Competency-based education

BackgroundCommunity Health Workers (CHWs) play a critical role in supporting the delivery of health services globally. Competency-based learning programs can improve the transfer of learning to practice. This scoping review aims to characterize the published literature on competency-based education as an instructional and curricular strategy in community health worker training programs. We conducted a scoping review of the literature to identify how, by who, and in what ways CHWs are trained using competency-based education; and to characterize the extent of available evidence, as well as the gaps in that evidence.MethodsWe conducted a review of the peer-reviewed literature on CHW competency-based education and training published between January 2010 to March 2023, drawing from four databases: EMBASE, OVID Medline, Web of Science, and CINAHL. We followed the PRISMA guidelines for scoping reviews. A total of 713 articles were reviewed and 236 were included for extraction based on the inclusion and exclusion criteria. Due to methodological heterogeneity, results were analyzed and synthesized only through a descriptive approach.ResultsThe literature on competency-based CHW education and training is most voluminous in high income contexts, primarily the USA. Overall, the included studies described very small-scale training interventions. Study types included observational (qualitative, quantitative, mixed methods, case studies) intervention or experimental studies, systematic or scoping reviews, and literature reviews. The most common practice area included was ‘promotive and preventive services’, whereas ‘personal safety’ was the rarest.Learning programs tailored to CHWs with low-literacy, content tailored to local cultural contexts, and curricula that were co-designed with CHWs were identified in the literature as effective strategies for converting learning to practice.Information on institutional support for CHWs was not provided in most of the articles reviewed. While the focus of our review was on education and training and not broader supports for CHWs, we still found it notable that training was usually discussed in isolation from other related supportive factors, including professionalization and career progression.ConclusionsWe found considerable academic interest in utilizing competency-based education to support CHWs and improve their work, yet this exploration was largely limited to smaller, ad hoc programs, in high income settings.Learning programs should be tailored to the realities and practice requirements of CHWs. Further work should illuminate the extent to which the design and delivery of education and training activities lead to acquiring and maintaining the requisite competencies.

Competence and competency-based nursing education: Finding our way through the issues

