Galambos Colleen, Curl Angela
School of Social Work, University of Missouri, Columbia, MO 65211, USA.
Gerontol Geriatr Educ. 2013;34(3):309-21. doi: 10.1080/02701960.2013.782301. Epub 2013 May 23.
This study describes a competency-based educational approach to course development, implementation, and evaluation. The course model is presented, including its philosophical base. The authors hypothesized that student participation in a competency-based graduate gerontology course would increase their perceived competency level. Results indicate that students (N = 74 students; 2008-2011) rated their competency skill level as higher at posttest than at the pretest (paired t-tests, p < .01), as measured by the Geriatric Social Work Competency Scale II. In addition, pretest/posttest results on the Myths of Aging checklist and Expectations Regarding Aging survey supported increases of perceived knowledge of older adults at posttest (p < .01). This project illustrates the benefits of organizing and implementing competency-based curriculum so that students are better prepared to work with older adults when they graduate.
本研究描述了一种基于能力的课程开发、实施和评估的教育方法。文中介绍了课程模式，包括其理论基础。作者假设，学生参与基于能力的老年医学研究生课程会提高他们的感知能力水平。结果表明，学生（N = 74名学生；2008 - 2011年）在测试后的老年社会工作能力量表II测量中，将他们的能力技能水平评定为高于测试前（配对t检验，p < 0.01）。此外，关于衰老神话清单和对衰老期望调查的测试前/测试后结果支持在测试后对老年人感知知识的增加（p < 0.01）。该项目说明了组织和实施基于能力的课程的好处，以便学生毕业时能更好地为与老年人合作做好准备。
