Competency Working Group Progress to date

Goal To develop a technical standard for defining and relating competencies, and linking competencies to other objects i.e. A standard way to package competencies NOT to standardize the competencies themselves

Definition Our definition of competency includes any educational objective or educational outcome that results from knowledge, skills, or beliefs Intentionally broad and inclusive

Survey Last month 24 responses Medicine, nursing, allied health, undergrad, postgrad, CME, MOC, licensure 75% have implemented CBE 17% are planning to implement CBE 61% would find a competency standard useful (6-7/7)

Use Cases 1. Record performance data as evidence of competence for learning or assessment (mean 6.0) 2. Search a system to find curricular components (for example learning activities or assessments) addressing a particular competency (5.8) 3. Record activities related to and evidence of competence within a portfolio that details the expected competencies and how the individual has progressed relative to each competency (5.8) 4. Search a system to develop a report that details what competencies are addressed in the curriculum (5.7) 5. Direct a clinician to learning based on gaps in competence (remediation) (5.5) 6. Qualify the link between a competency/ontology and a person or curricular component, (e.g. the degree to which a learner has demonstrated a competency) (5.5)

Use Cases (cont.) 7. Index a competency framework against a controlled vocabulary, terminology, or ontology (5.4) 8. Compare competence data for a clinician against a benchmark (gap analysis) (5.3) 9. Export a portfolio or portion of a portfolio (5.3) 10. Map one set of competencies to another (5.1) 11. Use a machine readable set of competencies or learning outcomes developed by a collaboration or another organization (import it into the system) (4.6) 12. One additional use of competency standards offered was that of federated search strategies for finding articles, resources or activities linked to competencies.

Use of Technology Majority currently Develop learning materials Deliver learning materials Majority currently or plan to Implement multiple sets of competencies Implement controlled vocabularies or taxonomies to support CBE Majority plan to Link curricular components to competencies Track progress towards competencies Track where competencies are addressed in a curriculum Recommend learning based on gaps in competence

Concept: Competency Competency Statement Type Description Performance Criteria Assessment Methods Conditions of Performance 96% 74% 70% 65% 57% Outcome Criteria 52% Multiple Languages 26%

Framework Concept: Framework Competency SimilarPrerequisite Group Description of group 91% 68% 100% 82% 46% - References/associations to outside resources/evidence base

Concept: Referencing Competency Learning Object Assessment Object Learning Event ePortfolio Competency in Other Framework

Barriers the difficulty in evaluating/assessing competencies in a scalable fashion faculty and staff time required for creation and implementation of a competency-based system lack of faculty and staff expertise in competency- based education and constrained staff resources for developing a competency-based system the challenge of curriculum reform lack of clear, evidence-based competency definitions with which to work a lack of software support for the goals for competency-based learning

Next Steps Identify priorities for the standard to address Review of existing standards Determine best use cases to guide standard development Begin technical development

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