FreeComparative and International Education: A Bibliography (2009)PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreAdult, Rural, Literacy, Vocational, Nonformal, Lifelong, and Popular EducationÅberg‐Bengtsson, Lisbeth. 2009. “The Smaller the Better? A Review of Research on Small Rural Schools in Sweden.” International Journal of Educational Research 48, no. 2 (June): 100–108.Alexopoulos, George, Alex Koutsouris, and Irene Tzouramani. 2009. “The Financing of Extension Services: A Survey among Rural Youth in Greece.” Journal of Agricultural Education and Extension 15, no. 2 (June): 177–90.Bhola, H. S. 2009. “Reconstructing Literacy as an Innovation for Sustainable Development: A Policy Advocacy for Bangladesh.” International Journal of Lifelong Education 28, no. 3 (May): 371–82.Boshier, Roger, and Yan Huang. 2009. “Madame Li Li: Communist Revolutionary, Adult Educator, Lifelong Learner.” Studies in Continuing Education 31, no. 1 (March): 45–59.Brock, Andy. 2009. “Moving Mountains Stone by Stone: Reforming Rural Education in China.” International Journal of Educational Development 29, no. 5 (September): 454–62.Cornford, Ian R. 2009. “Mere Platitudes or Realistically Achievable? An Evaluation of Current Lifelong Learning Policy in Australia.” International Journal of Lifelong Education 28, no. 1 (February): 19–40.Dausien, Bettina, and Dorothee Schwendowius. 2009. “Professionalisation in General Adult Education in Germany—an Attempt to Cut a Path through a Jungle.” European Journal of Education 44, no. 2 (June): 182–203.Dowling, Jennie. 2009. “Changes and Challenges: Key Issues for Scottish Rural Schools and Communities.” International Journal of Educational Research 48, no. 2 (June): 129–39.FitzSimons, Gail. 2009. “Perspectives on Adult Education in Portugal.” Studies in Continuing Education 31, no. 1 (March): 91–96.Foley, Ellen E. 2009. “The Anti‐politics of Health Reform: Household Power Relations and Child Health in Rural Senegal.” Anthropology and Medicine 16, no. 1 (January): 61–71.Gross, Marin. 2009. “The Professionalisation of Adult Educators in the Baltic States.” European Journal of Education 44, no. 2 (June): 221–42.Guimarães, Paula. 2009. “Reflections on the Professionalisation of Adult Educators in the Framework of Public Policies in Portugal.” European Journal of Education 44, no. 2 (June): 205–19.Gur’lanova, M. P. 2009. “Problems and Prospects of the Development of the Rural School in Russia.” Russian Education and Society 51, no. 7 (July): 3–12.Handa, Sudhanshu, Heiling Pineda, Yannete Esquivel, Blancadilia Lopez, Nidia Veronica Gurdian, and Ferdinado Regalia. 2009. “Non‐formal Basic Education as a Development Priority: Evidence from Nicaragua.” Economics of Education Review 28, no. 4 (August): 512–22.Hargreaves, Linda M. 2009. “Respect and Responsibility: Review of Research on Small Rural Schools in England.” International Journal of Educational Research 48, no. 2 (June): 117–28.Hargreaves, Linda, Rune Kvalsund, and Maurice Galton. 2009. “Reviews of Research on Rural Schools and Their Communities in British and Nordic Countries: Analytical Perspectives and Cultural Meaning.” International Journal of Educational Research 48, no. 2 (June): 80–88.Hillier, Yvonne. 2009. “The Changing Faces of Adult Literacy, Language, and Numeracy: Literacy Policy and Implementation in the UK.” Compare: Journal of Comparative and International Education 39, no. 4 (August): 531–46.Ireland, Timothy D. 2009. “Literacy in Brazil: From Rights to Reality.” International Review of Education 54, nos. 5–6 (December): 713–32.Kalaoja, Esko, and Janne Pietarinen. 2009. “Small Rural Primary Schools in Finland: A Pedagogically Valuable Part of the School Network.” International Journal of Educational Research 48, no. 2 (June): 109–16.Liu, Mingxing, Rachel Murphy, Ran Tao, and Xuehui An. 2009. “Education Management and Performance after Rural Education Finance Reform: Evidence from Western China.” International Journal of Educational Development 29, no. 5 (September): 463–73.Liu, Ning Rong. 2009. “Decentralisation and Marketisation of Adult and Continuing Education: A Chinese Case Study.” International Journal of Educational Development 29, no. 3 (May): 212–18.Lloyd, Cynthia B., Cem Mete, and Monica J. Grant. 2009. “The Implications of Changing Educational and Family Circumstances for Children’s Grade Progression in Rural Pakistan.” Economics of Education Review 28, no. 1 (February): 1997–2004.Luo, Renfu, Yaojiang Shi, Linxiu Zhang, Chengfang Liu, Scott Rozelle, and Brian Sharbono. 2009. “Malnutrition in China’s Rural Boarding Schools: The Case of Primary Schools in Shaanxi Province.” Asia Pacific Journal of Education 29, no. 4 (December): 481–501.Macpherson, Ian. 2009. “The Rights‐Based Approach to Adult Education: Implications for NGO‐Government Partnerships in Southern Tanzania.” Compare: Journal of Comparative and International Education 39, no. 2 (March): 263–79.Marshall, Jeffery H. 2009. “School Quality and Learning Gains in Rural Guatemala.” Economics of Education Review 28, no. 2 (April): 207–16.Maruatona, Tonic. 2009. “Reflections on Policies for Mass Literacy Education in Sub‐Saharan Africa.” International Review of Education 54, nos. 5–6 (December): 745–54.Mazurkiewicz, Grzegorz. 2009. “Adult Educators: An Example of the New Approach to Lifelong Learning in Poland.” European Journal of Education 44, no. 2 (June): 243–55.Moffat, Shaye, and Cynthia Vincent. 2009. “Emergent Literacy and Childhood Literacy‐Promoting Activities for Children in the Ontario Child Welfare System.” Vulnerable Children and Youth Studies: International Interdisciplinary Journal for Research, Policy, and Care 4, no. 2 (August): 135–41.Ogawa, Akihiro. 2009. “Japan’s New Lifelong Learning Policy: Exploring Lessons from the European Knowledge Economy.” International Journal of Lifelong Education 28, no. 5 (September): 601–14.Osborne, Michael, and Kate Sankey. 2009. “Non‐vocational Adult Education and Its Professionals in the United Kingdom.” European Journal of Education 44, no. 2 (June): 271–89.Papastamatis, Adamantios, and Eugenia Panitsidou. 2009. “The Aspect of ‘Accessibility’ in the Light of European Lifelong Learning Strategies: Adult Education Centres—a Case Study.” International Journal of Lifelong Education 28, no. 3 (May): 335–51.Pitman, Tim, and Susan Broomhall. 2009. “Australian Universities, Generic Skills, and Lifelong Learning.” International Journal of Lifelong Education 28, no. 4 (September): 439–58.Preece, Julia. 