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The Incapacitating Effects of Competence: A Critique

The Incapacitating Effects of Competence: A Critique of practical skills. In the absolute absence of convincing [or indeed any] evidence of the effectiveness of such approaches, I do not find this universality reassuring. I find it worrying and sinister. So, to begin with, I shall rehearse the discussion of what exactly we mean by competence. I shall then present all the arguments and reservations that are being expressed [by me and many others] about the use of competence frameworks as they relate to medicine and to clinical practice. Next, I shall try to understand why it is that these different views of how education should be managed get such a grip in a profession which, quite rightly, prides itself on its intellect, its judgment and its independence. And I shall end with a simple statement about where I think we should go from here. Defining terms But first we had better define our terms. What do we mean by competence and com- petency? Well, I looked through the journals and the literature for enlightenment on this subject. And I found a lot on competence. Too much, in fact, far too much. But few definitions and in the end, the definition of the term is not really http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Advances in Health Sciences Education Springer Journals

The Incapacitating Effects of Competence: A Critique

Advances in Health Sciences Education , Volume 4 (3) – Oct 3, 2004

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References (16)

Publisher
Springer Journals
Copyright
Copyright © 1999 by Kluwer Academic Publishers
Subject
Education; Medical Education
ISSN
1382-4996
eISSN
1573-1677
DOI
10.1023/A:1009845202352
Publisher site
See Article on Publisher Site

Abstract

of practical skills. In the absolute absence of convincing [or indeed any] evidence of the effectiveness of such approaches, I do not find this universality reassuring. I find it worrying and sinister. So, to begin with, I shall rehearse the discussion of what exactly we mean by competence. I shall then present all the arguments and reservations that are being expressed [by me and many others] about the use of competence frameworks as they relate to medicine and to clinical practice. Next, I shall try to understand why it is that these different views of how education should be managed get such a grip in a profession which, quite rightly, prides itself on its intellect, its judgment and its independence. And I shall end with a simple statement about where I think we should go from here. Defining terms But first we had better define our terms. What do we mean by competence and com- petency? Well, I looked through the journals and the literature for enlightenment on this subject. And I found a lot on competence. Too much, in fact, far too much. But few definitions and in the end, the definition of the term is not really

Journal

Advances in Health Sciences EducationSpringer Journals

Published: Oct 3, 2004

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