جستجوی مقالات مرتبط با کلیدواژه « Competency Based Education » در نشریات گروه « پزشکی »

From the past to the present, the traditional lecturing method has been the usual and preferred method for teaching, and instructors use learner-oriented methods such as group discussion less due to reasons such as being time-consuming and low-experienced in both groups of learners and professors in this regard.

The present study was conducted to compare the effect of implementing the competency-based education model on the clinical skills among midwifery students.

This study was semi-experimental; the samples consisted of 34 midwifery students randomly assigned to two experimental and control groups. The procedures of pelvic examination, Leopold maneuvers, and suturing were taught in the form of competency-based education during six 60-minute sessions for the experimental group, and the control group was trained according to the conventional method. The required information was collected by the triple skills checklist, and finally, the data were analyzed using descriptive statistics and analysis of covariance (ANCOVA) test in SPSS software.

After the intervention, in the experimental and control groups, the pelvic examination skill scores were 38.00 ± 8.41 and 20.76 ± 7.91, the Leopold maneuvers scores were 35.40 ± 6.29 and 23.18 ± 6.73, and the suturing scores were reported as 30.71 ± 6.93 and 22.12 ± 9.58, respectively (P < 0.050). The results of the ANCOVA test showed that competency-based education affected learning the pelvic examination skill with an effect size of 0.893, suturing with an effect size of 0.644, and Leopold maneuvers with an effect size of 0.860.

Given that students’ skill needs are considered in detail in the competency-based model and are accompanied by continuous evaluation and feedback, they can affect clinical learning. Based on the obtained results, it is suggested that instructors and professors use the competency-based education method as a strategy in addition to the conventional method for teaching professional skills in midwifery.

 From the past to the present, the traditional lecturing method has been the usual and preferred method for teaching, and instructors use learner-oriented methods such as group discussion less due to reasons such as being time-consuming and low-experienced in both groups of learners and professors in this regard.

 The present study was conducted to compare the effect of implementing the competency-based education model on the clinical skills among midwifery students.

 This study was semi-experimental; the samples consisted of 34 midwifery students randomly assigned to two experimental and control groups. The procedures of pelvic examination, Leopold maneuvers, and suturing were taught in the form of competency-based education during six 60-minute sessions for the experimental group, and the control group was trained according to the conventional method. The required information was collected by the triple skills checklist, and finally, the data were analyzed using descriptive statistics and analysis of covariance (ANCOVA) test in SPSS software.

 After the intervention, in the experimental and control groups, the pelvic examination skill scores were 38.00 ± 8.41 and 20.76 ± 7.91, the Leopold maneuvers scores were 35.40 ± 6.29 and 23.18 ± 6.73, and the suturing scores were reported as 30.71 ± 6.93 and 22.12 ± 9.58, respectively (P < 0.050). The results of the ANCOVA test showed that competency-based education affected learning the pelvic examination skill with an effect size of 0.893, suturing with an effect size of 0.644, and Leopold maneuvers with an effect size of 0.860.

 Given that students’ skill needs are considered in detail in the competency-based model and are accompanied by continuous evaluation and feedback, they can affect clinical learning. Based on the obtained results, it is suggested that instructors and professors use the competency-based education method as a strategy in addition to the conventional method for teaching professional skills in midwifery.

As the field of health policy and systems research (HPSR) continues to grow, there is a recognition of the need for training in HPSR. This aspiration has translated into a multitude of teaching programmes of variable scope and quality, reflecting a lack of consensus on the skills and practices required for rigorous HPSR. The purpose of this paper is to identify an agreed set of core competencies for HPSR researchers, building on the previous work by the Health Systems Global (HSG) Thematic Working Group on Teaching & Learning.

Our methods involved an iterative approach of four phases including a literature review, key informant interviews and group discussions with HPSR educators, and webinars with pre-post surveys capturing views among the global HPSR community. The phased discussions and consensus-building contributed to the evolution of the HPSR competency domains and competencies framework.

