Competency-Based Education: Meeting the Demand for a Needed Approach


The emphasis of Competency-Based Education is on student accomplishments as opposed to the process. The ability of a student to put his or her abilities and knowledge into practice is known as competence. in the words of Humphrey (in 1992). A student’s ability to use fundamental and other abilities in everyday scenarios is referred to as a competency. The Latin word “competent” refers to a person’s ability to perform in a given capacity.

An educational framework that focuses on the intended performance qualities of health care professionals is called competency-based education. Traditional educational frameworks have always had this as an implicit goal, but CBE makes it explicit by creating metrics that students are expected to achieve.

The main things of CBE i liked most is Instead of focusing on what students should learn, CBE focuses on what they should do. To define educational goals in terms of exact, measurable descriptions of knowledge, abilities, and attitudes that students should have upon completing a course of study, a movement known as standards-based instruction supports (Richard.S and Rogers).

According to Epstein and Hundert’s definition, “competence is the habitual and sensible use in everyday practice for the benefit of the individual and community being served,” this is what it means to be “competent” in the field of health care.

The qualities of CBE piqued our interest. I found the CBE to be highly user-friendly when it comes to learning. It’s highly explicit, measurable declarations of competence that demonstrate the learning-by-doing principle. Students’ goals (outcomes/skills) guide the course’s content. The learner is allowed to stay in the program until he or she proves competence by using a variety of teaching methods and group activities. It is the goal of this educational system to teach students how to apply their fundamental abilities to real-world situations. Books, media, and real-world examples all play a role in this resource’s creation. It also provides students with immediate feedback on their success in assessments. The pace of instruction was adjusted to meet the requirements of the students. It necessitates that the student master specified competency claims.

According to Nagelsmith (1995), the foundation of professional competence consists of essential and pertinent knowledge, skills, and attitudes. Different elements are required to achieve competency:

Determination of the levels of knowledge, skills, and talents that must be had by graduates of programs, depending on the requirements imposed by standards and laws. That applies to the practice that is going on now. Monitoring by the employer of needed staff development modules, as well as the completion of courses, demonstrations, and assessments.

If i analyze the benefits of CBE, it reflect that Participants will acquire the skills and knowledge necessary to perform their jobs effectively. Participants will gain self-assurance to the extent that they successfully mastered the specific competencies. Participants get a transcript or a list of the competencies they have achieved upon completing the program. Because the trainer acts more as a facilitator of learning rather than a provider of information, the time allotted for training is utilized in a manner that is both more efficient and effective. Instead of spending as much time delivering lectures, the training time is distributed more evenly between working one-on-one or in small groups with the participants. Evaluating each participant’s capacity to perform necessary job skills takes up a greater portion of the available training time.

Ultimately, the point was made that, because CBE is now a time requirement, we must place a greater emphasis on learning by doing than on rote memorization.