-lin. "Education reform and competency-based education". Asia Pacific Education Review 8, n.º 2 (agosto de 2007): 337–41. http://dx.doi.org/10.1007/bf03029267.

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Nascimento, Fábio A., Hong Gao, Roohi Katyal, Rebecca Matthews, Samantha V. Yap, Stefan Rampp, William O. Tatum, Roy E. Strowd y Sándor Beniczky. "Education Research: Competency-Based EEG Education". Neurology: Education 2, n.º 4 (17 de octubre de 2023): e200094. http://dx.doi.org/10.1212/ne9.0000000000200094.

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Background and ObjectivesWe recently published expert consensus-based curricular objectives for routine EEG (rEEG) interpretation for adult and child neurology residents. In this study, we used this curriculum framework to develop and validate an online, competency-based, formative and summative rEEG examination for neurology residents.MethodsWe developed an online rEEG examination consisting of a brief survey and 30 multiple-choice questions covering EEG learning objectives for neurology residents in 4 domains: normal, abnormal, normal variants, and artifacts. Each question contained a deidentified EEG image, displayed in 2 montages (bipolar and average), reviewed and optimized by the authors to address the learning objectives. Respondents reported their level of confidence (LOC, 5-point Likert scale) with identifying 4 categories of EEG findings independently: states of wakefulness/sleep, sleep structures, normal variants, and artifacts. Accuracy and item discrimination were calculated for each question and LOC for each category. The test was disseminated by the International League Against Epilepsy and shared on social media.ResultsOf 2,080 responses, 922 were complete. Respondents comprised clinical neurophysiologists/experts (n = 41), EEG/epilepsy clinical fellows (n = 211), EEG technologists (n = 128), attending neurologists (n = 111), adult neurology residents (n = 227), child neurology residents (n = 108), medical students (n = 24), attending non-neurologists (n = 18), and others (n = 54). Mean overall scores (95% CI) were 82% (77–86) (clinical neurophysiologists), 81% (79–83) (clinical fellows), and 72% (70–73) (adult and child neurology residents). Experts were more confident than clinical fellows in all categories but sleep structures. Experts and clinical fellows were more confident than residents in all 4 categories. Among residents, accuracy and LOC increased as a function of prior EEG weeks of training. Accuracy improved from 67% (baseline/no prior EEG training) to 77% (>12 prior EEG weeks). More than 8 weeks of EEG training was needed to reach accuracy comparable with clinical neurophysiologists on this rEEG examination. Increase in LOC was slower and less robust than increase in accuracy. All but 3 questions had a high discrimination index (>0.25).DiscussionThis online, competency-based rEEG examination, mapped to a published EEG curriculum, has excellent psychometrics and differentiates experienced EEG readers from adult and child neurology residents. This online tool has the potential to improve resident EEG education worldwide.

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Koshanova, Danagul, Alma Zakirova y Aidana Tynyshkali. "Individual education: Competency-based personalized learning paths". Scientific Herald of Uzhhorod University Series Physics, n.º 56 (28 de marzo de 2024): 2106–14. http://dx.doi.org/10.54919/physics/56.2024.210sp6.

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Relevance. A competence-focused strategy in education necessitates the proactive involvement of learners in their professional development, aiming to build essential skills for future challenges. This research is highly relevant due to the importance of forming a competence-based approach in education and implementing personalised learning trajectories in the modern education system. Purpose. This study aims to assess the feasibility of forming an individual trajectory of education based on a competence-oriented strategy within the contemporary educational framework. It also aims to evaluate the prospects and expected effectiveness of such an approach in the realities of the current education system, which are important in its main trends. Methodology. The study involved qualitative and analytical analysis of students from the Master's program in Smart City: New Technologies at L. N. Gumilyov Eurasian National University. Results. One of the study's main outcomes is developing a theoretical model for the individualised learning route based on the competency approach. Additionally, it lays out the prerequisites for developing the unique educational trajectory that is built upon this methodology. Conclusions. The outcomes of this study are of considerable interest due to their assessment of the real prospects for introducing a competency-based approach into the methodology of forming an individual trajectory in the existing educational system. This research highlights the potential benefits of a competency-based approach in improving the quality of education by making learning more personalised and relevant to individual needs. Implementing these strategies can contribute significantly to the qualitative development of the education system, benefiting both students and educators. The study provides a foundation for future research and practical applications in educational planning and curriculum development. Keywords: education system; professional competencies; educational institution; personality formation

