Toward an Understanding of Competency Identification and Assessment in Health Care Management

Calhoun, Judith G.; Davidson, Pamela L.; Sinioris, Marie E.; Vincent, Eric T; Griffith, John R.

doi:10.1097/00019514-200211010-00006

Cited by 96 publications

(70 citation statements)

References 9 publications

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“…26 Although variability in and confusion regarding the CBE lexicon still exists today, this issue has abated somewhat over the past decade of educational innovation with the increasing related body of work and research in the field, as well as the proliferation of competency models across the health professions at-large and public health specifically. The resulting definition and specification of educational standards for both student learning and related assessment techniques has also contributed to increased understanding and consensus.…”

Section: Discussion and Summarymentioning

confidence: 99%

“…Although there are a number of slightly different definitions, a "competency" is generally viewed as encompassing the full array of knowledge, skills, attitudes, and other characteristics (KSAOs) for completing a task or course of study or performing a job, rather than simply knowledge alone. [24][25][26] In its current Accreditation Standards, the Council on Education for Public Health (CEPH)-the independent agency which accredits public health schools and programs-continues to require curriculum content and coursework based on the five long-established core areas of public health knowledge (biostatistics, epidemiology, environmental health sciences, health services administration, and social and behavior sciences). 17 Like most current accrediting body standards, CEPH does not outline a standardized list of competencies required for public health professionals graduating from accredited programs and institutions.…”

Section: The Response To Datementioning

confidence: 99%

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Current State in U.S. Public Health Competency-Based Graduate Education

Wrobel

Finnegan

2011

Public Health Rev

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Calls for educational transformation by education and workforce leaders, as well as both governmental and professional organizations, have been resounding in the United States over the past decade. As a result, increased recognition of outcomes or competency-based education (CBE) has evolved across health professions education and training arenas. In public health specifically, the identification and specification of competencies related to the five long-standing, discipline-based core areas of knowledge in addition to seven cross-cutting interdisciplinary domains are now required for guiding accreditation, curriculum planning, and the measurement of student achievement in both graduate and undergraduate education. Nevertheless, full realization of CBE for potentially enhancing current educational practices, including both learning and assessment methodologies, remains in the early stages of adoption and curricular integration in both public health graduate education and the health professions at-large.This article provides an overview of the influences that have led to the consideration and development of strategies for promoting outcomes-based educational performance and accountability across post-secondary higher education in the US; evolving CBE pedagogy in public health graduate education; and experiences to date regarding success factors, barriers, and challenges encountered with the implementation of competency-based education. Recommendations for furthering educational transformation in public health are also discussed.

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Section: Discussion and Summarymentioning

confidence: 99%

Section: The Response To Datementioning

confidence: 99%

Current State in U.S. Public Health Competency-Based Graduate Education

Wrobel

Finnegan

2011

Public Health Rev

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“…Among these studies, Calhoun et al (2002) reviewed several taxonomies to classify and assess competences in the healthcare sector, citing the KSAV (knowledge, skills, attitudes and values) model as particularly suitable for healthcare management education. In line with the traditional classification (KSA, KSC), the extension to values has been proposed by Gagnè (1977), Stephenson and Weil (1992) and Barnett (1994), and has again been offered in the Expero4care model as a suitable classification for the deployment of competencies inside the set of indicators recommended for the evaluation.…”

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confidence: 99%

Evaluating the quality of the learning outcome in healthcare sector

Cervai

Polo

2015

Journal of Workplace Learning

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Purpose – This paper aims to present the Expero4care model. Considering the growing need for a training evaluation model that does not simply fix processes, the Expero4care model represents the first attempt of a “quality model” dedicated to the learning outcomes of healthcare trainings. Design/Methodology/Approach – Created as development of the Expero model (Cervai et al., 2013), the Expero4care model has been tailored for workplace learning in the healthcare sector and tested in six organizations across Europe. The model has been validated through the review of an international team of experts and its approval as QualiCert standard. Findings – Expero4care allows the evaluation of the quality of learning outcomes focusing on competences, impact in the workplace, transferability, participation and credits. The evaluation process involves different categories of stakeholders (learners, trainers, colleagues, managers, internal or external bodies that can benefit the training’s results, i.e. final users of the service, such as patients and citizens), and it is based on a systematic data collection and comparison among expectations and perceptions. The implementation of the Expero4care model gives the opportunity to start a continuous improvement process of the trainings in the healthcare service. Research limitations/implications – Expero4care has been tested in both university courses and organizational trainings dedicated to professionals in the healthcare sector. The initial sample is not wide enough to cover all the countries and the types of trainings, so a larger implementation is needed to validate its appropriateness. Social Implication – Expero4care is the first model created specifically for organizations providing training in the healthcare sector. The implementation of the Expero4care model – adaptable to different kind of organizations and trainings – means that it is possible to highlight the value of the training considering its impact on the workplace and on the citizens. Originality/value – As the most commonly used tools to assess the quality of trainings consist of questionnaires submitted to participants at the end of the training and considering that quality models have not been utilized to analyse learning outcomes in healthcare, Expero4care represents the first quality model dedicated to training in healthcare service.

