tailieunhanh - COMPETENCY-BASED CURRICULUM DEVELOPMENT IN MEDICAL EDUCATION

The average results for the G7 imply that lack of cost effectiveness is a major driver of spending inefficiencies in the G7 in tertiary education and health. This may be addressed by increasing competition between suppliers of goods and services to education and health institutions and tackling overspending on specific spending items (., due to overstaffing). In secondary education, the situation is reversed, and G7 countries (except Germany) score worse on system efficiency than on overall spending efficiency. This suggests that for secondary education, options for reducing public spending may be found by assessing whether the mix of intermediate outputs. | COMPETENCY-BASED CURRICULUM DEVELOPMENT IN MEDICAL EDUCATION An Introduction WILLIAM c. McGAGHIE GEORGE E. MILLER ABDUL w. SAJID THOMAS V. TELDER With the assistance of Laurette Lipson Center For Educational Development University of Illinois at the Medical Center Chicago IL USA WORLD HEALTH ORGANIZATION GENEVA 1978 ISBN 92 4 130068 X World Health Organization 1978 Publications of the World Health Organization enjoy copyright protection in accordance with the provisions of Protocol 2 of the Universal Copyright Convention. For rights of reproduction or translation of WHO publications in part or in toto application should be made to the Office of Publications World Health Organization Geneva Switzerland. The World Health Organization welcomes such applications. The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of the Secretariat of the World Health Organization concerning the legal status of any country territory city or area or of its authorities or concerning the delimitation of its frontiers or boundaries. The mention of specific companies or of certain manufacturers products does not imply that they are endorsed or recommended by the World Health Organization in preference to others of a similar nature that are not mentioned. Errors and omissions excepted the names of proprietary products are distinguished by initial capital letters. The authors alone are responsible for the views expressed in this publication. PRINTED IN SWITZERLAND CONTENTS Page Foreword . 7 Acknowledgements . 9 1. Curriculum MODELS. 11 Subject-centered curriculum. 13 Integrated curriculum . 16 Competency-based curriculum. 18 2. Identifying THE ELEMENTS OF COMPETENCE . 21 General considerations in defining competence. 21 Analysis of physicians activities . 23 Self-reports . 24 Observation. . 27 Task analysis . 29 Critical elements of behaviour . 30 Critical incidents. 31 Expert judgement. 35 .

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