Competency based learning

1
Competency based learning in the Bologna
structure analysis and some examples
Prof dr Joke Denekens Prof dr Herman van
Rossum Faculty of Medicine Universidade do
Porto Porto, 28th of May 2003
2
Development of a competencies based curriculum

• USE MILLER
• Define competencies as a series of authentic
  tasks
• Define criteria for achieving these tasks
  adequately
• Define the knowledge and skills necessary to
  accomplish the task adequately
• USE THE WEDGE
• Design retrograde a learning path for each task
  (staircase principle)
• USE THE EFFECT OF ASSESSMENT ON LEARNING
• Make goals, assessment system, and program
  consistent
• Position the moments of testing strategically

3
Development of a competencies based curriculum

• THREE STEPS
• USE MILLER
• USE THE WEDGE
• USE THE EFFECT OF ASSESSMENT ON LEARNING
• But first an analysis of the designing process

4
Demands professional field desired OUTPUT
curriculum
curriculum
Organisation Training
Evaluation
PROFESSIONAL 1a expertise in medicine 1b
expertise in chemistry 1c expertise in law, -
....... GENERIC 2 communicator 3 team player 4
manager 5 (health) advocate 6 scholar 7 being a
professional
INPUT from secundary school knowledge skills com
petencies
5
Development of a competencies based curriculum

• THREE STEPS
• USE MILLER
• USE THE WEDGE
• USE THE EFFECT OF ASSESSMENT ON LEARNING

6
A simple model of competence
Does
Shows how
Knows how
Knows
Miller GE. The assessment of clinical
skills/competence/performance. Academic Medicine
(Supplement) 1990 65 S63-S7.
7
Development of a competencies based curriculum
Curricula and Miller at the moment
8
2003
1990
1980
9
Development of a competencies based curriculum
How to climb the top of the pyramid?
10
Development of a competencies based curriculum

• USE MILLER
• Define competencies as a series of authentic
  tasks
• Define criteria for achieving these tasks
  adequately
• Define the knowledge and skills necessary to
  accomplish the task adequately
• USE THE WEDGE
• Design retrograde a learning path for each task
  (staircase principle)
• USE THE EFFECT OF ASSESSMENT ON LEARNING
• Make goals, assessment system, and program
  consistent
• Position the moments of tests strategically

An analysis three examples
11
Analyzing tasks using Millers pyramide
Authentic task
Judge essays for a journal as a member of an
editorial board.
Authentic setting
Does
Shows how
Knows how
Knows
12
Example of retrograde programming
Mention the most important representants of
Portuguese literature ...
13
Analyzing tasks using Millers pyramide
Authentic task
Explain to a pregnant woman and to her husband
which life habits promote the childs well being.
Authentic setting
Does
Shows how
Knows how
Knows
14
Example of retrograde programming
The learning process the students view?
Which pharmacological drugs can influence the
blood pressure in humans?
15
Macro the learning path for student
authentic task in real setting
authentic task in educational setting under
supervision / with assessment
simplified authentic task
simplified parts of task
specific skills and knowledge
basic skills knowledge
16
From macro to micro how does a student learn
to develop competencies in practice?
17
Micro the learning double loop
TEACHER
STUDENT
Prepares himself
Gives FEEDBACK
DOES LOOKS
LISTENS reflects
Gives JUDGMENT
Sewing a wound Physical examination Bringing bad
news Music master class
18
The last phase of designing a course the
program itself and the assessment.
19
Development of a competencies based curriculum

• USE MILLER
• Define competencies as a series of authentic
  tasks
• Define criteria for achieving these tasks
  adequately
• Define the knowledge and skills necessary to
  accomplish the task adequately
• USE THE WEDGE
• Design retrograde a learning path for each task
  (staircase principle)
• USE THE EFFECT OF ASSESSMENT ON LEARNING
• Make goals, assessment system, and program
  consistent
• Position the moments of tests strategically

20
INTERMEZZO
21
How can we make the program more flexible for
our students?
22

• Level of programs bridging programs between
  programs
• Level of courses electives in programs
• Level of tasks portfolio in courses

23
Development of a competencies based curriculum

• USE MILLER
• Define competencies as a series of authentic
  tasks
• Define criteria for achieving these tasks
  adequately
• Define the knowledge and skills necessary to
  accomplish the task adequately
• USE THE WEDGE
• Design retrograde a learning path for each task
  (staircase principle)
• USE THE EFFECT OF ASSESSMENT ON LEARNING
• Make goals, assessment system, and program
  consistent
• Position the moments of tests strategically

24

• How can we make the assessment consistent with
  the goals?
• 1. Test knowledge, skills and tasks
• 2. Assess knowledge, skills and tasks at the
  same time!

25
Demands professional field desired OUTPUT
curriculum
curriculum
Organisation Training
Evaluation
PROFESSIONAL 1a expertise in medicine 1b
expertise in chemistry 1c expertise in law, -
....... GENERIC 2 communicator 3 team player 4
manager 5 (health) advocate 6 scholar 7 being a
professional
INPUT from secundary school knowledge skills com
petencies
26

• How can we make the program consistent with the
  assessment?
• Stimulate knowledge, skills and tasks at the
  same time an example from medicine.

27
Typical week medical program
3xPat
CR
skills


Tu 2
W-up
Tu 1
skills
3xPat 3 Patient lectures Tu Tutorial CR Clinical
Reasoning seminar W-up Wrap up lecture
Time for study Programme time

28
Typical week Phase 2
6. Clinical reasoning sessions
1. Patient presentation
HEAD
BODY
TAIL
3xPat
CR
2. Study tasks
skills


Tu 2
W-up
Tu 1
skills
3. Tutor group 1
5. Tutor group 2
4. Clinical skills sessions
7. Wrap-up lecture
Time for study Programme time 16 hrs
Time for study 24 hrs

29

• How can we position the moments of
• assessing strategically?
• Think of human behavior two examples

30
Assessment in education
is the most powerful external motivator for the
student
Hofstee The most important task of the teacher
is to announce the day of the examination
(s)he works for what you inspect, NOT what you
expect.
31
Influence of assessment on study time
Test
Study Time
Oral exam
32
Summary

• USE MILLER
• Define competencies as a series of authentic
  tasks
• Define criteria for achieving these tasks
  adequately
• Define the knowledge and skills necessary to
  accomplish the task adequately
• USE THE WEDGE
• Design retrograde a learning path for each task
  (staircase principle)
• USE THE EFFECT OF ASSESSMENT ON LEARNING
• Make goals, assessment system, and program
  consistent
• Position the moments of testing strategically

33
Prof dr. Joke Denekens Prof dr Herman van
Rossum We thank you for your attention.