The changing concept of competence and categorisation of learning outcomes in Europe: Implications for the design of higher education radiography curricula at the European level

Castillo, Joseph; Caruana, Carmel J.; Wainwright, David

doi:10.1016/j.radi.2010.12.008

Cited by 20 publications

(16 citation statements)

References 31 publications

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“…[11,25] They suggest that competency is not an end in itself, but constitutes a process of lifelong learning reinforced through continuing education during a health professional's career. [26] Initial education cannot ensure the acquisition of sufficient knowledge and skills for a lifetime of practice.…”

Section: Competency For Professional Emancipationmentioning

confidence: 99%

“…According to some, competence is a minimum observable performance. [11,12] For others, performance is opposed to competence, with the former representing what a person is able to do when exposed to the actual conditions of a job and the latter as a potential capability in an ideal context. [13] This work appears conflicting and contextual issues surrounding the definitions of competency are barely discussed or solely presented as background information.…”

Section: Introductionmentioning

confidence: 99%

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Dichotomy and dialogue in conceptualizations of competency in health professionals’ education

Garneau

Lavoie

Grondin

2017

JNEP

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Most research on the definition of competency and its application in health professionals' education programs is focused on semantic matters, while contextual influences are rarely discussed or solely presented as background context. The aim of this article is to gain a comprehensive understanding of the issues raised by definitions of competency and to describe the contextual factors that have given rise to those definitions. This is achieved by presenting the results of a literature review that synthesized different conceptualizations of competency. We analyzed relevant literature listed in the CINAHL, Embase, MEDLINE, and PsycINFO databases as of 2015. The results show that authors define competency based on two diverging driving forces: one aimed at professional regulation and the other at professional emancipation. The analysis revealed common grounds between these perspectives. From these common grounds we discuss the possibility of conceptualizing competency on a continuum instead of perpetuating the dichotomized discourses presented in the current literature. The integration of both perspectives gives the opportunity to rethink policies, structures and strategies of professional education toward an integrated perspective of professional development situated in a lifelong learning enterprise, achieving both minimal professional standards and excellence in healthcare practices from initial education throughout a career.

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Section: Competency For Professional Emancipationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Dichotomy and dialogue in conceptualizations of competency in health professionals’ education

Garneau

Lavoie

Grondin

2017

JNEP

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“…A focus on defining competence has been used in order to facilitate improvements in the education and mobility of radiographers across the European Union. 2,3 Descriptions of both general and specific competences of radiographers are seen as necessary to achieve this objective. 2,3 In Sweden, the competence perspective has been adopted in a national initiative to define the required competences of radiographers.…”

Section: Introductionmentioning

confidence: 99%

“…2,3 Descriptions of both general and specific competences of radiographers are seen as necessary to achieve this objective. 2,3 In Sweden, the competence perspective has been adopted in a national initiative to define the required competences of radiographers. 4e6 Other studies of radiographers' practice have focused on professional identity, 7 role extension 8e12 and general aspects of radiographers' work process.…”

Section: Introductionmentioning

confidence: 99%

How do technical improvements change radiographers' practice – A practice theory perspective

2015

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“…Iako ishode najčešće formulišu nastavnici, sugeriše se da bi ih trebalo dizajnirati i iz ugla studenata, jer je to značajna karakteristika koja ih razlikuje od konvencionalnih obrazovnih ciljeva koji se definišu samo iz perspektive nastavnika. Ishode učenja treba da dostignu studenti (ovo implicira reč učenje u sintagmi ishodi učenja), a uloga nastavnika je da facilitira taj proces (Castillo, Caruana & Wainwright, 2011). Dakle, iako postoji niz različitih shvatanja o procesu kreiranja i definisanja ishoda učenja, elementima koje treba da sadrži, broju ishoda i sl., većina autora se slaže u vezi sa načinom njihovog definisanja i određenja na nivou predmeta.…”

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Pedagoški aspekti primene koncepta ishoda učenja u visokoškolskoj nastavi

Lungulov

2018

gff

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U radu se razmatra problematika definisanja, planiranja i upotrebe ishoda učenja u visokoškolskoj nastavi, kao jednog o ključnih aspekata nastavnog rada. Koncept ishoda učenja posebno je aktuelizovan Bolonjskim procesom i predstavlja značajan alat za planiranje nastavnog rada i kreiranje kurikuluma kao i za prepoznavanje stečenih znanja i veština studenata. Analizirani su relevantni dokumenti u okviru reforme visokog obrazovanja kojima se ističe značaj ishoda učenja za usaglašavanje različitih sistema visokog obrazovanja u okviru Evrope. Akcenat je stavljen na pedagoške implikacije upotrebe ishoda učenja i na njihov značaj za nastavni rad, posebno iz perspektive pristupa usmerenog na studenta. Dat je prikaz konkretnih uputstava i smernica za kreiranje i definisanje ishoda učenja. Prikazana je SOLO taksonomija kao jedna od značajnijih taksonomija za pisanje ishoda učenja u visokom obrazovanju i za procenjivanje usvojenih znanja i veština studenata. Rezultati ukazuju na to da ishodi učenja predstavljaju konstrukt koji omogućava nastavnicima efikasno planiranje i organizovanje nastave, kao i procenjivanje stečenog znanja i kompetencija studenata. Sa druge strane, studentima omogućava mobilnost na druge univerzitete, priznavanje stečenih kvalifikacija, priznavanje prethodnog učenja i dr. Zaključuje se da adekvatna implementacija ishoda učenja u nastavnu praksu, studijske programe i predmete u značajnoj meri utiče na kvalitet obrazovanja.

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The changing concept of competence and categorisation of learning outcomes in Europe: Implications for the design of higher education radiography curricula at the European level

Cited by 20 publications

References 31 publications

Dichotomy and dialogue in conceptualizations of competency in health professionals’ education

Dichotomy and dialogue in conceptualizations of competency in health professionals’ education

How do technical improvements change radiographers' practice – A practice theory perspective

Pedagoški aspekti primene koncepta ishoda učenja u visokoškolskoj nastavi

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