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The core competencies and MFT education: Practical aspects of transitioning to a learning‐centered, outcome‐based pedagogy
Author(s) -
Gehart Diane
Publication year - 2011
Publication title -
journal of marital and family therapy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.868
H-Index - 68
eISSN - 1752-0606
pISSN - 0194-472X
DOI - 10.1111/j.1752-0606.2010.00205.x
Subject(s) - accreditation , outcome based education , core competency , curriculum , pedagogy , outcome (game theory) , psychology , health professions , core curriculum , medical education , medicine , health care , political science , mathematics , mathematical economics , marketing , law , business
The MFT core competencies and latest COAMFTE accreditation standards usher in a new paradigm for MFT education. This transition necessitates not only measuring student mastery of competencies but also, more importantly, adopting a contemporary pedagogical model. This article provides an overview of the changes, a review of parallel trends in other health professions, definitions of learning‐centered and outcome‐based pedagogy, and a detailed description of a systematic approach for developing a competency‐based curriculum, including a list of educator competencies necessary for successful implementation.