Public Health Publication : World Health Organization ; (Php) Public Health Publication, Volume 68: Competency-Based Curriculum Development in Medical Education

By William C. Mcgaghie

Book Id: WPLBN0000136815
Format Type: PDF eBook:
File Size: 3.64 MB
Reproduction Date: 2005

Title:	Public Health Publication : World Health Organization ; (Php) Public Health Publication, Volume 68: Competency-Based Curriculum Development in Medical Education
Author:	William C. Mcgaghie
Volume:
Language:	English
Subject:	Health., Public health, Wellness programs
Collections:	Medical Library Collection, World Health Collection
Historic Publication Date:
Publisher:	World Health Organization


Citation APA MLA Chicago C. Mcgaghi, B. W. (n.d.). Public Health Publication : World Health Organization ; (Php) Public Health Publication, Volume 68. Retrieved from http://www.gutenberg.cc/

Description
Medical Reference Publication

Excerpt
Publications of the World Health Organization enjoy copyright protection in accordance with the provisions of Protocol 2 of the Universal Copyright Convention. For rights of reproduction or translation of WHO publications, in part or in toto, application should be made to the Office of Publications, World Health Organization, Geneva, Switzerland. The World Health Organization welcomes such applications. The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of the Secretariat of the World Health Organization concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The mention of specific companies or of certain manufacturers' products does not imply that they are endorsed or recommended by the World Health Organization in preference to others of a similar nature that are not mentioned. Errors and omissions excepted, the names of proprietary products are distinguished by initial capital letters. The authors alone are responsible for the views expressed in this publication.

Table of Contents
CONTENTS Page Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 1. CURRICULUMMO DELS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Subject-centered curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Integrated curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Competency-based curriculum . . . . . . . . . . . . . . . . . . . . . . . . . 18 2 . IDENTIFYINTGHE ELEMENTS OF COMPETENCE . . . . . . . . . . . . . . . . . 21 General considerations in defining competence . . . . . . . . . . . 21 Analysis of physicians' activities . . . . . . . . . . . . . . . . . . . . . . . 23 Self-reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Observation . . . . . . . . . . . . . . . . . . . .: . . . . . . . . . . . . . . . . . . 27 Task analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Critical elements of behaviour . . . . . . . . . . . . . . . . . . . . . . . . . 30 Critical incidents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Expertjudgement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Health care needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Public health statistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Medicalrecords . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Social. economic. and political realities . . . . . . . . . . . . . . . 41 Professional performance situation model . . . . . . . . . . . . . . . 43 3 . LEMATNGFO R MASTERY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Programme organization : time . . . . . . . . . . . . . . . . . . . . . . . . 51 Programme organization : sequence . . . . . . . . . . . . . . . . . . . . . 52 Programme organization : mastery . . . . . . . . . . . . . . . . . . . . . 55 Specification of learning objectives . . . . . . . . . . . . . . . . . . . 56 Identification of curriculum clusters . . . . . . . . . . . . . . . . . . 56 Development of instructional units . . . . . . . . . . . . . . . . . . . 57 Encouragement of self-pacing . . . . . . . . . . . . . . . . . . . . . . . 58 Recognition of competence levels . . . . . . . . . . . . . . . . . . . . 58 Frequent assessment of learning . . . . . . . . . . . . . . . . . . . . . . 60 4 . ASSESSMENOTF COMPETENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Entry assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Formative assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Summative assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75