2009. “Lifelong Learning and Development: A Perspective from the ‘South.’” Compare: Journal of Comparative and International Education 39, no. 5 (September): 585–99.Probyn, Margie. 2009. “‘Smuggling the Vernacular into the Classroom’: Conflicts and Tensions in Classroom Codeswitching in Township/Rural Schools in South Africa.” International Journal of Bilingual Education and Bilingualism 12, no. 2 (April): 123–36.Reprintseva, G. I. 2009. “Relations between Parents and Children in a Rural Family.” Russian Education and Society 51, no. 9 (September): 85–93.Reprintseva, G. I. 2009. “A Social‐Pedagogical Analysis of Relations between Parents and Children in the Rural Family.” Russian Education and Society 51, no. 10 (October): 3–17.Riddell, Sheila, Linda Ahlgren, and Elisabet Weedon. 2009. “Equity and Lifelong Learning: Lessons from Workplace Learning in Scottish SMEs.” International Journal of Lifelong Education 28, no. 6 (December): 777–95.Sayilan, Feyziye, and Ahmet Yildiz. 2009. “The Historical and Political Context of Adult Literacy in Turkey.” International Journal of Lifelong Education 28, no. 6 (December): 735–49.Shiel, Gerry, and Eemer Eivers. 2009. “International Comparisons of Reading Literacy: What Can They Tell Us?” Cambridge Journal of Education 39, no. 3 (August): 345–60.Shiohtat, Mariko. 2009. “Exploring Literacy and Growth: An Analysis of Three Communities of Readers in Urban Senegal.” International Journal of Educational Development 29, no. 1 (February): 65–72.Smit, Hemmo, Den Oudendammer, Kats Frowine, and Jaap Van Lakerveld. 2009. “Lifelong Learning on Either Side of the Border: The Effects of Government Policy on Adult Education in the Netherlands and Belgium.” European Journal of Education 44, no. 2 (June): 257–70.Strathdee, Rob. 2009. “Tertiary Education Reform and Legitimation in New Zealand: The Case of Adult and Community Education as a ‘Local State of Emergency.’” Research in Sociology of Education 30, no. 1 (February): 303–16.Suwanpitak, Sombat. 2009. “Thailand’s Path to Literacy.” International Review of Education 54, nos. 5–6 (December): 763–71.Timperley, Helen S., and Judy M. Parr. 2009. “Chain of Influence from Policy to Practice in the New Zealand Literacy Strategy.” Research Papers in Education 24, no. 2 (June): 135–54.Usman, Lantana M. 2009. “Rural Adult Education and the Health Transformation of Pastoral Women of Northern Nigeria.” International Journal of Lifelong Education 28, no. 5 (September): 631–47.Van den Dungen, Marja. 2009. “Lifelong Learning within HE in the Netherlands.” European Journal of Education 44, no. 3 (September): 339–50.Weyer, Frédérique. 2009. “Non‐formal Education, out‐of‐School Learning Needs, and Employment Opportunities: Evidence from Mali.” Compare: Journal of Comparative and International Education 39, no. 2 (March): 249–62.Whitescarver, Keith, and Judith Kalman. 2009. “Extending Traditional Explanations of Illiteracy: Historical and Cross‐Cultural Perspectives.” Compare: Journal of Comparative and International Education 39, no. 4 (August): 497–511.Zarifis, George. 2009. “Decisions, Provisions, and Disillusionment for Non‐vocational Adult Learning (NVAL) Staff in South‐Eastern Europe: A Comparative Appraisal of Some Policy Developments with Diminishing Returns.” European Journal of Education 44, no. 2 (June): 163–82.Zepke, Nick. 2009. “A Future for Adult Lifelong Education in Aotearoa New Zealand: Neoliberal or Cosmopolitan?” International Journal of Lifelong Education 28, no. 6 (December): 751–61.Child, Citizenship, and Human RightsAraújo, Ulisses, and Valéria Arantes. 2009. “The Ethics and Citizenship Program: A Brazilian Experience in Moral Education.” Journal of Moral Education 38, no. 4 (December): 489–511.Bromley, R. D. F., and P. K. Mackie. 2009. “Child Experiences as Street Traders in Peru: Contributing to a Reappraisal for Working Children.” Children’s Geographies 7, no. 2 (June): 141–58.Castellino, Joshua. 2009. “The MDGs and International Human Rights Law: A View from the Perspective of Minorities and Vulnerable Groups.” International Journal of Human Rights 13, no. 1 (February): 10–28.Christie, Pam. 2009. “The Complexity of Human Rights in Global Times: The Case of the Right to Education in South Africa.” International Journal of Educational Development 30, no. 1 (January): 3–11.Cowan, Elaine M., and David C. McMurty. 2009. “The Implementation of ‘Education for Citizenship’ in Schools in Scotland: A Research Report.” Curriculum Journal 20, no. 1 (March): 61–72.Devaney, John, and Trevor Spratt. 2009. “Child Abuse as a Complex and Wicked Problem: Reflecting on Policy Developments in the United Kingdom in Working with Children and Families with Multiple Problems.” Children and Youth Services Review 31, no. 6 (June): 635–41.Evans, Carly Anne. 2009. “Ethical Implications of Child Welfare Policies in England and Wales on Child Participation Rights.” Ethics and Social Welfare 3, no. 1 (April): 95–103.Freeman, Mark. 2009. “Education and Citizenship in Modern Scotland.” History of Education: Journal of the History of Education Society 38, no. 3 (May): 327–32.Ghosh, Biswajit. 2009. “Trafficking in Women and Children in India: Nature, Dimensions, and Strategies for Prevention.” International Journal of Human Rights 13, no. 5 (December): 716–38.Golmohamad, Muna. 2009. “Education for World Citizenship: Beyond National Allegiance.” Educational Philosophy and Theory 41, no. 4 (August): 466–86.Hand, Michael, and Joanne Pearce. “Patriotism in British Schools: Principles, Practices, and Press Hysteria.” Educational Philosophy and Theory 41, no. 4 (August): 453–65.Haynes, Bruce. 2009. “History Teaching for Patriotic Citizenship in Australia.” Educational Philosophy and Theory 41, no. 4 (August): 424–40.Herrera, Elsa, Gareth A. Jones, and Sarah Thomas de Benítez. 2009. “Bodies on the Line: Identity Markers among Mexican Street Youth.” Children’s Geographies 7, no. 1 (March): 67–81.Jaramillo, Rosario, and José A. Mesa. 2009. “Citizenship Education as a Response to Colombia’s Social and Political Context.” Journal of Moral Education 38, no. 4 (December): 467–87.Kanako, Ide. 2009. “The Debate on Patriotic Education in Post–World War II Japan.” Educational Philosophy and Theory 41, no. 4 (August): 441–52.Keating, Avril. 2009. “Educating Europe’s Citizens: Moving from National to Post‐national Models of Educating for European Citizenship.” Citizenship Studies 13, no. 2 (May): 135–51.Keating, Avril, Hinderliter Deborah Ortloff, and Stavroula Philippou. 