This approach for competency comparison has been implemented within an experimental platform called TELOS.
As part of this study, all newly incarcerated inmates were sequentially approached for competency and HIV testing and sequentially assigned to one of the three study groups.
Because derivation and details for medical student competency definitions differ widely [3, 4, 6, 11], we used a consensus-building approach for outlining competencies and thus the framework for the educational goals of this curriculum.
Learning Factories are an ac tion-oriented approach for developing these competencies.
Each competency has a set of learning objectives, which describe the approach for achieving the competency.
In this article a practical approach to define competencies for leadership and principles and practices of conflict management are offered.
Eleven articles (34.4%) mentioned global health educational approaches or competencies for medical students, but did not provide sufficient detail to be used further [ 5, 8, 11, 12, 14, 20, 21, 23, 34- 36].
Upon review of other international projects and the education literature on various models of curriculum development and integration, stakeholders opted to use a competency-based approach for the integration process.
Disentangling roles from professions and the regulation and reimbursement for competencies, rather than professions, would enhance this approach.
Following this approach for both domain-specific problem-solving competencies, items regarding the operating mode, the step chain and output routine were developed.
Below, we describe the group's approach to competency development, present the competencies, and discuss implications and next steps.
