This study will use the concept of competency-based education to develop an innovative integrated curriculum with EPAs to guide learning and assessment of competency performance to equip students with dementia care management competency and cultivate professionals to meet the social trends and practical needs.
This study will use the concept of competency-based education to develop an innovative integrated curriculum with EPAs to guide learning and assessment of competency performance to equip students with dementia care management competency and cultivate professionals to meet the social trends and practical needs. The first year is a preparation period for the development of the project, which focuses on developing research tools and teacher empowerment, and evaluating the effectiveness of the control group in implementing conventional teaching methods. The second year is the program testing, implementation and evaluation period, in which two phases of the intervention is conducted and the post-intervention phase of competency is evaluated. This study is expected to establish a competency-based innovative and integrated curriculum for dementia care management over a two-year period. The results of the study will be used as a reference for schools or practices in the development of competency-based curriculum integration.
Study Type
INTERVENTIONAL
Allocation
NON_RANDOMIZED
Purpose
HEALTH_SERVICES_RESEARCH
Masking
NONE
Enrollment
190
The curriculum integration group will receive two intervention phases, including an innovation-integrated curriculum for dementia care and an innovation-integrated curriculum for care management with Entrustable Professional Activities (EPAs), lectures, Situated Simulation Learning, Team-based learning, and Objective Structured Clinical Examination(OSCE).
The conventional teaching group will receive only traditional classroom teaching course programs.
Chang Gung University of Science and Technology
Taoyuan, Taiwan
RECRUITINGDemographic data of student
Include age, gender, education level, areas of studying, etc.
Time frame: The investigators will collect demographic data of students on the day before the start date of the intervention.
Dementia Care Professional Competency Assessment Scale
1. The scale was developed by our past research that was supported by the Taiwan Ministry of Science and Technology (Grant Number 106-2511-S-255-002-MY3). The scale is used to evaluate dementia care competency in students (Huang et al., 2018). 2. This Scale contains nine subscales (74 items), using Likert 5-point Likert scale from 1 to 5. A higher score means better competencies. 3. This scale is used to evaluate the competence of students.
Time frame: T0(Baseline), T1(Immediately after the intervention), T2(3 months after the intervention).
Problem solving, Teamwork Competency Assessment Scale
1. The scale was developed by our past research that was supported by the Taiwan Ministry of Science and Technology (Grant Number 106-2511-S-255-002-MY3). There are 22 questions on this scale. The scale is used to evaluate the problem-solving and teamwork competency of students. (Huang et al. 2018). 2. This scale contains 22 items.10 items were used to evaluate problem-solving competencies, 12 items were used to evaluate teamwork competencies. A higher score means better competencies. 3. This scale is used to evaluate the competence of students. Change from Baseline problem-solving and teamwork competency at the end of the semester, and after students finish the clinical practice course.
Time frame: T0(Baseline), T1(Immediately after the intervention), T2(3 months after the intervention).
Learning Satisfaction Scale
1. The scale was developed by our past research that was supported by the Taiwan Ministry of Science and Technology (Grant Number 106-2511-S-255-002-MY3). There are 9 questions on this scale. The scale is used to evaluate the learning satisfaction of students. (Huang et al. 2018). 2. This Scale contains 9 items, using Likert 5-point Likert scale from 1 to 5. A higher score means high learning satisfaction. 3. This scale is used to evaluate the learning satisfaction of students.
This platform is for informational purposes only and does not constitute medical advice. Always consult a qualified healthcare professional.
Time frame: Immediately after the intervention.
Performance in a summative OSCE test (OSCE scores)
1. Conduct Objective Structured Clinical Examination 2. After the intervention, the study sample participated in the final OSCE exam. Their scores were compared. The minimum value was 0 while the maximum value was 100. The higher the score the better students had performed.
Time frame: Immediately after the intervention.
Qualitative interview
Conduct qualitative interviews with the curriculum integration group students, focusing on the effectiveness of the curriculum integration.
Time frame: The investigators will conduct qualitative interviews using focus groups 3 months after the intervention.