Competency-Based Curriculum Development in Medical Education. An Introduction. Public Health Papers No. 68.

Autor/inn/en	McGaghie, William C.; und weitere
Institution	World Health Organization, Geneva (Switzerland).
Titel	Competency-Based Curriculum Development in Medical Education. An Introduction. Public Health Papers No. 68.
Quelle	(1978), (95 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Allied Health Occupations Education; Behavioral Objectives; Competence; Competency Based Education; Curriculum Development; Curriculum Guides; Educational Assessment; Educational Objectives; Health Needs; Higher Education; Medical Education; Models; Physicians; Professional Education; Student Evaluation + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Kompetenz; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Curriculare Materialien; assessment; Bewertungssystem; Educational objective; Bildungsziel; Erziehungsziel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Medizinische Ausbildung; Analogiemodell; Physician; Doctor; Arzt; Berufsausbildung; Schulnote; Studentische Bewertung
Abstract	Designed as a resource for members of the World Health Organization, this guide on competency-based curriculum development in medical education may be applied to programs for other health professions and occupations. An explanation of subject-centered curricula and integrated curricula is offered, and ways in which these models differ from competency-based medical education are discussed. Identifying the elements of competence involves an analysis of: physicians' activities through self-reports, observation, and task analysis; analysis of critical incidents and expert judgment; and analysis of health care needs based on public health statistics, medical records, and social, economic, and political realities. A model is presented to evaluate professional performance through consideration of the client, the problem, and the setting. Three themes are discussed that are important in determining the nature and organization of student learning experiences: time, sequence, and mastery learning. Entry, formative, and summative assessment of competence are covered. New educational roles for the teacher and the student and strategies for curriculum change are also addressed. (SW)
Anmerkungen	Office of Publications, World Health Organization, 1211 Geneva 27, Switzerland
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01