2009. “Citizenship Education Curricula: The Changes and Challenges Presented by Global and European Integration.” Journal of Curriculum Studies 41, no. 2 (April): 145–58.Khong, Lana Yiu Lan. 2009. “Runaway Youths in Singapore: Exploring Demographics, Motivations, and Environments.” Children and Youth Services Review 31, no. 1 (January): 125–39.Kim, Chae‐Young. 2009. “Is Combining Child Labour and School Education the Right Approach? Investigating the Cambodian Case.” International Journal of Educational Development 29, no. 1 (February): 30–38.Li, Jun. 2009. “Fostering Citizenship in China’s Move from Elite to Mass Higher Education: An Analysis of Students’ Political Socialization and Civic Participation.” International Journal of Educational Development 29, no. 4 (July): 382–98.Macdonald, Catriona M. M. 2009. “‘To Form Citizens’: Scottish Students, Governance and Politics, 1884–1948.” History of Education: Journal of the History of Education Society 38, no. 3 (May): 383–402.Macintyre, Stuart, and Noel Simpson. 2009. “Consensus and Division in Australian Citizenship Education.” Citizenship Studies 13, no. 2 (May): 121–34.Magendzo, Abraham, and Maria Isabel Toledo. 2009. “Moral Dilemmas in Teaching Recent History Related to the Violation of Human Rights in Chile.” Journal of Moral Education 38, no. 4 (December): 445–65.Mathur, Meena, Prachi Rathore, and Monika Mathur. 2009. “Incidence, Type, and Intensity of Abuse in Street Children in India.” Child Abuse and Neglect 33, no. 12 (December): 907–13.McLelland, Mark, and Katsuhiko Suganuma. 2009. “Sexual Minorities and Human Rights in Japan: An Historical Perspective.” International Journal of Human Rights 13, nos. 2–3 (July): 329–43.Milana, Marcella, and Tore Bernt Sørensen. 2009. “Promoting Democratic Citizenship through Non‐formal Adult Education: The Case of Denmark.” Scandinavian Journal of Educational Research 53, no. 4 (July): 347–62.Mirkova, Anna M. 2009. “Citizenship Formation in Bulgaria: Protected Minority or National Citizens?” Journal of Muslim Minority Affairs 29, no. 4 (December): 469–82.Munn, Pamela, and Margaret Arnott. 2009. “Citizenship in Scottish Schools: The Evolution of Education for Citizenship from the Late Twentieth Century to the Present.” History of Education: Journal of the History of Education Society 38, no. 3 (May): 437–54.Nalkur, Priya G. 2009. “Achievement Orientations and Strategies: A Cultural Comparison of Tanzanian Street Children, Former Street Children, and School‐Going Children.” Journal of Cross‐Cultural Psychology 40, no. 6 (December): 1012–27.Ovens, Michelle. 2009. “A Criminological Perspective on the Prenatal Abuse of Substances during Pregnancy and the Link to Child Abuse in South Africa.” Early Child Development and Care 179, no. 4 (April): 503–16.Patiño‐González, Susana. 2009. “Promoting Ethical Competencies: Education for Democratic Citizenship in a Mexican Institution of Higher Education.” Journal of Moral Education 38, no. 4 (December): 533–51.Shalhoub‐Kevorkian, Nadera, and Sana Khsheiboun. 2009. “Palestinian Women’s Voices Challenging Human Rights Activism.” Women’s Studies International Forum 32, no. 5 (September–October): 354–62.Sim, Jasmine B.‐Y., and Murray Print. 2009. “Citizenship Education in Singapore: Controlling or Empowering Teacher Understanding and Practice?” Oxford Review of Education 35, no. 6 (December): 705–23.Sklair, Leslie. 2009. “The Globalization of Human Rights.” Journal of Global Ethics 5, no. 2 (September): 81–96.Suárez, David F., Francisco O. Ramirez, and Jeong‐Woo Koo. 2009. “UNESCO and the Associated Schools Project: Symbolic Affirmation of World Community, International Understanding, and Human Rights.” Sociology of Education 82, no. 3 (September): 197–216.Turner, Robert. 2009. “Workers’ Educational Association Tutorial Classes and Citizenship in Scotland, 1907–1939.” History of Education: Journal of the History of Education Society 38, no. 3 (May): 367–81.Vakaoti, Patrick. 2009. “Researching Street‐Frequenting Young People in Suva: Ethical Considerations and Their Impacts.” Children’s Geographies 7, no. 4 (December): 435–50.Williams, Christopher. 2009. “The Rehabilitation Paradox: Street‐Working Children in Afghanistan.” Diaspora, Indigenous, and Minority Education 3, no. 1 (February): 4–20.Community Colleges; Further Education; Occupational, Technical, and Vocational EducationAkoojee, Salim. 2009. “Scarce Skills and Public Technical and Vocational Education and Training in South Africa: Twin Challenges or Two Sides of the Same Coin?” Southern African Review of Education 15, no. 4 (September): 117–338.Alexandrou, Alex. 2009. “Development through Partnership: How Learning Representatives Are Helping to Meet the Challenge of Upskilling Scottish FE Lecturers.” Research in Post‐compulsory Education 14, no. 3 (August): 233–49.Avis, James. 2009. “Further Education in England: The New Localism, Systems Theory and Governance.” Journal of Education Policy 24, no. 5 (September): 633–48.Barabasch, Antje, Sui Huang, and Robert Lawson. 2009. “Planned Policy Transfer: The Impact of the German Model on Chinese Vocational Education.” Compare: Journal of Comparative and International Education 39, no. 1 (February): 5–20.Bathmaker, Ann‐Marie, and Will Thomas. 2009. “Positioning Themselves: An Exploration of the Nature and Meaning of Transitions in the Context of Dual Sector FE/HE Institutions in England.” Journal of Further and Higher Education 33, no. 2 (June): 119–30.Bell, Jacqueline, and James Donnelly. 2009. “Applied Science in the English School Curriculum: The Meaning and Significance of ‘Vocationalization.’” Journal of Curriculum Studies 41, no. 1 (February): 25–47.Best, Shaun. 2009. “‘Who Am I?’ and ‘Who Are We?’: Audit Consciousness and the Further Education Funding Council in the 1990s.” Education, Knowledge, and Economy 3, no. 3 (December): 163–76.Blaardingerbroek, Barent, Neil Taylor, and Tom Haig. 2009. “Student Transition to Vocational Education from Middle Secondary School in Australia and Lebanon: An Exploratory Study.” Mediterranean Journal of Education Studies 14, no. 1 (February): 91–107.Blair, Erik. 2009. “A Further Education College as a Heterotopia.” Research in Post‐compulsory Education 14, no. 1 (March): 93–101.Böckerman, Petri, Ulla Hämäläinen, and Roope Uusitalo. 2009. “Labour Market Effects of the Polytechnic Education Reform: The Finnish Experience.” Economics of Education Review 28, no. 6 (December): 672–81.Bouzakis, Siphis, and Gerasimos Koustourakis. 