Richard Foxton, Jonathan P San Diego, Emily Lu, Susha Rajadurai, Anitha Bartlett, Clare McIlwane, Rupert Austin, Pinsuda Srisontisuk, Anika K Sagoo, Kim Piper
Scaffolding competence-based learning design in the dental simulation curriculum
European journal of dental education : official journal of the Association for Dental Education in Europe
2014 expert panel american physical therapy association academy research evidencebased practice ebp special interest group created doctor physical therapy dpt ebp curricular guideline ebpcg study describes faculty awareness ebpcg dpt curricular alignment terminal objectives ebpcg uses challenges addressing objectives dpt educators frequently use core curriculum guidelines cgs articulate entrylevel knowledge skills determine competencies guidelines existed ebp 2012 leading ebpcg development assist educators cgs studied impact content standardization mixed methods design chosen completely describe cgs impact faculty teaching ebp us accredited dpt programs mixedmethods design explored ebpcg objectives addressed expected mastery levels faculty use document eightythree 252 accredited programs completed survey 14 respondents interviewed ebpcg valued viewed reflecting curricular content 33 objectives taught respondents knowledge practice levels independent mastery expected 7 interviewees described ebp commonly practiced group individual projects ebp curriculum credits predicted objectives taught r 29 r2 09 p 03 expected mastery r 28 r2 08 p 04 interviewees shared ebpcg clinical partners directors clinical education ebp carryover classroom practice unknown respondents confirmed ebpcg objectives useful consistent curricular content four ebp preparation gaps identified 1 limited ebpcg awareness faculty teach ebp 2 use group independent projects practice ebp 3 communication gaps academic clinical education settings ebpcg 4 consensus minimum ebp competencies