Wellness & Resilience Faculty Tool Kit Competency-Based Development

 

General Recommendations for Assessment 

Assessment of the competencies and sub-competencies related to the four concepts should align with the Guiding Principles for Competency-Based Education and Assessment. Formative assessment strategies should be frequent and flexible based on the learner’s level and for adult students, and account for their previous leadership experiences. The following are recommended as examples of methods for evaluating student performance: 

  • Case study with discussion and reflection 
  • Clinical learning experiences with opportunities for demonstration 
  • Integrative/Experiential Learning  
  • Reflective writing 
  • Role-playing 
  • Simulations with debriefing and reflection 
  • Team discussions 

Concepts

The Advisory Group developed and identified resources in four areas: Well-Being, Resilience, Self-Care, and Leadership. The group identified the competencies and sub-competencies in the Essentials related to the four concepts. While these competencies span almost all domains, the majority are aligned with the competencies in Domain 10, Personal, Professional, and Leadership Development.

Well-Being Concept

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Self-Care Concept

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Resilience Concept

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Leadership Concept

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Getting Faculty, Practice Partners, and Students to Engage

Encouraging the adoption of materials and strategies, and cultivating a positive shift in thinking and behavior is a common question. Here are suggested approaches to engage faculty, practice partners, and students in advocating for wellness, self-care, and resilience.

Diverse group of students studying
Implementation Strategies:
  • Implement simple activities.
  • Change language or presentation styles.
  • Role model behaviors.

Examples:

  • Break competencies into small, simple activities.
  • Introduce physical activities in lectures over 20 minutes.
  • Start classes with show and tell, encouraging students to share experiences.
  • Include wellness time/activity in the syllabus.
  • Provide recorded presentations from dean or school leaders.
  • Repeat wellness messages frequently.
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Resource Accessibility:
  • Make resources readily available and easy to access.
  • Be creative and have fun.
Examples:
  • Include links in syllabus or on LMS
  • Create a school Well-Being website, link resources
  • Student posters in public areas, rest areas, with URL code to resources
  • Partner with practice to post also
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Building Connections:
  • Recognize the importance of connections.
  • Facilitate regular touchpoints for students.

Examples: 

  • Faculty openly connecting with students.
  • Assigning students to buddies for regular touchpoints.
CURRICULUM word cloud, education business concept
Curriculum Integration:
  • Assign resources/modules related to wellness across the curriculum.
  • Map the curriculum for self-care, well-being, wellness, and resilience content.
  • Address gaps or add short activities.

Change Process:

  • Use Kotter’s change process.
  • Start by creating a sense of urgency.

Questions to Address:

  • Why is this important for faculty members?
  • Why is this important for students?

Encouraging engagement involves creativity, repetition, and building meaningful connections. Use these strategies as a starting point and adapt them to suit your specific context and needs.