Competency-based education: programme design and challenges to implementation

Abstract

Early experience with implementing the UM-MHPE indicates that EPAs and competencies can provide a viable alternative to traditional courses and a vehicle for rigorous assessment. A high level of individualisation is feasible but carries with it significant costs and makes intentional community building essential. Most significantly, abandoning a time-based framework is a difficult innovation to implement in a university structure that is predicated on time-based education.

Developing a competency‐based education training programme for university tutors

“…When designing courses that integrate CBA, Gruppen et al. () note that, although a clear framework is provided by the underpinning philosophy of CBA, the implementation of CBA presents a number of challenges. For example, Gervais () argues that a considerable amount of time is required to develop competency‐based programs and that support from all key stakeholders including university staff and learners is crucial.…”

The Challenge and Opportunity of Competency‐Based Counselor Education

“…Gruppen et al () noted that accreditation requirements often focused on standardized content rather than on learner outcomes. However, contemporary counselor accreditation standards as defined by CACREP and counselor education programming are already focused on learner outcomes.…”

The Need and Curricula for Health Professions Education Graduate Programs

“…Typically, these programs are composed of 32 to 36 credits, with very prescriptive course work and few electives. There has also been experimentation with competency‐based education as a framework for the MHPE curriculum (Gruppen, Mangrulkar, & Kolars, 2012; Gruppen et al., 2016) and less intensive program frameworks, such as certificate programs (Henderson, Dalton, & Cartmel, 2016), and HPE Academies (Goh, Tan, Kamei, Koo, & Cook, 2015).…”