Bradley Elizabeth H
Health Management Program, Yale University, Health Management Program 60 College Street, 300 EPH, New Haven, CT 06520-8034, USA.
J Health Adm Educ. 2003 Fall;20(4):287-304.
Current efforts to develop a coherent list of health management competency domains supported by a set of sub-competencies and mapped to behavioral abilities are laudable. If we wanted to be evidence-based in our implementation of competency-based teaching in our educational programs, however, then as a minimum we must demonstrate the empirical association between individual's competency attainment and subsequent job performance and other desired outcomes. Assuming the association is positive and significant, we then need to demonstrate the association between the educational programming and individuals' competency attainment, in order to identify the approach to educational programming that best develops competencies. Inherent in conducting this research is articulating credible measures of complex and multifaceted concepts: educational programming, competency attainment, and job performance. Nevertheless, more rigorous evidence regarding the links between our educational approaches, our graduates' competencies, and their subsequent job performance would benefit us and move us closer to having evidence guide our educational system in health management.
目前致力于制定一份连贯的健康管理能力领域清单，该清单由一系列子能力支持并映射到行为能力，这值得称赞。然而，如果我们希望在教育项目中基于证据实施基于能力的教学，那么至少我们必须证明个人能力的获得与随后的工作绩效及其他期望结果之间的实证关联。假设这种关联是积极且显著的，那么我们需要证明教育规划与个人能力获得之间的关联，以便确定最能培养能力的教育规划方法。进行这项研究的内在要求是明确阐述复杂多面概念的可靠衡量标准：教育规划、能力获得和工作绩效。尽管如此，关于我们的教育方法、毕业生能力及其随后工作绩效之间联系的更严格证据将对我们有益，并使我们更接近于有证据指导我们健康管理领域的教育体系。
