There is a growing demand for health sciences faculty with formal training in education. Addressing this need, the University of Michigan Medical School created a Master in Health Professions Education (UM-MHPE). The UM-MHPE is a competency-based education (CBE) program targeting professionals. The program is individualized and adaptive to the learner's situation using personal mentoring. Critical to CBE is an assessment process that accurately and reliably determines a learner's competence in educational domains. The program's assessment method has two principal components: an independent assessment committee and a learner repository. Learners submit evidence of competence that is evaluated by three independent assessors. The assessments are presented to an Assessment Committee who determines whether the submission provides evidence of competence. The learner receives feedback on the submission and, if needed, the actions needed to reach competency. During the program's first year, six learners presented 10 submissions for review. Assessing learners in a competency-based program has created challenges; setting standards that are not readily quantifiable is difficult. However, we argue it is a more genuine form of assessment and that this process could be adapted for use within most competency-based formats. While our approach is demanding, we document practical learning outcomes that assess competence.
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http://dx.doi.org/10.3109/0142159X.2015.1047754 | DOI Listing |
BMC Pediatr
January 2025
Biomedical Center Martin, Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, Martin, 036 01, Slovakia.
The purpose of this study was to predict an academic achievement model based on cardiorespiratory fitness (CRF) and body mass index (BMI) in ninth-graders. The study sample included 6 530 adolescents from 341 public schools in Slovakia. Criterion-referenced competency tests measuring academic performance in mathematics and mother language (Slovak), CRF, and BMI were assessed in the academic year 2022-2023.
View Article and Find Full Text PDFObjectives: The objective of this study is to evaluate the effect of equality, diversity and inclusion (EDI) training interventions on race inequalities experienced by healthcare professionals.
Design: Systematic review.
Data Sources: Cochrane, MEDLINE and Embase databases were searched from database inception to February 2024.
Eur J Pharmacol
January 2025
Department of Pharmacy, the Second Xiangya Hospital, Central South University, Changsha 410011, China; Institute of Clinical Pharmacy, Central South University, Changsha 410011, China. Electronic address:
Background: Despite increasing studies underscoring the effectiveness of new media teaching strategies in pharmacology education, the influence of different educational backgrounds is still unclear. We aimed to evaluate the efficacy of new media teaching under various educational backgrounds in pharmacology education using network meta-analysis.
Methods: Literature databases were searched from their inception to 28 February 2024 for eligible trials.
Eur J Obstet Gynecol Reprod Biol
January 2025
Pregnancy Loss Research Group, Department of Obstetrics and Gynaecology, University College Cork, Cork ,Ireland; INFANT Research Centre, University College Cork, Cork, Ireland.
Background And Aims: Outcome-based education (OBE) focuses on clearly defined learner goals, offering a structured framework to achieve competency. This study explores the perspectives of trainees and trainers in Obstetrics and Gynaecology (O&G) in Ireland regarding facilitators, barriers, and challenges to implementing OBE.
Methods: A national cross-sectional survey was distributed to O&G trainees and trainers in Ireland.
J Physician Assist Educ
October 2024
Tanya Fernandez, MS, PA-C, is an associate professor, Department of Pediatrics, Child Health Associate/Physician Assistant Program, University of Colorado, Aurora, Colorado.
Competency-based medical education has become a means in physician assistant (PA) education to ensure learner readiness for practice; align educational expectations; and assess knowledge, skills, and attitudes. Competency-based education may also serve to meet accreditation requirements. Creating program-defined competencies and associated milestones can help a PA program align with their mission and vision, developmentally guide learners through the curriculum, and ensure program assessments measure the tasks required of practice-ready graduates.
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