2009. “Historicity as a Legitimising Argument in the Case of the Greek Educational Reforms of 1985 and 1997–1998 in General and Technical‐Vocational Education.” History of Education: Journal of the History of Education Society 38, no. 2 (May): 283–302.Brockmann, Michaela, Linda Clarke, and Christopher Winch. 2009. “Difficulties in Recognising Vocational Skills and Qualifications across Europe.” Assessment in Education: Principles, Policy, and Practice 16, no. 1 (April): 97–109.Buiskool, Bert‐Jan, Jaap Van Lakerveld, and Simon Broek. 2009. “Educators at Work in Two Sectors of Adult and Vocational Education: An Overview of Two European Research Projects.” European Journal of Education 44, no. 2 (June): 145–62.Child, Sue. 2009. “Differing Relationships to Research in Higher and Further Education in the UK: A Reflective Account from a Practitioner Perspective.” Research in Post‐compulsory Education 14, no. 3 (August): 333–43.Comyn, Paul. 2009. “Vocational Qualification Frameworks in Asia‐Pacific: A Cresting Wave of Educational Reform?” Research in Post‐compulsory Education 14, no. 3 (August): 251–68.Darmanin, Mary. 2009. “Further and Higher Education Markets’ Cushions: Portability of Policy and Potential to Pay.” International Studies in Sociology of Education 19, nos. 3–4 (December): and 2009. “A College as a for in the A Case of the College of and Affairs 15, no. 1 (February): Robert A. 2009. An Case Study.” Community College Journal of Research and Practice 33, no. 12 (December): 2009. in Education and Globalization and Education 7, no. 2 (June): and 2009. “Lifelong Learning and Vocational Training in Northern and International Journal of Lifelong Education 28, no. 5 (September): 2009. the Transition from Education to Work as Vocational Lessons from the and Cultural British Educational Research Journal 35, no. 5 (October): and 2009. between Vocational and Education: Experiences and from Current in European Journal of Education 44, no. 3 (September): 2009. Further Education Teacher A Policy Communities and Policy Journal of Education for Teaching International Research and 35, no. 2 (June): 2009. for and in English Further Education Oxford Review of Education 35, no. 1 (February): and 2009. “Further Education of Their Teaching and Teacher Education no. 7 (October): and 2009. a Quality and of Education in Finnish Scandinavian Journal of Educational Research 53, no. 1 (March): 2009. the in the on in Teaching and Teacher Education no. 7 (October): and 2009. and of and in China.” Journal of Teaching in and nos. (February): P. and 2009. “The Development of National for Working in the UK.” Journal of Vocational Education and Training no. 4 (December): 2009. Development and Exploration and Their in A of Youths Adult Education in Vulnerable Children and Youth Studies: International Interdisciplinary Journal for Research, Policy, and Care 4, no. 4 (December): and 2009. “Vocational Education and Training for in South Africa: The of Public and International Journal of Educational Development 29, no. 2 (March): 2009. and Development: The between Policy and Practice in the English Further Education Research in Post‐compulsory Education 14, no. 4 (December): Robert. 2009. the National Journal of Vocational Education and Training no. 1 (March): and 2009. of Skills in a Post‐compulsory Vocational Teacher Education in Western Australia.” Research in Post‐compulsory Education 14, no. 2 (June): 2009. or to an South African Students’ Vocational International Journal of Educational Development 29, no. 4 (July): and 2009. from the An into of and the Work of for in Further Education.” British Educational Research Journal 35, no. 1 (February): 2009. “A and Analysis of Learning in Further and Higher Education.” Journal of Further and Higher Education 33, no. 1 (March): E. de M. and P. A. 2009. in Vocational Education: The of Knowledge through and Journal of Vocational Education and Training no. 4 (December): and 2009. “The Challenges of Learning in the Changing Context of the European Higher Education European Journal of Education 44, no. 3 (September): 2009. “The Development of Adult and Community Education Policy in New Zealand: from Journal of Education Policy 24, no. 6 (December): and 2009. “The of Educational in Evidence from and Economics of Education Review 28, no. 1 (February): and 2009. Progression for in Further Education in England.” Journal of Vocational Education and Training no. 4 (December): Irene and Lan. 2009. Vocational Qualifications in Care to the of Social Work Education: International Journal 28, no. 1 (January): Michael, and Robert 2009. “The of in Further Education Teacher Training in England.” Journal of Vocational Education and Training no. 4 (December): 2009. and Participation in Further Education: Evidence from the Youth of England and British Journal of Sociology of Education 30, no. 1 (February): and 2009. The of HE in FE Working in a College in England.” Research in Post‐compulsory Education 14, no. 4 (December): Lantana M. 2009. Street and Vocational Training in Northern Nigeria.” Diaspora, Indigenous, and Minority Education 3, no. 2 (June): 2009. of and Future in Higher Vocational Education in China.” Journal of Vocational Education and Training no. 1 (March): P. 2009. “The of at German Studies in Higher Education no. (December): and 2009. Are Vocational Training Analysis of Vocational Training in Vocational Education from a Learning Perspective.” Journal of Vocational Education and Training no. 3 (October): and David 2009. a for China’s Vocational Education English Journal of Vocational Education and Training no. 3 (October): and 2009. and and Technical in Australian and New Zealand Education Economics no. 1 (March): 2009. from Two Sides of the Women’s in and the United States.” International Perspectives on Education and Society no. 1 (October): and 2009. “The to and the New of Elite Schools in and England.” International Studies in Sociology of Education 19, nos. 3–4 (December): 2009. of the from and Journal of 32, no. 5 (October): and 2009. Civic Education in Africa: Experience in and the International Journal of Educational Development 29, no. 6 (December): 2009. in Countries: and African Perspectives.” Compare: Journal of Comparative and International Education 39, no. 2 (March): 2009. Higher Education in Nordic Studies of in and Sweden.” Studies in Continuing Education 31, no. 1 (March): B., and 2009.