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“…This is so because many identify not only as being in the HsPR field but also as members of professions that use "competence" as a condition of membership. HsPR-related professions that have developed and promoted detailed competency lists include medicine, nursing, pharmacy, public health and health administration (Calhoun et al 2002;Neilson et al 2003;CNA 2005;ACgmE 2007;Burke et al 2008;Calhoun et al 2008;Leach 2008;PHAC 2008;Laidlaw et al 2009). A unifying theme of processes for professional competency definition and assessmentthough one not always adhered to in practice -is that it is both possible and desirable to define a set of observable traits that have a causal relationship to workplace performance (mcClelland and Boyatzis 1980).…”

mentioning

confidence: 99%

“…The use of the term "attributes" also helps to serve as a reminder that all components of training programs -from admissions through curriculum, practicum and evaluationcan be affected by defining them (Barrie 2004(Barrie , 2006. for specific disciplines or fields, such as HsPR, frameworks for defining desirable attributes for graduates often take the form of pyramids (Lucia and Lepsinger 1999;Calhoun et al 2002;Jones et al 2002;Barrie 2004;Chyung et al 2006). At their foundation are generic yet enabling traits such as critical thinking, creativity, teamwork and communication skills.…”

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confidence: 99%

Graduate Attributes for Master's Programs in Health Services and Policy Research: Results of a National Consultation

Morgan¹,

Orr²,

Mah³

2010

hcpol

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Objective: Our objective was to identify desirable attributes to be developed through graduate training in health services and policy research (HsPR) by identifying the knowledge, skills and abilities thought to be keys to success in HsPR-related careers. We aimed for a framework clear enough to serve as a touchstone for HsPR training programs across Canada yet flexible enough to permit diversity of specialization across and within those programs. Methods: Our approach involved several stages of data collection and analysis: a review of literature; telephone interviews with opinion leaders; online surveys of HsPR students, recent graduates and employers; an invitational workshop; and an interactive panel at a national conference. Our final framework was arrived at through an iterative process of thematic analysis, reflection on invited feedback from consultation participants and triangulation with existing competency frameworks. Results: Our final result was a framework that identifies traits, knowledge and abilities of master' s-level graduates who are capable of fostering health system improvement through planning, management, analysis or monitoring that is informed by credible evidence and relevant theory. These attributes are organized into three levels: generic graduate attributes, knowledge related to health and health systems and, finally, attributes related to the application of knowledge for health system improvement. The HsPR-specific attributes include not only an understanding of HsPR theories and methods but also the skills related to the practical application of knowledge in the complex environments of health system decision-making and healthcare policy. Conclusion: master' s-level HsPR training programs should prepare students to pose and seek answers to important questions and provide them with the skills necessary to apply their knowledge within complex decision-making environments. RésuméObjectif : Notre objectif était de déterminer les caractéristiques souhaitables pour la formation des diplômés en recherche sur les services et les politiques de santé (RsPs), en repérant les connaissances, les compétences et les habiletés pouvant mener à la réussite d'une carrière dans la RsPs. Nous avons voulu établir un cadre suffisamment clair pour servir de modèle pour les programmes de formation en RsPs au Canada, tout en étant suffisamment souple pour permettre la diversité des spécialisations parmi ces programmes. Méthodologie : Notre démarche comprend plusieurs étapes pour la collecte et l' analyse des données : une revue de la littérature; des entrevues par téléphone auprès de leaders d' opinion; des sondages en ligne auprès des étudiants, des jeunes diplômés et des employeurs dans le domaine de la RsPs; un atelier de travail sur invitation; et un panel interactif au cours d'un colloque national. Nous avons forgé le cadre au moyen d'une

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Toward an Understanding of Competency Identification and Assessment in Health Care Management

Cited by 96 publications

References 9 publications

Current State in U.S. Public Health Competency-Based Graduate Education

Current State in U.S. Public Health Competency-Based Graduate Education

Evaluating the quality of the learning outcome in healthcare sector

Graduate Attributes for Master's Programs in Health Services and Policy Research: Results of a National Consultation

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