iDEA: Drexel E-repository and Archives >
Drexel Theses and Dissertations >
Health Sciences Theses and Dissertations >
Outcome Based Education and the Quest for Competency: Perspectives from Couple and Family Therapy Educators
Please use this identifier to cite or link to this item:
|Title: ||Outcome Based Education and the Quest for Competency: Perspectives from Couple and Family Therapy Educators|
|Authors: ||Brooks, Stephanie|
Couple and Family Therapy
|Issue Date: ||14-Sep-2010 |
|Abstract: ||For more than a decade the issue of provider competency has been linked to significant problems in the delivery of health care services. This in turn has increased attention towards evaluating the quality of education and clinical training in health care professional programs. In 2004, the American Association for Marriage and Family Therapy established core competencies (MFT CC) for the profession. Adopting clinical competency will require couple and family therapy (CFT) professional education programs, at a minimum to develop outcome-based educational approaches and become more adept at measuring CFT student’s clinical competency and development over time.
It further suggests CFT educators need to have competencies to develop and implement an outcome based curriculum. Yet, little is known about CFT faculty aptitude in this area. The primary aim of this study was to identify and describe CFT faculty’ attitude, concerns, experiences, and perceptions about competency and outcome based education. Results of the study provide valuable information about how faculty are managing five years after the introduction of the MFT CC and the new COAMFTE standards. The CFT faculty clearly value both the MFT CC and OBE . The MFT CC are used to influence program curriculum and CFT faculty believe they will improve the clinical evaluation of students. The CFT faculty desire to be involved in the ongoing development of the MFT CC and want the AAMFT to offer more training. Furthermore, CFT faculty are seriously adopting an OBE paradigm despite reporting they received less than 5 hours of training in the approach. While CFT faculty found their institutions supportive of the OBE approach, the findings suggest they are overextended and stressed. The implications of the findings are discussed for both faculty and program development. Future directions for research are proposed including examining the similarities and differences between CFT faculty in doctoral and post-degree institute programs to better appreciate how the faculty from the COAMFTE accredited have responded to this paradigmatic shift.|
|Appears in Collections:||Health Sciences Theses and Dissertations|
Items in iDEA are protected by copyright, with all rights reserved, unless otherwise indicated.