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23

Hubby, Rifqi Syauqi, Diding Nurdin y Asep Suryana. "Competency-Based Education at a Madrasah Aliyah in Sumedang: Eliciting the Organized Programs". AL-ISHLAH: Jurnal Pendidikan 14, n.º 2 (14 de junio de 2022): 2075–86. http://dx.doi.org/10.35445/alishlah.v14i2.1576.

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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.

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Georgieva, Vesselina. "“My Street” – Project-Based Learning in Mathematics in First Grade". Vocational Education 24, n.º 3 (24 de junio de 2021): 263–75. http://dx.doi.org/10.53656/voc22-361moia.

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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.

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Khoeriah, N. Dede, Zulfa Rahmah Effendi, Eka Yuli Astuti y Yuli Sutoto Nugroho. "A Project-Based Learning at University: Preparing Special Education Teachers". Journal of Education for Sustainability and Diversity 3, n.º 1 (5 de julio de 2024): 112–25. http://dx.doi.org/10.57142/jesd.v3i1.105.

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Project Based Learning (PBL) is a student-oriented learning approach based on activities or projects. This study aims to describe the PBL learning model for students in vocational education courses for children with intellectual disabilities. This research focuses on vocational learning for students with modality-based intellectual disabilities; syntax implementation in the PBL model and lesson plans. The research method used is descriptive qualitative. The results showed that through PBL learning there was an increase in student competence in the following aspects: 1) Understanding of the concept of the PBL learning model; 2) the ability to analyze Competencies, especially the mapping of competency units from the Special Competency Standards for Persons with Disabilities in accordance with aspects of knowledge and skills in Competencies; 3) competency in compiling task analysis; 4) competence in understanding the modalities of students with intellectual disabilities. Therefore, the PBL learning model strategy needs to be continuously implemented to form good competence for students as prospective special education teachers.

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Schilling, Jim F. y J. Randall Koetting. "Underpinnings of Competency-Based Education". Athletic Training Education Journal 5, n.º 4 (1 de octubre de 2010): 165–69. http://dx.doi.org/10.4085/1947-380x-5.4.165.

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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.

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Powell, Deborah E. y Carol Carraccio. "Toward Competency-Based Medical Education". New England Journal of Medicine 378, n.º 1 (4 de enero de 2018): 3–5. http://dx.doi.org/10.1056/nejmp1712900.

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Harden, Ronald M. "Progression in competency-based education". Medical Education 48, n.º 8 (9 de julio de 2014): 838. http://dx.doi.org/10.1111/medu.12500.

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Carraccio, Carol, Robert Englander, Elaine Van Melle, Olle ten Cate, Jocelyn Lockyer, Ming-Ka Chan, Jason R. Frank y Linda S. Snell. "Advancing Competency-Based Medical Education". Academic Medicine 91, n.º 5 (mayo de 2016): 645–49. http://dx.doi.org/10.1097/acm.0000000000001048.

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Ebert, Thomas J. y Chris A. Fox. "Competency-based Education in Anesthesiology". Anesthesiology 120, n.º 1 (1 de enero de 2014): 24–31. http://dx.doi.org/10.1097/aln.0000000000000039.

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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.

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Whitcomb, Michael E. "More on Competency-Based Education". Academic Medicine 79, n.º 6 (junio de 2004): 493–94. http://dx.doi.org/10.1097/00001888-200406000-00001.

