Evaluating a Competency-Based Blended Health Professions Education Program: A Programmatic Approach

Area of Science:

• Medical Education
• Health Professions Education
• Competency-Based Education

Background:

• Competency-based education (CBE) typically assesses learning at the course level.
• Programmatic evaluation of CBE is crucial for a comprehensive understanding of student achievement but lacks sufficient literature.
• This study addresses the need for programmatic evaluation strategies in CBE.

Purpose of the Study:

• To present an evaluation strategy for assessing student achievement of competencies at the programmatic level within a master's degree program.
• To test the hypotheses that learners would demonstrate growth in competencies and exhibit behavioristic changes throughout the program.

Main Methods:

• Utilized annual student self-assessments via competency surveys at three time points: pre-program, mid-program, and end-of-program.
• Analyzed quantitative survey data using a general linear model for repeated measures.
• Thematically analyzed open-ended responses to qualitative prompts.

Main Results:

• Learners reported significant competency growth over the duration of the program.
• Perceptions of competency levels varied across different domains, with not all domains showing similar changes.
• Qualitative analysis confirmed the impact of coursework on competency attainment and learner behavior.

Conclusions:

• The study offers a strategic evaluation tool for programmatic assessment in CBE programs.
• Emphasizes the importance of incorporating learner feedback and moving beyond course-level evaluations.
• Highlights the effectiveness of programmatic evaluation in capturing holistic student development.