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Related Concept Videos

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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Competency-based education: programme design and challenges to implementation.

Larry D Gruppen1, John C Burkhardt1,2, James T Fitzgerald1,3

  • 1Department of Learning Health Sciences, University of Michigan Medical School, Ann Arbor, Michigan, USA.

Medical Education
|April 14, 2016
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Summary
This summary is machine-generated.

Competency-based education (CBE) offers a flexible alternative to traditional medical training, focusing on learner abilities and outcomes. Implementing CBE, particularly removing time-based structures, presents challenges but enables rigorous assessment via competencies and entrustable professional activities (EPAs).

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Area of Science:

  • Medical Education
  • Health Professions Education
  • Competency-Based Education (CBE)

Background:

  • CBE is a widely adopted educational framework for medical trainees.
  • It emphasizes outcomes, abilities, and learner-centeredness over time-based progression.
  • Implementing CBE presents unique challenges and implications.

Purpose of the Study:

  • To examine the University of Michigan Master of Health Professions Education (UM-MHPE) program as a case study for CBE implementation.
  • To identify lessons learned from designing and implementing a CBE program.

Main Methods:

  • The UM-MHPE program utilizes 12 educational competencies and 20 entrustable professional activities (EPAs) for learning and assessment.
  • Faculty roles are defined as assessors, mentors, and experts guiding individualized learning plans.

Main Results:

  • EPAs and competencies offer a viable alternative to traditional courses, facilitating robust assessment.
  • Highly individualized learning is achievable but incurs significant costs and necessitates community building.
  • Transitioning away from time-based education within a university setting is a substantial innovation.

Conclusions:

  • Competency-based education (CBE) and entrustable professional activities (EPAs) provide a flexible and effective model for health professions education.
  • Individualized learning within CBE is feasible but requires careful resource management and community engagement.
  • The shift from time-based to competency-based structures poses significant implementation hurdles in traditional academic institutions.