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Nodine, Thad y Sally M. Johnstone. "Competency-Based Education: Leadership Challenges". Change: The Magazine of Higher Learning 47, n.º 4 (4 de julio de 2015): 61–66. http://dx.doi.org/10.1080/00091383.2015.1060101.

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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, n.º 3 (julio de 1991): 177–82. http://dx.doi.org/10.1177/088840649101400304.

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Eaton, J. S. "Accreditation and competency-based education". Journal of Competency-Based Education 1, n.º 1 (abril de 2016): 12–16. http://dx.doi.org/10.1002/cbe2.1006.

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Oermann, Marilyn H. "Competency-Based Education in Nursing". Nurse Educator 48, n.º 2 (marzo de 2023): 108–9. http://dx.doi.org/10.1097/nne.0000000000001366.

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Wu, Velyn, Mary Theobald, Randolf Pearson, Stephanie Matosich y Randolf Pearson. "Competency-Based Medical Education in Residency Education". Family Medicine 56, n.º 2 (1 de febrero de 2024): 144. http://dx.doi.org/10.22454/fammed.2024.369809.

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Kumari, Sneha. "Competency Based Medical Education and its Application in Biochemistry". International Journal of Healthcare Education & Medical Informatics 6, n.º 2 (26 de noviembre de 2019): 7–9. http://dx.doi.org/10.24321/2455.9199.201906.

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., Hasnawati. "KOMPETENSI GURU DALAM PERSFEKTIF PERUNDANG - UNDANGAN". Inspiratif Pendidikan 9, n.º 1 (11 de junio de 2020): 68. http://dx.doi.org/10.24252/ip.v9i1.14125.

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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.

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Tambak, Syahraini, Siti Marwiyah, Desi Sukenti, Ilyas Husti y Zamsiswaya Zamsiswaya. "Problem-based learning methods: Is it effective for developing madrasa teacher social competence in teaching?" Journal of Education and Learning (EduLearn) 17, n.º 3 (1 de agosto de 2023): 342–53. http://dx.doi.org/10.11591/edulearn.v17i3.20796.

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Developing social competence of madrasa teachers is increasingly popular in the classroom, but of these teachers, mixed results (without clear reasons) are reported. This study aims to see if increasing the use of problem-based learning (PBL) by madrasa aliyah or senior high school teachers in Indonesia increases their social competency in education. This study employed a quasi-experimental technique and data from PBL intervention program to investigate how PBL is connected with teacahers’ social competency and was analyzed using a t-test. In general, the social competence of madrasa teachers is solely treated as a predictor of the practice of teaching Islamic religious education. Still, we discovered that the greater use of PBL in learning can favorably affect the social competence of madrasa teachers. PBL is positively associated with student involvement and teaching in learning among the madrasa teacher social competency subscales. However, according to data analysis, students’ favorable responses to Islamic religious education learning practices can moderate the link between PBL and the social competency of madrasa instructors. This study has significance for the PBL model’s growth in strengthening the social competency of madrasa teachers learning Islamic religious education.

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Malczyk, Benjamin Robert. "Competency-Based Education and Waiver Exams in Social Work Education". Journal of Baccalaureate Social Work 24, n.º 1 (1 de enero de 2019): 197–209. http://dx.doi.org/10.18084/1084-7219.24.1.197.

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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.

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Mulcahy, Dianne. "Turning the contradictions of competence: competency-based training and beyond". Journal of Vocational Education & Training 52, n.º 2 (junio de 2000): 259–80. http://dx.doi.org/10.1080/13636820000200120.

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Capulis, Sergejs, Valerijs Dombrovskis, Svetlana Guseva y Alona Korniseva. "Trend Analysis of Professional Competences of Sports Teachers and Coaches". Pedagogika-Pedagogy 95, n.º 8 (18 de octubre de 2023): 1054–69. http://dx.doi.org/10.53656/ped2023-8.5.