The healthcare workforce plays a pivotal role in cancer care delivery, leadership, policy, education, and research in complex cancer systems. To ensure quality and relevance, health professionals must have the necessary competencies to deliver patient-centered and efficient care, coupled with the ability to work in teams and manage health resources wisely. This paper aims to review the concept of competency-based medical education (CBME) in the context of oncology to provide insights and guidance for those interested in adopting or adapting competency-based education in training programs. The results of a scoping review of CBME in oncology are presented here to describe the current status of CBME in oncology. The literature describing the implementation and evaluation of CBME in oncology training programs for medical professionals internationally is summarized and key themes identified to provide practical guidance for educators. Further, the paper identifies critical competencies for oncology education and training globally and presents recommendations and opportunities for collaboration in competency-based education and training in oncology. The authors argue for increased global collaboration and networking in the realm of CBME to facilitate the establishment of a competent global cancer care workforce.

Many of those involved in continuing professional development (CPD) over the past 10 years have engaged in discussions about its goals and activities. Whereas in the past CPD was viewed as an education intervention directed towards the medical expert role, recent research highlights the need to expand the scope of CPD and to promote its more explicit role in improving patient care and health outcomes. Recent developments in quality improvement (QI) and competency-based medical education (CBME), guided by appropriate theories of learning and change, can shed light on how the field might best advance. This paper describes principles of QI and CBME and how they might contribute to CPD, explores theoretical perspectives that inform such an integration and suggests a future model of CPD. Continuing professional development seeks to improve patient outcomes by increasing physician knowledge and skills and changing behaviours, whereas QI takes the approach of system and process change. Combining the strengths of a CPD approach with strategies known to be effective from the field of QI has the potential to harmonise the contributions of each, and thereby to lead to better patient outcomes. Similarly, competency-based CPD is envisioned to place health needs and patient outcomes at the centre of a CPD system that will be guided by a set of competencies to enhance the quality of practice and the safety of the health system. We propose that the future CPD system should adhere to the following principles: it should be grounded in the everyday workplace, integrated into the health care system, oriented to patient outcomes, guided by multiple sources of performance and outcome data, and team-based; it should employ the principles and strategies of QI, and should be taken on as a collective responsibility by physicians, CPD provider organisations, regulators and the health system.

