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ERIC Number: EJ1067856
Record Type: Journal
Publication Date: 2015-Aug
Pages: 4
Abstractor: As Provided
Reference Count: 13
ISBN: N/A
ISSN: ISSN-1382-4996
The False Dichotomy of Quality and Quantity in the Discourse around Assessment in Competency-Based Education
ten Cate, Olle
Advances in Health Sciences Education, v20 n3 p835-838 Aug 2015
Competency-based medical education stresses the attainment of competencies rather than the completion of fixed time in rotations. This sometimes leads to the interpretation that quantitative features of a program are of less importance, such as procedures practiced and weeks or months spent in clinical practice. An educational philosophy like "We don't require numbers of procedures completed but focus on competencies" suggests a dichotomy of "either" competency-based "or" time and procedures based education. The author argues that this dichotomy is not useful, and may even compromise education, as long as valid assessment of all relevant competencies is not possible or feasible. Requiring quantities of experiences of learners is not in contrast with competency-based education.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A