Competency-Based Education: Purposes and Promises

Abstract

Competency-based education (CBE) is described and the reported advantages to CBE are discussed. The need for a stronger evidence base to support CBE is acknowledged. As we continue to develop this evidence base, the practices of (1) focusing on outcomes and (2) being flexible in the time needed for trainee mastery of competencies hold promise and are consistent with good pedagogy. A model for clinical supervision that includes a focus on outcomes, as well as built-in acknowledgment of time for mastery, is briefly described.

Keywords

competency-based education - speech-language pathology - audiology - higher education - clinical supervision

Disclosures

The author is the guest editor of this issue of Seminars in Speech and Language and received a stipend for his work on the issue. There are no nonfinancial disclosures.

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