Status and Tasks of the Competency-based Curriculum Design in Moral Education

2021 ◽  
Vol 70 ◽  
pp. 261-290
Author(s):  
Hyunsoo KIM
Keyword(s):  
Moral Education ◽  
Curriculum Design ◽  
Competency Based

scholarly journals Implementation of a Competency-Based, Interdisciplinary Pediatric Palliative Care Curriculum Using Content and Format Preferred by Pediatric Residents

Children ◽  
2018 ◽  
Vol 5 (12) ◽  
pp. 156
Author(s):  
Meaghann Weaver ◽  
Christopher Wichman
Keyword(s):  
Palliative Care ◽  
Curriculum Design ◽  
Cognitive Theory ◽  
Curriculum Implementation ◽  
Self Assessment ◽  
Training Environment ◽  
Pediatric Residents ◽  
Code Status ◽  
Personal Attitude ◽  
Competency Based

Palliative care competencies at the pediatric resident training level expand learned knowledge into behavior. The objective of this study was to investigate mode of palliative care education delivery preferred by pediatric residents and to report on participatory approach to resident palliative care curriculum design. A one-hour monthly palliative care curriculum was designed and implemented in a participatory manner with 20 pediatric residents at a free-standing Midwestern children’s hospital. Outcome measures included pediatric residents’ personal attitude and perceived training environment receptivity before and after implementation of a palliative care competency-based curriculum. An 18-item survey utilizing Social Cognitive Theory Constructs was administered at baseline and after palliative care curriculum implementation (2017–2018 curricular year). Pediatric residents prioritized real case discussions in group format (16/20) over other learning formats. Topics of highest interest at baseline were: discussing prognosis and delivering bad news (weighted average 12.9), pain control (12.3), goals of care to include code status (11.1), and integrative therapies (10.7). Summary of ordinal responses revealed improvement in self-assessment of personal attitude toward palliative care and training environment receptivity to palliative care domains after year-long curriculum implementation. Curricular approach which is attentive to pediatric residents’ preferred learning format and self-assessment of their behaviors within their care setting environment may be beneficial in competency-based primary palliative training.

scholarly journals El médico general desde la perspectiva sociomédica, un cambio de paradigma en el diseño curricular por competencias. / The general practitioner from the medical-social perspective, a paradigm shift in competency-based curriculum design.

2014 ◽  
Vol 1 (1) ◽  
pp. 17
Author(s):  
Martina Patricia Flores-Saucedo ◽  
Laura Ernestina Barragán-Ledesma
Keyword(s):  
General Practitioner ◽  
Curriculum Design ◽  
Paradigm Shift ◽  
Social Perspective ◽  
Competency Based ◽  
Competencias Profesionales ◽  
De Medicina

La investigación se propuso conocer: el nivel de competencias profesionales que auto refieren los médicos generales en formación, la valoración que hacen del proceso educativo de calidad que los forma, que tanto saben acerca del programa de la OMS “Objetivos de Desarrollo del Milenio”; con la información recuperada contribuir a orientar el proyecto: Desarrollo curricular por competencias del programa educativo de médico cirujano en las Facultades de Medicina de la Universidad Juárez del Estado de Durango. El instrumento se construye con 160 variables ordinales; tres signalícticas, a partir de los 60 objetivos de aprendizaje de los médicos generales, definidos por el IIME; se aplica un censo a 248 sujetos pertenecientes al Décimo Semestre y a los que presentan el examen EGEL-CENEVAL, durante el semestre “A” 2007, de las Facultades de Medicina de Durango y Gómez Palacio, de la UJED y de la Universidad Autónoma de Zacatecas.

Making the case for virtual competency-based education

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Steven Vaughn Cates ◽  
Sean Doyle ◽  
Lisa Gallagher ◽  
Gary Shelton ◽  
Noel Broman ◽  
...  
Keyword(s):  
Online Education ◽  
Curriculum Design ◽  
Single Case ◽  
Academic Research ◽  
Design Model ◽  
Learning Performance ◽  
Business Success ◽  
Content Type ◽  
Competency Based Education ◽  
Competency Based

Purpose The purpose of this paper is to present a competency-based curriculum design model based on a set of ten foundational professional competencies (PCs) that prepare college graduates to meet the needs of global businesses now and in the future. Design/methodology/approach This phenomenological single-case study reviews literature on the foundational principles of competency-based education (CBE) and comparatively analyzes the results of qualitative interviews to create a set of ten PCs linking employee and business success. Findings This study presents a theoretical competency-based curriculum model (competency-based learning, performance and behavior (CBLPB)) designed for online education programs to enable a twenty-first century workforce to succeed. The curriculum design model is tested as applied by the researchers in various courses taught at an online university. Research limitations/implications This is a conceptual model for testing in academic research settings in colleges and universities. Practical implications The study suggests that higher education business curriculum should be designed using a CBE model to develop graduates with the foundational PCs that employers need and desire in educated working professionals. Originality/value From the faculty perspective, the CBLPB curriculum design model can enhance the design and implementation of CBE in business programs.