Emerging domains included understanding health systems complexity, assessing policies and programs, appraising data and evidence, ethical reasoning and practice, leading and mentoring, building partnerships, and translating and utilizing knowledge and HPSR evidence. The development of competencies and their application were often seen as a continuous process spanning evidence generation, partnering, communicating and helping to identify new critical health systems questions.

The HPSR competency set can be seen as a useful reference point in the teaching and practice of high-quality HPSR and can be adapted based on national priorities, the particularities of local contexts, and the needs of stakeholders (HPSR researchers and educators), as well as practitioners and policy-makers. Further research is needed in using the core competency set to design national training programmes, develop locally relevant benchmarks and assessment methods, ad evaluate their use in different settings.

The traditional education strategy is insufficient to meet the demands of dynamically changing medical science and the fastgrowing medical field. The present Competency-Based Medical Curriculum for medical undergraduates in India emphasizes acquisition of a set of competencies for self-directed learning (SDL) through an explicit approach and dedicated teaching hours in the disciplines which gives the opportunity to develop skills for developing lifelong learners. Self-directed learning cuts across all domains of learning and has a significant potential in shaping transformational learning experiences. The concepts of SDL are based on adult learning principles and experiential learningfostering skills for lifelong learning. In view of the paradigm changes in the new curriculum, it is imperative to understand the basic concepts and the methods for effective practice of SDL in the new curriculum. Faculty development for SDL, ensuring the availability of resources, harnessing the power of information technology, and integrating cognitive and affective assessment strategies enhance the effectiveness of SDL. We revisited the literature, and critically summarize our views on the theory-topractice concepts of self-directed learning. The article discusses the basic concept of SDL, implementation strategies, and evaluation of self-directed learning.

Competency-based medical education (CBME) was introduced in India in 2019 to transform the educational environment. Students’ perspectives are vital to incorporate positive changes and ameliorate shortcomings as important stakeholders. The authors have tried to capture these perceptions in the study.

A cross-sectional study was conducted between August 2020 and May 2021 with randomly selected undergraduate student volunteers at a government medical college in Delhi, India. In all, 50 students were included from the first year enrolled in a competencybased curriculum and 50 from the second year studying a traditional curriculum. The Dundee Ready Education Environment Measure (DREEM) was used to evaluate the perceptions of the educational environments.

Perception of learning (PL) showed a more positive response among the first-year students (using CBME) with a mean score of 32.18±6.32 in comparison to the second-year students following the traditional curriculum with a mean score of 29.04±7.29 (P=0.04). Total score, PL, students’ perception of teachers/teaching (PT), and academic self-perception (ASP) (P=0.03,<0.01, 0.02, 0.05 respectively), were higher in day-scholars in comparison to those who stayed in college-based housing (hostellers). Overall, no gender differences were seen.

Better PL, a reduction in problem areas, and a favorable environment in day scholars compared to hostellers were all seen in students following the CBME method. Perceptions of the two groups of students concerning support systems and other aspects such as students irritating teachers, cheating, and perceived boredom were different. This analysis of the educational environment can serve as helpful feedback to curriculum designers.

In line with the World Health Organization's goal of improving the community oral health, Iranian oral health policymakers have integrated dental public health (DPH) courses into the latest dental curriculum to improve the students' competencies. The aim of the current study was to evaluate DPH competency of senior dental students of Shahid Beheshti University of Medical Sciences according tothe specified educational objectives.

In this cross-sectional study, 195 senior dental students (enrolled in 2014-2015) completed a standardized online questionnaire. The instrument included demographic information as well as 31 statements about 10 domains of DPH. The participants self-assessed the level of their competency on a Likert scale of 0 to 10 for each statement; zero indicating "not competent at all", and 10 indicating "fully competent". The mean score was calculated for each domain. SPSS version 21 was used for data analysis by independent samples t-test, one-way ANOVA, and repeated measures ANOVA.