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Current reforms in the Latvian general education system, which require switching to competence-based learning, have determined the topicality of the study. An interesting issue is the development of basic professional competences of working educators. Thus, the research aim is a comparative study of manifestations of professional competence in Latvian sports teachers and coaches. The research method used was Medvedeva’s Teacher General Education Competences Survey (TGECS), which contains 46 items combined into 5 professional competency scales: project development; organizational; student achievement and education problem monitoring; interaction in the education process, and professional self-improvement. Based on the results obtained, professional competence profiles of sports teachers and coaches are suggested. High professional competence scores were established for coaches. Important profile features of professional competence are organizational and interaction competences. For both sports teachers and coaches, the monitoring competence shows lower scores.

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Wibowo, Pangarso Ari, Tri Kuat y Muhammad Sayuti. "Integrated learning based on competence in vocational high school". Journal of Vocational Education Studies 1, n.º 2 (1 de noviembre de 2018): 71. http://dx.doi.org/10.12928/joves.v1i2.699.

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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.

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Mikelsone, Ilze, Jana Grava y Vineta Pole. "Pre-school Teachers' professional development needs concerning competency-based teaching". Cypriot Journal of Educational Sciences 17, n.º 1 (31 de enero de 2022): 306–19. http://dx.doi.org/10.18844/cjes.v17i1.6716.

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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

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BOUKHENTACHE, Slimane. "Operationalization of Competency-Based Approach: From Competency-Based Education to Integration Pedagogy". Arab World English Journal 7, n.º 4 (15 de diciembre de 2016): 439–52. http://dx.doi.org/10.24093/awej/vol7no4.27.

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

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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.

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Iobst, William F., Jonathan Sherbino, Olle Ten Cate, Denyse L. Richardson, Deepak Dath, Susan R. Swing, Peter Harris, Rani Mungroo, Eric S. Holmboe y Jason R. Frank. "Competency-based medical education in postgraduate medical education". Medical Teacher 32, n.º 8 (27 de julio de 2010): 651–56. http://dx.doi.org/10.3109/0142159x.2010.500709.

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Bylaitė-Šalavėjienė, Danguolė y Adela García-Aracil. "Promoting competency-based education in Belarusian Higher Education". Socialinis ugdymas 51, n.º 1 (14 de febrero de 2020): 24–32. http://dx.doi.org/10.15823/su.2019.51.2.

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Boyer, Naomi y Kathy Bucklew. "Competency‐based education and higher education enterprise systems". Journal of Competency-Based Education 4, n.º 1 (28 de febrero de 2019): e01180. http://dx.doi.org/10.1002/cbe2.1180.

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Song, Young-Ok, Haeyoung Kim, Yunyoung Nam, Kwisoon Choe y Jeongmin Ha. "Effects of a Competency-Based Education Program for Inpatient Psychiatric Nurses: A Pre-Post Intervention Study". Journal of Korean Academy of psychiatric and Mental Health Nursing 31, n.º 1 (31 de marzo de 2022): 80–87. http://dx.doi.org/10.12934/jkpmhn.2022.31.1.80.

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Purpose: This study aimed to develop a competency-based educational program for strengthening the competency of psychiatric nurses and evaluate its effects.Methods: The study used a quasi-experimental design. Participants included 64 psychiatric nurses in South Korea: 33 nurses (32 females, 1 male) in the experimental group and 31 nurses (26 females, 5 males) in the control group. A competency-based education program for psychiatric nurses was developed through a literature review and discussion with 12 experts. The program addressed eight topics and provided 24 hours of education over 4 days, for 6 hours each day. The collected data via questionnaires were analyzed statistically.Results: The education program enhanced overall clinical nursing competence and strengthened professional self-growth competence. The management and teaching competencies of both the experimental and the control groups also increased significantly.Conclusion: The findings of this study presented an educational program to strengthen the clinical competency of psychiatric nurses and it was proven that the education had a capacity-building effect.

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