The Development and Implementation of a Competency-Focused Curriculum in Health and Exercise Sciences
Notice bibliographique
Résumé
Historically, undergraduate programs in Health and Exercise Sciences (i.e. Kinesiology) are rooted in common areas such as physiology, anatomy, biomechanics, motor control, psychology, nutrition, and rehabilitation. A typical four-year program offers a general education across these areas often delivering a breadth of knowledge in many areas, albeit often lacking in transferable technical skill that relates to industry. With many graduates now pursuing advanced training in professional programs there is a need to develop more competency-focused curricula to better prepare students for entry into professional fields. Further, overburdened healthcare systems worldwide combined with an ageing population find themselves with a gap in service delivery, given the growing body of evidence supporting the benefits of high-quality exercise training in the prevention, treatment and management of chronic conditions. In 2018, following feedback from provincial ministries, the University Senate, faculty, students, and community partners, the School of Health and Exercise Sciences at the University of British Columbia Okanagan underwent a strategic review. This review led to the development of a professionally focused, competency-based program, now known as the Bachelor of Health and Exercise Sciences. Within this program are three concentrations geared towards developing knowledge and skills in differing areas dependent on student interest and desired career path: Kinesiology and Allied Health, Health Behaviour Change, and Clinical Exercise Physiology. The development of the revised curriculum involved crucial components such as defining new program and concentration level learning outcomes, competency profiles, definitions, progressions, and practical assessment strategies. Additionally, each concentration integrates a community practicum designed to enhance mastery of competencies within a professional setting. Establishing these practicums necessitates ongoing collaborative efforts with both existing and new community partners, the formulation of standards, and the implementation of a process to ensure students possess a baseline skill level before engaging with the community. A substantial challenge in the revised curriculum is the instruction of technical skills in a lab environment, as well as effective practical skill assessment that meets industry standards, for upwards of 200 students. To this end a great deal of planning was required from a resources standpoint, onboarding of new faculty with industry experience, as well as alignment with pre-existing certifying bodies including the American College of Sports Medicine, Exercise & Sport Science Australia, and the Canadian Society for Exercise Physiology. Looking to the future we anticipate both challenges and opportunities as we continue to redefine professional competencies and remap them throughout the curriculum to enhance skill progression and ensure our graduates are fit for purpose. Further, we are excited to continue to work alongside provincial entities and existing certifying bodies as we look toward the professionalization of the field. Lastly, but up utmost importance, is the dissemination of our process to other organizations and institutions in hopes to build momentum in the quickly evolving academic and professional landscape of Health and Exercise Sciences. None. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.
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 machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,012 | 0,023 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,002 | 0,002 |
| Science ouverte | 0,002 | 0,004 |
| Intégrité de la recherche | 0,001 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,001 |
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 source (Gemma direct ou Codex distillé), 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 ».