A Guide to Task Analysis for Competency Based Education. Health Occupations. Task Linkage Project Publication No. 4.

Institution	Georgia State Univ., Atlanta. School of Education.
Titel	A Guide to Task Analysis for Competency Based Education. Health Occupations. Task Linkage Project Publication No. 4.
Quelle	(1980), (151 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Allied Health Occupations Education; Competence; Competency Based Education; Curriculum Development; Dental Assistants; Dental Technicians; Job Analysis; Job Skills; Medical Assistants; Medical Technologists; Nurses; Postsecondary Education; Practical Nursing; Program Development; Radiologic Technologists; Secretaries; Surgical Technicians; Vocational Education + Suchen Sie Ihr Suchwort? Kompetenz; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Zahntechniker; Arbeitsanalyse; Produktive Fertigkeit; Post-secondary education; Tertiäre Bildung; Krankenpflege; Programmplanung; Ausbildung; Berufsbildung
Abstract	Developed through synthesis and review of existing task analysis literature, this guide lists tasks expected to be performed by workers in ten health occupations and presents information for incorporating these tasks into articulated secondary and postsecondary competency based educational programs. Task listings are presented for the following occupations: dental assistant, dental laboratory technician, emergency medical technician, medical assistant, medical laboratory technician, medical secretary, operating room technician, practical nurse, respiratory therapy technician, and x-ray technologist. An introduction and five appendixes discuss using these task lists in program development. Tasks are listed by suggested instructional sequence with various program exit points noted by job title. The appendixes cover the following topics: an overview of competency based education; the relationship of duties, tasks, performance objectives, and criterion referenced measures; understanding duties, tasks, and procedural steps in competency based instruction; completers, leavers, and the concept of multiple career options (discussion of organizing a curriculum which allows students to take only a portion of an instructional sequence and still be a program completer by federal guidelines); and a model for curriculum organization. A bibliography follows. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC