The Use and Abuse of a Competency Standards Framework in Australia: a comparative perspective

Curtain, Richard; Hayton, Geoff

doi:10.1080/0969594950020206

Assessment in Education: Principles, Policy & Practice

1995

DOI: 10.1080/0969594950020206

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The Use and Abuse of a Competency Standards Framework in Australia: a comparative perspective

Richard Curtain

Geoff Hayton

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AMEE Guide No. 14: Outcome-based education: Part 5-From competency to meta-competency: a model for the specification of learning outcomes

Harden¹

1999

Medical Teacher

319

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Increased attention is being paid to the specification of learning outcomes.This paper provides a framework based on the three-circle model: what the doctor should be able to do ('doing the right thing'), the approaches to doing it ('doing the thing right') and the development of the individual as a professional ('the right person doing it').Twelve learning outcomes are specified, and these are further subdivided.The different outcomes have been defined at an appropriate level of generality to allow adaptability to the phases of the curriculum, to the subject matter, to the instructional methodology and to the students' learning needs. Outcomes in each of the three areas have distinct underlying characteristics.They move from technical competences or intelligences to meta-competences including academic, emotional, analytical, creative and personal intelligences. The Dundee outcome model offers an intuitive, user-friendly and transparent approach to communicating learning outcomes. It encourages a holistic and integrated approach to medical education and helps to avoid tension between vocational and academic perspectives.The framework can be easily adapted to local needs. It emphasizes the relevance and validity of outcomes to medical practice.The model is relevant to all phases of education and can facilitate the continuum between the different phases. It has the potential of facilitating a comparison between different training programmes in medicine and between different professions engaged in health care delivery.

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AMEE Guide No. 14: Outcome-based education: Part 5-From competency to meta-competency: a model for the specification of learning outcomes

Harden¹

1999

Medical Teacher

319

View full text Add to dashboard Cite

show abstract

Assessing, Recording and Reporting Students’ Educational Progress: the case for ‘subject profiles’

Rowe

Hill

1996

Assessment in Education: Principles, Policy & Practice

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Lessons from New Zealand's National Qualifications Framework

Philips¹

2003

Journal of Education and Work

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The Use and Abuse of a Competency Standards Framework in Australia: a comparative perspective

Cited by 3 publications

References 3 publications

AMEE Guide No. 14: Outcome-based education: Part 5-From competency to meta-competency: a model for the specification of learning outcomes

AMEE Guide No. 14: Outcome-based education: Part 5-From competency to meta-competency: a model for the specification of learning outcomes

Assessing, Recording and Reporting Students’ Educational Progress: the case for ‘subject profiles’

Lessons from New Zealand's National Qualifications Framework

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