A systematic review of contemporary competency-based education and training for pharmacy practitioners and students.

Uspostavljanje modela filmske edukacije u srednjoj školi

Purpose Serious illness communication skills are essential for physicians, yet competency-based training is lacking. We address scalability barriers to competency-based communication skills training by assessing the feasibility of a multi-center, virtual simulation-based mastery learning (vSBML) curriculum on breaking bad news (BBN). Methods First-year emergency medicine residents at three academic medical centers participated in the virtual curriculum. Participants completed a pretest with a standardized patient (SP), a workshop with didactics and small group roleplay with SPs, a posttest with an SP, and additional deliberate practice sessions if needed to achieve the minimum passing standard (MPS). Participants were assessed using a previously published BBN assessment tool that included a checklist and scaled items. Authors compared pre- and posttests to evaluate the impact of the curriculum. Results Twenty-eight (90%) of 31 eligible residents completed the curriculum. Eighty-nine percent of participants did not meet the MPS at pretest. Post-intervention, there was a statistically significant improvement in checklist performance (Median= 93% vs. 53%, p < 0.001) and on all scaled items assessing quality of communication. All participants ultimately achieved the MPS. Conclusions A multi-site vSBML curriculum brought all participants to mastery in the core communication skill of BBN and represents a feasible, scalable model to incorporate competency-based communication skills education in a widespread manner.

The 2018 General Education Curriculum in Vietnam represents a significant shift towards competency-based education, requiring high school geography teachers to adapt to new pedagogical approaches, curriculum structures, and assessment methods. This study examines the readiness of high school Geography teachers to implement the curriculum, focusing on three key factors: knowledge, skills, and institutional support. Using a mixed-methods approach, the study collected quantitative data from a survey of 205 high school Geography teachers across 36 provinces and qualitative insights from open-ended responses. Findings indicate that while teachers recognise the importance of curriculum reform, their levels of preparedness vary. Specifically, 59.5% of respondents reported that professional training improved their subject knowledge, while 63.9% believed their pedagogical skills played a critical role in their adaptation. Additionally, 62% emphasised the importance of institutional support, including access to teaching materials, professional development, and infrastructure. Despite these positive indicators, challenges persist. Teachers highlighted inconsistencies in textbook content and difficulties aligning different instructional materials, complicating lesson planning. Whilst the new curriculum promotes student-centred learning and digital integration, many educators felt inadequately trained in these areas. Furthermore, disparities in resource availability between urban and rural schools present significant obstacles, with rural teachers facing limited access to technology and supplementary teaching materials. Additionally, the increased flexibility in lesson planning places greater demands on teachers, particularly those unfamiliar with competency-based education. The findings suggest that while Geography teachers exhibit foundational readiness for curriculum implementation, further support is required. Recommendations include refining teacher training programmes with a stronger emphasis on digital pedagogy and alternative assessment methods, ensuring greater consistency across textbooks and educational materials, and improving access to professional development opportunities. Strengthening institutional support and resource allocation will be crucial in facilitating an effective transition to the new curriculum. Ultimately, addressing these challenges will enhance instructional quality, support teacher confidence, and contribute to the broader success of Vietnam’s educational reform.

One of the strategies to improve teachers' skills and professionalism is the practice of continuous professional development. To fulfill the demands of students and learning in the 21st century, teachers must have a strong foundation and knowledge of ongoing professional development. However, a-business-as-usual continuous professional development does not contribute to any significant improvements for teachers of junior high school in Pematangsiantar. The objective of this research was to develop a management model for teachers’ continuous development. This is carried out through competency-based training with a heutagogy approach. A development model called ADDIE, which stands for Analysis, Design, Develop, Implementation, and Evaluation was used to develop the management model. The subject of this research was 80 junior high school students in Pematangsiantar. They were divided into 30 and 50 people for the limited trial and the broad trial, respectively. Questionnaires were distributed as the instrument of data collection. The data was then analyzed using a statistical descriptive analysis technique. The research found that the effectiveness of the competency-based training management model was measured by the N-Gain score, in which the G-value was 0.79 and 0.82 for limited trial and broad trial, respectively, which was in the high category. The results of the assessment of the effectiveness of the model obtained an average value of 94%, which was in the "very good" category. The effectiveness of the training program was assessed from the aspects of reactions, learning, behavior, and results, and the results show that the assessment of the classroom action research training program obtained an average score of 92%, or a very good category, which means that the classroom action research training program is very effective in improving teachers’ competence. The significance of this model has been proven to give an innovative solution to teachers’ continuous professional development. Doi: 10.28991/ESJ-2023-07-01-014 Full Text: PDF

