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A process model for competency-based education.

M D Roberts, D Cordova, E Saxe

    The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association
    |July 1, 1978
    PubMed
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    A new process model for curriculum design, grounded in competency-based education, is presented. This model aims to enhance quality assurance in professional practice through curriculum development, accreditation, and credentialing.

    Area of Science:

    • Curriculum Development
    • Educational Psychology
    • Professional Education

    Background:

    • Current curriculum design may not adequately ensure professional practice quality.
    • Competency-based education (CBE) offers a framework for skill-focused learning.
    • Integrating curriculum with accreditation and credentialing is crucial for quality assurance.

    Purpose of the Study:

    • To introduce a novel process model for curriculum design and development.
    • To align curriculum development with competency-based education learning theories.
    • To propose a mechanism for enhancing quality in professional practice.

    Main Methods:

    • Development of a process model based on established learning theories.
    • Integration of the model with accreditation and credentialing processes.

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  • Conceptual framework for curriculum design and quality assurance.

    • Main Results:

    • A structured model for curriculum design is described.
    • The model emphasizes competency-based learning outcomes.
    • Potential for improved quality assurance in professional practice.

    Conclusions:

    • The proposed model offers a systematic approach to curriculum development.
    • Competency-based curricula, coupled with accreditation, can bolster professional standards.
    • This framework supports continuous quality improvement in education and practice.