Competency Based Curriculum Implementation

1. 1.1 What competency means7 min
2. 1.2 From traditional to competency based7 min
3. 1.3 The SPICES model and the curriculum model7 min
4. 1.4 Learning hierarchies and constructive alignment8 min

Objectives. Define competency and explain why competence is confirmed in practice rather than by a test alone. Contrast the competency based curriculum with the traditional curriculum on outcomes, pace, assessment and flexibility. State the six principles of CBC and the three cardinal features of the Ethiopian curriculum model. Locate a teaching decision on the SPICES continuum. Apply Bloom and Miller hierarchies and constructive alignment to one module of your programme.

1. 2.1 How adults learn, theories and styles7 min
2. 2.2 Planning the learning environment7 min
3. 2.3 Problem based learning and the skills lab8 min
4. 2.4 Clinical and community based teaching8 min

Objectives. Compare behaviourist, cognitive, constructivist, social and experiential learning theories and state one classroom implication of each. Describe the VAK learning styles and the characteristics of effective learning. Answer the nine planning questions for a session and write a session plan from a module syllabus. Prepare and facilitate a problem based learning tutorial and a skills laboratory demonstration using whole part whole. Prepare, run and close a clinical practice session and a community placement, protecting patient rights.

1. 3.1 Principles of assessment in CBC7 min
2. 3.2 Knowledge assessment done properly7 min
3. 3.3 The OSCE7 min
4. 3.4 Workplace assessment, DOPS and portfolio7 min

Objectives. Explain the principles of assessment in CBC including validity, reliability, authenticity, feedback, fairness and flexibility. Plan a written examination with a blueprint, exam committee review, administration and post exam analysis. Prepare and run an OSCE with a team, blueprint, stations, trained examiners, rubrics and pass criteria. Implement direct observation of procedural skills and portfolio assessment in the workplace. Apply the ETA requirement of at least three knowledge and three performance summative methods per programme.

1. 4.1 What education technology adds6 min
2. 4.2 Platforms and blended delivery7 min
3. 4.3 Simulation, virtual patients and AI7 min
4. 4.4 Making technology stick8 min

Objectives. Define education technology and e-learning and explain their benefits for a competency based curriculum. Compare open source and proprietary learning management systems and choose one for a stated context. Describe simulation technologies, virtual reality, virtual patients and artificial intelligence and their place in health professions education. Analyse the challenges of technology use in Ethiopian higher education and the success factors that overcome them. Plan the institutionalisation of one education technology using the recommended practice points.

1. 5.1 Monitoring curriculum implementation7 min
2. 5.2 Evaluation models and Kirkpatrick7 min
3. 5.3 Challenges, enablers and policy7 min
4. 5.4 Your CBC implementation plan, capstone8 min

Objectives. Define monitoring and describe the six steps of curriculum implementation monitoring. List the eight areas of information collected when monitoring implementation and the indicators of CBC implementation. Compare the experimental, CIPP, logic and Kirkpatrick evaluation models and build a Kirkpatrick tool. Explain the common challenges of implementing CBC in resource limited settings and the enabling factors and policy enforcement that overcome them. Write a CBC implementation plan for one module of your own programme.