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Adopting a competency-based model: mapping curricula and assessing student progress.

Elizabeth H Bradley¹, Emily Cherlin, Susan H Busch

¹Yale University, Department of Epidemiology and Public Health, 60 College Street, New Haven, CT 06520-8034, USA. Elizabeth.Bradley@yale.edu

The Journal of Health Administration Education

|August 7, 2009

Summary

This summary is machine-generated.

This study outlines a feasible approach for developing and monitoring competency-based curricula in health management education. New graduates reported significantly higher self-rated competencies than entering students across most areas.

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Area of Science:

Health Management Education
Curriculum Development
Competency-Based Education

Background:

Integrating competency-based curricula is crucial for health management programs.
Developing effective competency-based curricula requires identifying specific, comprehensive competencies with faculty and stakeholder consensus.

Purpose of the Study:

To describe a practical approach for competency-based curriculum development in health management.
To outline a method for monitoring student progress toward competency achievement.

Main Methods:

Identified 20 core competency areas across technical, analytical/conceptual, and interpersonal domains.
Mapped individual courses to these competency areas.
Collected survey data on self-rated competencies from students and graduates.

Main Results:

New graduates demonstrated significantly higher self-rated competencies than entering students in 17 out of 20 identified areas.
The developed competency framework and mapping were found to be clear and reflected consensus among faculty and preceptors.

Conclusions:

The described approach to competency-based education is feasible for program planning and evaluation in health management.
The competency framework is adaptable, allowing for revisions based on new evidence and field demands.