Development of Competence.pptVIP

Copyright@Titi Savitri Prihatiningsih CRITERIA OF CLINICAL COMPETENCE 1. Technical effectiveness in using knowledge and skills. 2. Positive effects on the disease process, seen in outcomes of care. 3. Positive effects of the doctor’s behaviour on the patient. 4. Efficiency in using finite resources. Copyright@Titi Savitri Prihatiningsih How to formulatecompetences? Personal Diary Observation Job analysis Critical Incident Technique Expert Judgement Copyright@Titi Savitri Prihatiningsih Competencies required for performance of roles/functions Roles and Functions of Health Professional Knowledge, skills, attitudes, emotions, values, reasoning for acquisition of competencies Assessment Assessment Assessment Copyright@Titi Savitri Prihatiningsih Practice Setting  Hospital Community-family Copyright@Titi Savitri Prihatiningsih Competency-based Curriculum Curriculum defines outcomes for proficient practice Integrative Assessment of actual performance – towards mastery learning Criterion-based Copyright@Titi Savitri Prihatiningsih Evidence suggests that expertise is predicated upon problem-specific knowledge: educators need to carefully select and focus upon problems most consistent with the mission of the training institutions Copyright@Titi Savitri Prihatiningsih Problem- and knowledge-specific nature of expertise strongly suggest the need for well-defined learning objectives to ensure that the most relevant knowledge necessary for diagnosing and treating common and important patient problems is mastered by the students Copyright@Titi Savitri Prihatiningsih Identify problems that will bedealt by graduates Copyright@Titi Savitri Prihatiningsih Priority health problemsB=Burden of Disease B = M (F+QD+CB) M = magnitude of the problem (morbidity and mortality) F = Case fatality rate Q = Degree of deviation from normal health (disability, distress, discomfort, dissatisfaction, cost) D = duration of the deviation from health CB = effects to other i