As presented in Table 3, this competence inventory offers for each CanMEDS role a number of actively formulated competences students have to achieve at the workplace.
It is therefore important to formulate competence-based assessment criteria in a way that they can be used across different tasks and thus are task-independent.
With the introduction of competence-based education, assessment criteria are often formulated as competences, in terms of what the student is able to do.
In the competence-based condition, the assessment criteria were formulated as competences of stoma care as used previously in the study program (VA-C).
The difference between performance-based and competence-based assessment criteria should be seen as a continuum, where on the one end assessment criteria are formulated as competences, which are an integration of knowledge, skills and attitudes; and on the other end assessment criteria are formulated as performance indicators.
After minor manual post-processing, the correctness and completeness of the ontology was tested using pre-formulated competence questions as description logics (DL) queries.
Changes in formulations and structure were however required to obtain a list of key competences formulated in a useful way for assessment at the workplace.
The experts were required to give remarks and/or suggestions keeping in mind the following 3 questions: 1) Are the key competences formulated sufficiently concrete and assessable as regards the workplace?
The most critical obstacles formulated by students were competence frustration, (information) overload, and extrinsic motivation; that were taken into account by designing the second, follow-up intervention.
(Lithuanian patient) "GPs are required to solve the patients' health problems" – in this way patients formulate the core competence of family physicians: "Competency means effective problem solving".
Results of engineers' training in technical universities were presented and planned competences were formulated.
