| Introduction: Understanding the competency curve and how it relates to an individual student’s needs supports communication instruction. The progression of a learner through unconscious incompetence to conscious competence has been well-described. The addition of further levels in the competency curve to include reflective competence may be valuable. Further, the challenges encountered through cognitive short-cuts can be illustrated with the revised competency curve model. Objective: To evaluate the revised model of the competency curve in relation to specific learners and their individual development trajectory. Methods: A case study to evaluate the utility and authenticity of the revised competency curve model will be presented. Findings: “Laura’s” experience with the communication program highlighted the value of understanding learner’s needs in light of the competency curve. She was not identified as a struggling student until the summative assessment and video review, when a number of deficits were revealed indicating she had not moved beyond unconscious incompetence. Through the remediation process, she developed an understanding of her own experience as well as her emotional and cognitive responses. The process ultimately allowed her to develop more reflective and metacognitive capacities, which resulted in her demonstrating evidence of reflective competence, thereby supporting the authenticity and utility of the updated competency curve. Discussion: This case study illustrates the updated competency curve in action, demonstrates its utility and value in veterinary medical education, and validates the importance of a process-based curriculum with a focus on a trajectory, not a ceiling. This is part two of a two-part presentation Author:
CARY, Julie* Clinical Communicaiton Program, Washington State University College of Veterinary Medicine, Pullman, WA, USA |