PEDAGOGICAL CONFLICT – THE CONTEMPORARY TECHNOLOGY OF THE COMPETENCY-BASED APPROACH

2019 ◽  
Vol 2 ◽  
pp. 70
Author(s):  
Zoja Chehlova ◽  
Mihail Chehlov ◽  
Ina Gode
Keyword(s):  
Moral Education ◽  
Research Problem ◽  
Personal Conflict ◽  
Key Competencies ◽  
Competency Based ◽  
Personal Qualities ◽  
Amount Of Knowledge ◽  
Creative Role ◽  
Contemporary Technology

In the 21st century, the creative role of education in the socio-economic development is increasing. Therefore, education is focused not only on the acquisition of certain amount of knowledge by learners, but also on the development of creative abilities and personal qualities, including the ability and desire to study, the ability and desire to act and the ability and desire to create. These key competencies develop in the process of learning on the basis of the technologies of the competency-based approach.The research problem is the development of positive learning motivation for students as the means of transforming inter-personal conflict into pedagogical conflict, which promotes individual’s moral education. The aim of the article is to analyse the characteristics of pedagogical conflict and elaborate the model of pedagogical conflict on this basis as a contemporary technology of the competency-based approach. The methodology of the research include: the competency-based approach and the activity-based approach;the research methods include: theoretical analysis, interpretation and mathematical statistics.The results of the study – there have been elaborated the theoretical basis of the pedagogical conflict as a technology of the competency-based approach:the nature of the has been analysed, and the content model of pedagogical conflict has been elaborated; there has been determined the organization of the process of learning based on the humanitarian inter-action of teachers and learners, which facilitates the transformation of inter-personal conflict into pedagogical conflict and promotes the moral education of an individual.  

scholarly journals KKNI DALAM KURIKULUM BERBASIS LEARNING OUTCOMES

2015 ◽  
Vol 12 (1) ◽  
pp. 1-22 ◽  
Author(s):  
Imroatus Solikhah
Keyword(s):  
Curriculum Development ◽  
Learning Outcomes ◽  
Curriculum Design ◽  
Core Competency ◽  
Wide Range ◽  
Competency Based ◽  
Qualification Framework

This article, for all intents and purposes, is to describe the Competency-Based Curriculum in respons to the advent of National Qualification Framework (KKNI) that sets Outcomes-Based Curriculum in a wide range of education practices.  The objectives of the article are to persuit the nature of competency and the learning outcomes delineated in the KKNI clarifying some terms that are still confius. Concepts of curriculum design pertaining to development of needs analyis are briefly discussed.  In addition, a substantial discussion on the learning outcomes, core competency, competency, and objectices from where curriculum development is based upon is outlined.  In the perspective of Indonesian policy, Competency-Based Curriculum will be no longer implemented as the advent of KKNI would give great impact on the Outcomes-Based Curriculum.  

scholarly journals Maximizing Organizational Performance and Goal-Achievement through Competency-Based Education

2019 ◽  
Author(s):  
King Costa
Keyword(s):  
South Africa ◽  
Leadership Development ◽  
Organizational Performance ◽  
Human Resource Development ◽  
Curriculum Design ◽  
Thinking Skills ◽  
Theory And Practice ◽  
Cognitive Approach ◽  
Problem Solving Skills ◽  
Competency Based

This paper presents a brief account and rationale for implementation of competency-based learning in any form of management and leadership development programmes in South Africa. The fact that competency-based learning (CBL), also known as outcomes-based learning has been scrapped from the schooling system in South Africa is unfortunate as this method enhances critical thinking skills and practical problem-solving skills. This paper presents CBL as a model of meta-cognitive approach to learning that integrates both theory and practice into experiential learning through six dimensions, namely, active learning, constructive learning, cumulative learning, goal-oriented learning, learner-centred and curriculum design strategies. In the advent of the fast-paced global economy, managers and leaders need to seek those business schools that value real-time practical approach to curriculum for relevance and to maximize shareholder value through human resource development. This brief presentation ends by recommending an approach through CBL that fosters three critical pillars of leadership development, namely: intellectual, behavioural and emotional agenda.

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