MEDICAL RESIDENCY PROGRAMS are about to undergo substantial changes in the ways the physicians of tomorrow are trained. Beginning in July, the Accreditation Council for Graduate Medical Education (ACGME) will implement the Next Accreditation System to oversee training residents in 7 specialties: emergency medicine, internal medicine, neurological surgery, orthopedic surgery, pediatrics, diagnostic radiology, and urological surgery. In July 2014, the Next Accreditation System will be implemented by all remaining specialties and ultimately cover more than 9000 medical residency programs throughout the country. The aims of the new system are to “enhance the ability of the peerreview system to prepare physicians for practice in the 21st century, to accelerate the ACGME’s movement toward accreditation on the basis of educational outcomes, and to reduce the burden associated with the current structure and process-based approach” (Nasca TJ et al. N Eng J Med. doi:10 .1056/NEJMsr1200117 [published online March 15, 2012]). The ACGME was founded in 1981 when the graduate medical education environment faced 2 major stresses: variability in the quality of resident education and the emerging formalization of subspecialty education. The ACGME emphasized program structure and increased the amount and quality of teaching. But while the group believed it was successful, new stresses emerged, such as an increasingly prescriptive nature of program requirements that reduced opportunities for innovation. Acknowledging the new stresses, the ACGME pushed for the Next Accreditation System. Under this approach, each medical residency program accredited by the ACGME will have to demonstrate that its residents have the core competencies and clinical skills to provide quality patient care and the ability to respond to ongoing developments in health care delivery. Competency will be assessed in 6 core areas: patient care, medical knowledge, practice-based learning and improvement, systems-based practice, professionalism, and interpersonal skills and communication. To measure such competencies, each specialty is developing educational milestones with collaboration among American Board of Medical Specialties certifying boards, review committees, medical-specialty organizations, program-director associations, and residents. Milestones may be measured by levels of competence. For example, for practice-based learning and improvement, a resident with level 1 competency would be able to describe basic concepts in clinical practice, epidemiology, biostatistics, and clinical reasoning. The resident would also be able to categorize the study design of a research study. To achieve level 3 competency, the resident would need to be able to apply a set of critical appraisal criteria to different types of research, including synopses of original research findings, systematic reviews and meta-analyses, and clinical-practice guidelines, and to critically evaluate information from others, such as colleagues, experts, pharmaceutical representatives, and patients. Level 5 competency would find the resident independently teaching and assessing evidence-based medicine and information-mastery techniques and citing evidence supporting several common practices. Changes in resident training mean changes in the teaching of medical students as well. Carol Aschenbrener, MD, chief medical officer at the Association of American Medical Colleges, said her member institutions are working with the ACGME, but they are also adopting their own competency-based medical education systems. “Basically, the difference between competency-based education and the way we have always done it is that competency means that what the public needs, good health outcomes, is what a physician should actually be able to do, and each specialty has to decide how to achieve this,” said Aschenbrener, who has also held dean’s office positions at the University of Iowa College of Medicine in Iowa City and who served as chancellor of the University of Nebraska Medical Center in Omaha. “And we need faculty members who can help students learn how to ask questions or read a research article. It’s not about giving them a lecture but teaching them how to think.”

The existing structure of physician education has developed in siloed stages, with consecutive degrees and certifications and progressively longer training programs. As further fragmentation of health care and training systems will not improve the quality of care and education, the authors argue that a new vision of education, training, and practice as a continuum is needed.They advocate for a model of competency-based medical education that merges with competency-based medical practice. In this system, education and training will result in individual, dynamic portfolios of valid entrustable professional activities (EPAs) for which physicians are certified. Physicians can maintain and renew that entrustment as long as the EPAs remain within their scope of practice. Entrustment occurs initially during training but is then granted for new activities as physicians' careers evolve.This model accounts for the need to keep pace with changes in population health needs and expectations of competence over time. It de-emphasizes the divides between the stages of training and views the continuum from undergraduate medical education until retirement as a whole. Key obligations of self-regulating medical professionals include both the reception and the provision of supervision from and for others, respectively. Learning must be embedded in practice to address expectations regarding new knowledge and skills as they evolve with scientific and technological advances.Entrusting physicians to deliver effective and safe care, based on their performance of the requisite EPAs without supervision, should ensure that they provide high-value, quality care to patients.

Although competency-based medical education has become the standard for physician training in the West, many developing countries have not yet adopted competency-based training. In 2009 in the United Arab Emirates, the government regulatory and operational authorities for healthcare in Abu Dhabi mandated a wide-scale reform of the emirate’s postgraduate residency programs to the competency-based framework of the newly formed Accreditation Council for Graduate Medical Education-International (ACGME-I). This article briefly describes the rationale for competency-based medical education and provides an overview of the transition from traditional, time-based residency training to competency-based postgraduate medical education for the Pediatrics residency programs in Abu Dhabi. We will provide data on the initial impact of this transition on resident performance and patient outcomes in a Pediatrics residency program in an academic medical center in the United Arab Emirates.

Canada has considerable experience in integrating migrants, including adults, into its society and labour market. In view of this, the purpose of the article is to highlight the path and changes that took place during the formation and development of the adult migrant education system. The author has found out that an adult migrant does not differ from a typical adult student in terms of goals, needs, and preferences for choosing various educational programs or training courses. At the same time, it has been noted that an adult migrant has slightly different motives and a stronger motivation to continue studying further. These are determined by various social and personal factors. The article provides a detailed list of these factors and offers a brief description. In view of the above, it has been traced how the educational needs of adult migrants were taken into account within the adult education system of Canada. Also, the process has been characterized at various stages of the formation and development of the Canadian adult education and training system. The following three stages have been distinguished: language courses for adult migrants without andragogic principles of education; the development of civic education and the introduction of the principles of adult education into the practice of language courses; integration of educational opportunities of formal, non-formal and informal education. Each stage introduced both positive and negative changes in the system of adult migrants’ education, which were characterized and substantiated. Prospects for further research related to the analysis of Canada’s educational opportunities for the integration of Ukrainian migrants who were forced to become refugees due to the war are determined.

The adult educator in Europe – professionalisation challenges and the alternative of validation of learning outcomes