A Common Language For Competency-Based Education
Notice bibliographique
Résumé
We read with great interest the recent commentary by Rodney and Meyer entitled: “Competency-based education: The need to debunk misconceptions and develop a common language”. 1 Rhoney D.H. Meyer S.M. Competency-Based Education: The Need to Debunk Misconceptions and Develop a Common Language. Am J Pharm Educ. 2024; 88100637https://doi.org/10.1016/j.ajpe.2023.100637 Abstract Full Text Full Text PDF Scopus (0) Google Scholar We believe that their commentary is timely, and we agree with most points made by the authors on debunking misconceptions. However, we do not share the view that there is a lack of a common definition of competency and competency-based education itself. We also agree that this field can be confusing, and that the terminology needs to be discussed, shared, and ideally unified to prevent misconceptions or inappropriate usage of vocabulary related to competency-based education (CBE). To that end, several educators have tried to offer their perspective on the issue. Already in 1997, in his book (in French), Guy Le Boterf reflected on the definition of competence and competencies. 2 Le Boterf G. De La Compétence à La Navigation Professionnelle. Les Éditions d’Organisation; Paris, 1997 . Google Scholar Loosely translated, his definition for competence (être compétent) is being able to act in a situation to attain expected outcomes. For competency (avoir des compétences), his definition is: selecting and combining internal (knowledge, skills, attitudes) and external (network, references, databases) resources to act in a professional situation. A concept map of competency was proposed by one of us in 2011 to provide a foundation towards a shared understanding. 3 Crevier F. Binette M.C. Girardot D. Laurier C. Vinet J. Mailhot C. Pharand C. Case Study of Generic Competencies Assessment. Pharm Educ. 2011; 11: 111-115 Google Scholar The map includes internal and external resources as proposed by LeBoterf. The recent definition of competency by the World Health Organization is very close in terms of meaning, but omits external resources: “The abilities of a person to integrate knowledge, skills and attitudes in their performance of tasks in a given context. 4 World Health Organization . Global Competency and Outcomes Framework for Universal Health Coverage.; Published April 2022. 〈https://www.who.int/publications/i/item/9789240034662〉. Accessed May 1, 2024 . Google Scholar Competencies are durable, trainable and, through the expression of behaviors, measurable.” This definition was acknowledged in a recent report of the FIP on the implementation of CBE, in which the definition proposed has a similar meaning. 5 International Pharmaceutical federation (FIP) . Competency-Based Education in Pharmacy and Pharmaceutical Sciences: A FIP Handbook to Support Implementation of Competency-Based Education and Training. Published September 2022. 〈https://www.fip.org/file/5338〉. Accessed May 1, 2024 . Google Scholar Indeed, the definition in the FIP handbook is: “competencies are preferably specified as observable abilities, integrating multiple components such as knowledge, skills, values and attitudes, and expressed as actual behaviour.” The same definition was advocated in 2017 by one of us (together with local colleagues) to describe a curriculum implementation process. 6 Koster A. Schalekamp T. Meijerman I. Implementation of Competency-Based Pharmacy Education (CBPE). Pharmacy. 2017; 5: 10https://doi.org/10.3390/pharmacy5010010 Crossref Google Scholar
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».