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Education and practice: is competency-based education closing the gap?

P G Grussing

    American Journal of Pharmaceutical Education
    |February 4, 1985
    PubMed
    Summary

    This review explores Competency-Based Education (CBE), defining competence and examining its identification and assessment. It discusses legal aspects and offers recommendations for effective CBE program administration.

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    Area of Science:

    • Educational Sciences
    • Pedagogy

    Background:

    • Competency-Based Education (CBE) is an evolving educational model.
    • Defining and assessing competence is crucial for effective learning.

    Purpose of the Study:

    • To review Competency-Based Education (CBE).
    • To define competence as a network of knowledge, performance, and attitudes.
    • To explore methods for competency identification, validation, and assessment.

    Main Methods:

    • Literature review of Competency-Based Education.
    • Analysis of competency identification and validation techniques.
    • Examination of assessment strategies across learning levels.

    Main Results:

    • Competence is a complex integration of knowledge, performance, and attitudes.
    • Various methods exist for identifying and validating competencies.
    • Assessment is vital at all educational stages.
    • Proponents and opponents hold differing views on CBE.
    • Legal implications require careful consideration.

    Conclusions:

    • Effective administration of CBE programs requires robust identification, validation, and assessment strategies.
    • Addressing legal considerations is essential for successful CBE implementation.
    • Recommendations are provided for optimizing CBE program administration.

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