In the current competitive and globalized economy, employers and professional organizations call for higher education institutions to deliver graduates with relevant competencies and skills. In response, a growing number of higher educational institutions is introducing competency-based education. This is particularly true for health science programs, which have a tradition of applying a case-based or problem-based learning approach.
The effort to merge a problem- or case-based online learning approach with competency-based education offers various opportunities, while facing numerous challenges. To support these efforts, this paper aims at identifying suitable practices, as well as challenges for online course design and online learning activities for higher education health science programs, when integrating competency-based education with an online problem-based and/or case-based learning approach.
It found various opportunities for online learning activities that support competency-based education, problem-based learning and case-based learning, whereas challenges relate to logistics, administration, and the affordances of an LMS.
Sistermans IJ. Integrating competency-based education with a case-based or problem-based learning approach in online health sciences. Asia Pac Educ Rev. 2020;21(4):683– 696.
doi:10.1007/s12564-020-09658-6.
García Dieguez M. Comment on the Integration of Competency-Based Education with a Case- or Problem-Based Approach [Internet]. Pan American Health Organization. Bibliographic Repository. Cited on 05/29/2025. Available at: https://campus.paho.org/en/repo/integrating-competency-based-education-case-based-or-problem-based-learning-approach-online
García Dieguez M.
CEEProS Universidad Nacional del Sur
This article is relevant because it is useful for training programs in health sciences that seek to integrate competency-based education (CBE) and student-centered methodologies such as problem-based learning (PBL) and case-based learning (CBL), within virtual environments. The synthesis of information in the article is particularly useful for those beginning to explore this topic. The reading is especially useful for curriculum management teams, instructional designers, and educators working on the transformation of programs toward more flexible models focused on the achievement of professional competencies.
The paper identifies a clear convergence between the principles of competency-based education and the constructivist approaches of PBL and CBL: student-centered learning, self-regulated, collaborative, situated, and oriented toward solving authentic problems. Based on expert interviews and literature review, the study reveals that many institutions adopt competency-related terminology without deeply modifying their curricular design. Only one program truly implemented a CBE approach from terminal objectives toward the design of activities.
Activities compatible with CBE in virtual environments are detailed, such as portfolios, simulations, peer feedback, role-plays, asynchronous activities, and interactive case platforms, and the article proposes definitions of these methods. Institutional and technological challenges are highlighted, particularly in offering personalized learning paths and real-time assessments. The need for faculty support, platform redesign, and regulatory backing appears as a condition for effective implementation.
As a caveat, it should be noted that despite the breadth of the review, the search strategy is not clearly detailed, with possible selection biases based on the author's opinions. Regarding the qualitative aspects, the selection criteria for participants and the method of data analysis are not clearly explained. Despite this, the article remains useful for entering into this topic.
- Combining CBE with PBL/CBL online can improve the acquisition of key health-related competencies.
- Activities such as portfolios, simulations, and peer feedback are effective and assessable tools.
- Flexible technological infrastructure adapted to student self-regulation is required.
- Faculty development and institutional support are essential for sustainable transformation.