Competency-based training of health professions teachers in seven developing countries.
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Asia↗
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Results for “Competency-based training”
Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.
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Competency-based training for severely behaviorally handicapped children and their parents.
This paper describes the major components of a treatment program for severely behaviorally handicapped children. The program's goal is to help the children develop the necessary skills to function in regular classrooms or special education classes. The article presents descriptions of the procedures used in the Day School Learning and Treatment Center and the Parent Training Program at the Judevine Center for Autistic Children. Criteria for acceptance, assessment systems, training techniques, and methods for follow-up are outlined. Also, the paper delineates what are considered to have been five major trends in the development of the program.
Adolescent↗
Child development and disability: competency-based clerkship.
The training of medical students in the subject of mental retardation is important in broadening the physician's role in dealing with chronic disability. A competency-based training model is presented which specifies competencies, achievement methods, and evaluation procedures for a clerkship. The focus for training is on developing practical skills and a positive orientation toward developmental problems. Evaluative measures for 12 students rotating through the clerkship showed positive knowledge and attitude changes. Competency-based training is recommended as a model for preparing physicians to serve as advocates and resources for persons with chronic conditions.
Attitude↗
Competency-based psychiatric education.
The focus of training in a competency-based residency program is on ensuring that all residents attain prespecified levels of competence for particular objectives in each training activity. The authors examine the components of a competency-based program and describe the phases of development that their department went through in creating such a program. They conclude that the competency-based training model directly faces the issue of certifying competence by holding itself accountable in a demonstrable way for ensuring that its residents have mastered specific areas of knowledge, skills, and attitudes.
Clinical Competence↗
Standardized visual overlays enhance laparoscopic instruction: A mixed-methods evaluation.
Effective communication during laparoscopic procedures is frequently undermined by spatial disorientation and inconsistent terminology between instructors and trainees. This study examined whether standardized visual overlays on endoscopic monitors could enhance communication and learning. We conducted a three-phase mixed-methods study: qualitative observation of 20 laparoscopic teaching cases; a randomized trial of 63 second-year medical students assigned to control, clock, or alphanumeric grid (AG) overlays during three trials of a standardized transfer task; and intraoperative implementation in 44 cases (30 AG, 14 clock) with post-case surveys and qualitative feedback. In simulation, the clock overlay produced the fastest completion times, whereas the AG yielded the lowest error scores, and both overlays outperformed the control. Intraoperatively, the AG was rated higher than the clock for communication clarity, spatial orientation, perceived operative efficiency, and trainee confidence. Standardized visual overlays, particularly the AG, appear to support intraoperative teaching by providing a shared spatial frame of reference.
Laparoscopy↗
A competency-based system for the initial training of speech pathologists.
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Clinical Competence↗
The application of competency-based education to consultation-liaison psychiatry: I. Data gathering and case formulation.
In the first of three papers, the authors present a competency-based model for training in consultation-liasison psychiatry which addresses the issues of how residents are taught to collect and formulate patient data. This model emphasizes the use of behavioral statements to describe the process of how a consultation is done. By comparing the resident's performance with prestated behavioral objectives, a method for residency supervision is offered. The second paper carries this one step further with the application of the model to clinical intervention strategies. The final paper discusses the implications of this approach to some of the issues that surround residency training in this field.
Clinical Competence↗
The application of competency-based education to consultation-liaison psychiatry: II. intervention knowledge and skills.
Although psychological and pharmacological intervention is an important aspect of the treatment of patients seen in consultation on medical and surgical wards, little attention has been directed to the method of training psychiatric residents in these areas. In this paper, the authors continue the application of the competency-based model of training to the problems of clinical intervention. Behavioral objectives are presented as a focus for residency supervision and their application to a clinical situation is illustrated. The objectives are designed to consider the activities of the consulting psychiatrists as he relates to the patient as well as other members of the treatment milieu.
Clinical Competence↗
The application of competency-based education to consultation-liaison psychiatry: III. Implications.
In this paper the authors consider the implications of a competency-based model of education in relation to issues that affect the training of consultation-liaison psychiatrists. These issues include program design, the integration of consultation-liaison psychiatry to psychiatry in general, and the relationship of consultation-liaison psychiatry to medicine. Training programs in consultation-liaison psychiatry need to respond to the issues that derive from each of these areas. The authors argue that the competency-based model provides a framework which offers guidelines for designing a program that addresses these concerns.
Clinical Competence↗
Effects of competency-based intervention on student-teacher and pupil behavior.
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Female↗
A competency-based curriculum in business practice management.
Business management skills are an essential part of an efficient medical practice, but they are largely neglected or ignored in residency training programs. In order to realistically prepare physicians for their future community practices, the Family Practice Residency Training Program at the University of California, Los Angeles, includes a business practice management curriculum based on 12 behavioral objectives. Through observation, seminars, consultation, and practice design, the resident becomes competent in the skills and behaviors necessary for effective management. Over the three-year period, the resident completes a handbook with research findings, and designs elements of his/her own future practice. The instructor's manual is included to illustrate and clarify methods of implementation and evaluation of the curriculum.
