The evaluation exercise was limited in scope to UNICEF performance in preparedness planning and early response.
We compared clinical performance and perceived preparedness for medical practice in the CBAL and AL curriculum using independent sample t-tests.
Preparedness performance monitoring will continue to cover all UNICEF country offices, with increased emphasis on quality in collaboration with regional offices.
Therefore, we examined the influence of implementing a competency-based curriculum on medical students' knowledge acquisition, clinical performance and perceived preparedness for medical practice.
Another limitation of our study might be that the measures we used – knowledge acquisition, clinical performance and perceived preparedness – are not specific to competency-based education.
Therefore, we examined undergraduate medical students' knowledge acquisition, clinical performance and perceived preparedness for medical practice for two curricula – a competency-based active learning (CBAL) curriculum and its predecessor, a regular active learning (AL) curriculum.
Therefore, we compared knowledge acquisition, clinical performance and perceived preparedness for practice of students from a competency-based active learning (CBAL) curriculum and a prior active learning (AL) curriculum.
They will also be taught about the program's potential influence on: muscular development, general physical fitness and preparedness, athletic performance, mental acuity, and psychological well-being.
And third, students will be taught why this particular exercise and nutrition program works to aid their weight loss, muscular development, general physical fitness and preparedness, athletic performance, mental acuity, and psychological well-being.
However, a previous study of physicians found that performance correlated with self-reported preparedness for clinical practice [ 28].
