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Models of Continuing Competence

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by

Christopher Butcher

on 30 September 2015

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Transcript of Models of Continuing Competence

Components of Continuing Competence
Activities
Frequency
Evaluation
Criteria

Calendar
Triggered
Evidence
Release
Assessment Mode
Quantitative
Time
Didactic
Participatory
Productive
Score
Objective
Rated
Self
Peer
Supervisor
Calibrated
Consumer
Self Reflection
Self Assessment
MCQ
Simulation
Indicators
Outcomes
Classroom
eLearning
Conference
Portfolio
Work Product
Volunteer
work
Industry leadership
Precepting
Practice review
Competency
Specialty conditions
Specialty recognition
Progressive
Incentives
Procedures
Indicators
# Activities
Hours
Months
Cut score
Curve
Requirements are adjusted due to specialization without restricting practice. A person's requirements in one area are reduced because of a recognition of achievement in another area but are not required to cease practice in areas outside the specialty.
Requirements are adjusted to acknowledge specialization, but practice is restricted based on conditions. In other words, a person's requirements are lowered but so are their practice opportunities.
Continous
When the content of a credential changes in the form of an official release, or version, such as software or code (e.g., electrical codes)
Adjust criteria based on achieving some related task. For instance, CE requirements are reduced following the completion of a learning plan.
Requirements for more advanced practitioners are different from the requirements for newer practitioners.
Research
Publication
Learning Units
(CEUs, PDUs
Criterion referenced
Norm-referenced
Commonly used for participation in educational activities
Commonly used for participation in occupational activities
Program Completion
Activity Completion
Activity Quality
Virtual
Reality
Gaming
Haptic
Team
Volunteer
Paid
OSCE
Team Competencies
Team Assessors
Practice Review
Mentoring
Contextual
Categorized
Level
Learning Style
Referenced
Recertification by Continuing Education
Knowledge
Basis
Planning
Activities
Interval
(construct)
Evaluation
Criteria
Calendar
Assessment Mode
Quantitative
Time
Didactic
Participatory
Productive
Classroom
eLearning
Conference
Portfolio
Work Product
Volunteer
work
Industry leadership
Precepting
Practice review
# Activities
Hours
Conscious competence
Research
Publication
Learning Units
(CEUs, PDUs
Commonly used for participation in educational activities
Program Completion
Activity Completion
Activity Quality
Mentoring
Classified
Recertification by Examination
Knowledge
Basis
Planning
Activities
Interval
(construct)
Evaluation
Criteria
Calendar
Assessment Mode
Didactic
Score
Objective
MCQ
Conscious competence
Cut score
Criterion referenced
Contextual
Classified
Referenced
Take a Test
Take a Test
Conscious competence
Performance Indicators
Practice Examples
Shelf-life
Innovation
When the content of a credential changes in the form of an official release, or version, such as software or code (e.g., electrical codes)
Competencies
Post-Certification Job Analysis
Levels of Mastery
Evidence
Are the dynamics of forgetting understood by research methods?
The speed with which industry practices changes over time.
Triggers
Planning
Prescribed
Voluntary
Behavioral
Assessment-
driven
Scope
Skill
Knowledge
Ability
Judgment
A body of knowledge such as an electrical code that represents the single source of knowledge.
External reference
A body of knowledge that is in the control of the organization, such as domain bodies of knowledge, best practices, and job/practice analysis
Internal
Reference
A body of work represented in an academic curriculum or collection of learning activities.
Curriculum
Homogeneity
Obsolescence
Decay
Rationale
Dynamics of Competence
Full transcript