California↗
Pharmacology program produces results.
A traditional inservice pharmacology program presented problems for the participants, educators, and head nurses and, despite the program, a significant number of medication errors occurred. A new program, based on principles of adult education, has had positive effects on patient care and is viewed favorably by educators and participants. The results suggest that competency-based education in other areas could have similar benefits.
Curriculum↗
Psychotherapy training in psychiatry: a systematic review and narrative synthesis on the supervision experiences of early-career psychiatrists.
BACKGROUND: Supervision is a fundamental component of psychotherapy training, transforming theoretical knowledge into clinical skills through real-world practice. Psychotherapy training practices vary widely between countries, training programs, and over time, including supervision. Our systematic review aimed to investigate and describe the experiences of psychotherapy supervision through early-career psychiatrists' (ECPs) views. METHODS: We systematically searched PubMed/MEDLINE, Scopus, and PubPsych for survey-based studies on ECPs' experiences of psychotherapy supervision during or after their psychiatry training and reported our findings according to the PRISMA guidelines. Of 32,877 articles screened, 29 articles were included. Each article underwent quality assessment, and results were synthesized narratively. RESULTS: Included articles published between 2000 and 2025, were from Europe (N = 16, 55.1%), the Americas (N = 5, 17.2%), Western Pacific (N = 4, 13.7%), South-East Asia (N = 2, 7%), Eastern Mediterranean (N = 1, 3.5%), and Africa (N = 1, 3.5%), with a total of 4691 participants. Supervision access rates ranged from 26.2% in Nigeria to 85.5% in Russia, with significant variation across countries and psychotherapy modalities. Most ECPs received 50-100 total hours of supervision, frequently delivered in weekly sessions. While formats, individual, group, or mixed, varied by country and training scheme, supervision was generally provided by a psychiatrist-psychotherapist. Common learning techniques included oral consultations and case discussions, followed by audio recordings or transcripts. The need to self-fund psychotherapy supervision costs was identified as a prominent barrier. CONCLUSIONS: Psychotherapy supervision is inconsistent globally, with barriers including supervisor availability and cost. There is a large implementation gap between recommendations and evaluated practice. Digital tools and competency-based frameworks may improve access and quality.
Humans↗
Guidelines for competency-based instruction in psychiatry.
This paper presents guidelines for teachers who wish to design competency-based instructional activities in psychiatry. Developed over a 3 year period, these guidelines outline the methods used by teachers to construct competency-based seminars and clinical rotations. The guidelines describe the process of stating knowledge objectives, performance objectives and experiential objectives for psychiatric trainees to attain prior to completion of training in a given area. Selection of appropriate teaching strategies as well as criteria and conditions for assessment of the residents' abilities are also reviewed. Comments regarding the authors' experience using these guidelines with teachers are offered.
California↗
Providing for the severely handicapped: a case for competency-based preparation of occupational therapists.
Recent court decisions that mandate the development of new instructional alternatives for severely handicapped children will have significant implications for occupational therapists. Focusing on such issues as mainstreaming, accountability, and certification standards, this paper places in perspective the problems and trends that have led to this new challenge. It also provides suggestions for the development and disposition of training programs that can ultimately result in more appropriate programming for the handicapped children in the new population to be served in the public schools. Illustrated with examples of competency components and behavioral objectives, competency-based occupational therapy preparation programs are emphasized.
Child↗
Perception of teaching competencies by medical educators.
The purpose of this study was to determine the effect of an introductory educational planning workshop on perception of teaching competencies by medical educators. A questionnaire containing twenty-seven teaching competencies (TC) was administered before and after the workshop. The twenty-five participants, from four different countries, were asked to rate each TC regarding its importance for teachers and whether they possessed them or needed further training. The results showed that this workshop created more awareness regarding the importance of these TCs and also created a need for further training for specific TCs in order to put educational principles into practice.
Attitude of Health Personnel↗
Symposium: United States citizen foreign-trained medical students accepted with advanced standing into American medical schools: background, reentry and prognosis.
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Competency-Based Education↗
Competency-based education.
The essential elements of a P/CBDE program include the delineation of role-derived dietetic competencies, which are publicly stated in behavioral terms. The criteria used to measure the accomplishment of these competencies are criterion-referenced, and the student acquires the competencies at his own rate. Much confusion exists in differentiating between the essential characteristics and implementation modes. The use of modern technology and modular packaging of learning experiences does not automatically lead to a P/CBDE program. These are merely tools. The clear identification of competencies, objectives, and performance criteria are the essence of P/CBDE. Currently, dietetic educators are formulating competencies for their own programs. A national group of "experts" will need to be convened to develop competencies for the profession as a whole.
Clinical Competence↗