The sum of scores for each participant ranged from 63 to 310, with a mean of 216.68±43.69. Students were most competent in "providing preventive dental care" (8.22±1.59), "adherenceto professional ethics" (7.56±1.68), and" understanding the determinants of oral health" (7.50±1.52). They were least competent in "understanding the components and functions of the healthcare system" (5.96±2.06), "planning" (6.06±2.45), and "oral health research" (6.24±2.44). Female students had a significantly higher mean score (223.30±38.21) than male students (207.15±49.25; P=0.011).

Failure to achieve the desired competency in domains such as "understanding the components and functions ofthe healthcare system," "planning," and "oral health research" indicates the need for a revision in the content, teaching methods, or both, focusing on the aforementioned areas.

The pharmaceutical profession has long been recognized as one of the key components of health systems. Pharmacists are playing roles in various aspects of health care, including production, distribution, and rational monitoring of drug use by patients. The training of efficient manpower is one of the most important goals of those in charge of training in this discipline. Because of different challenges that pharmacy education is facing including its inadequacy for professional directing, irrelevancy to future roles, improper position of pharmacists in the health system, and lack of many pharmacy-based services, education professionals agree on the need to revise the curriculum. It is necessary to obtain comprehensive information on the current state of pharmacy education before revision and reform, and act based on shreds of evidence and domestic priorities. In this article, we aim to explain the necessity of revision of pharmacy education and pharmacy curriculum as its core. We try to explain our idea of the corrective plan and the considerations.

CONTEXT:

The general dentist must not only have a broad biomedical and clinical education but also be able to demonstrate professional and ethical behavior as well as effective communication and interpersonal skills. In addition he or she must have the ability to evaluate and utilize emerging technologies, continuing professional development opportunities, and problem-solving and critical thinking skills to effectively address current and future issues in health care. But the extent to which the core competencies are taught and the students' level of proficiency in these competencies in Indian scenario is to be explored at large.

The present study aims at assessing the self-perceived level of competencies and their importance for future practice and the extent to which the competencies are taught in the curriculum among interns of dental college in Pondicherry, India.
SETTINGS AND DESIGN: The cross-sectional observational study was conducted among dental interns of Indira Gandhi Institute of Dental Sciences, Pondicherry.

SUBJECTS AND METHODS:

A total of 72 interns participated in the study. A short version of the Freiburg Questionnaire to Assess Competencies in Medicine” was used in this study. Questionnaire has three sections with same set of questions, which the student had to rate: (i) To what extent do you have the following competencies at your disposal? (ii) To what extent will your future job require the following competencies? and (iii) To what extent is competencies taught to you? After the results were obtained a focused group discussion with the responders was done. Focused group discussion consisted of open questions to the groups in all the four domains and the responses of the students were scribed.

In all four domains, self-perceived level of competency was not satisfactory. However, all students stated that the competencies were highly relevant for their future practice. Despite this, most of the competencies are not taught to necessary extent in the curriculum. The results of the present survey revealed that the participating students perceived deficiencies in all domains of competencies.

These results indicate that the core competencies are still barely integrated into dental curricula and that further research in this field is needed.

Health promotion competencies were defined as a combination of the essential knowledge, abilities, skills and values necessary for the practice of health promotion. The aim of this study was to assess the extent to which health promotion core competencies has been integrated in higher education (undergraduate and postgraduate) curricula of ministry of health and medical education in Iran.

In this qualitative content analysis, all the curricula of ministry of health and medical education of Iran were checked for the presence of courses such as health education, promotion, communication, consultation and planning, etc. through a summative approach.

Totally 241 curricula were checked. In the most of study fields, there were not the courses improving their competencies that constitute a common baseline for their health promotion roles especially in professional doctorate (medicine, pharmacy and dentistry) degrees.

Health promotion core competencies should be identified and considered in developing educational curricula for all health practitioners as an essential component of developing and strengthening workforce capacity to ensure quality health promotion practice.