Sentence examples for learner competencies from inspiring English sources

teachers manually provide the additional evidence based on the learner-teacher agreed learner competencies, including any learning that has occurred during the discussion (Bull & Vatrapu 2012).

The central step in shifting from a traditional to a competency-based educational framework is to define the learner competencies.

Advisors provided structured feedback on: 1) adequacy and appropriateness of desired learner competencies, 2) overall instructional approach; 3) learning goals, objectives and instructional activities; and 4) completeness of content.

It is widely recognised that multiple forms of assessment are required in order to make decisions about learner competency and fitness-to-practice.

Optimal instruction and assessment of critical care ultrasound (CCUS) skills requires an assessment tool to measure learner competency and changes over time.

Once an assessment instrument has been formalized, it can be used to monitor the development of learner competency and evaluate whether an educational intervention is effective at increasing proficiency.

The effectiveness of journal clubs in increasing EBM competency remains unclear, and further research is required to ascertain how they could best be integrated in EBM teaching to further promote learner competency [ 31].

EBP is commonly taught in medical and health sciences degrees, yet there is little evidence to guide educators as to the best teaching modality to increase learner competency in EBP.

Multiple choice questions (MCQs), extended matching questions (EMQs), critical appraisal topics, essays and objective structured clinical examinations (OSCEs) are all forms of assessment that may examine, to a certain degree, learner competency in EBM [ 12- 14].

The quantitative results would suggest no difference in learner competency in EBM, which may in part be attributed to the nature of the assessments, of which the majority of items assess cognitive knowledge, rather than direct application in a clinical context.

The evaluation results serve to define subgroups of learner with similar, compatible or complementary competencies, as well as provide a basis for identifying the competencies of individual learners.