tailieunhanh - Competencies and Learning Objectives *

The purpose of this paper is to support faculty of schools of public health/public health programs (SPH/PHP) as they consider approaches and make decisions for competency-based program planning and curriculum development. This document is provided for assistance and does not intend to prescribe a process for curriculum development. It will provide an introduction to the concepts and references to support continued examination of these issues. | Competencies and Learning Objectives The purpose of this paper is to support faculty of schools of public health public health programs SPH PHP as they consider approaches and make decisions for competency-based program planning and curriculum development. This document is provided for assistance and does not intend to prescribe a process for curriculum development. It will provide an introduction to the concepts and references to support continued examination of these issues. Competency-based education CBE history and overview CBE is an institutional process that moves education from focusing on what academics believe graduates need to know teacher-focused to what students need to know and be able to do in varying and complex situations student and or workplace focused . CBE is focused on outcomes competencies that are linked to workforce needs as defined by employers and the profession. CBE s outcomes are increasingly complex in nature rather than deriving from the addition of multiple low-level objectives. CBE often necessitates more complex assessment involving portfolios experiential learning assessment in field experience demonstration in varying contexts role play use of standardized patients or clients etc. Large skill sets are broken down into competencies which may have sequential levels of mastery. Competencies reinforce one another from basic to advanced as learning progresses the impact of increasing competencies is synergistic and the whole is greater than the sum of the parts. Competencies within different contexts may require different bundles of skills knowledge and attitudes. The challenge is to determine which competencies can be bundled together to provide the optimal grouping for performing tasks. Another challenge is designing learning experiences that support students as they practice using and applying these competencies in different contexts. Continual refinement of defined competencies is necessary so that enhanced performance in a variety