Competency-Based Curriculum Design With High-Impact Practices:
A Catalyst for Student Self-Efficacy
Presented by:
Monideepa Becerra, California State University, San Bernardino
Curriculum design principles integrated in high-impact practices can catalyze effective learning by engaging students and fostering self-efficacy for improved learning outcomes.
Keywords:
Curriculum Design, High-Impact Practices, Student Self-Efficacy
Abstract:
This study examines the impact of a competency-based curriculum on graduate health professional students’ self-efficacy. The program redesign incorporated high-impact practices including collaborative learning, service-learning, and research integration. Results demonstrate significantly increased self-efficacy in areas like ethics, communication, and data analysis skills. The study provides evidence for the effectiveness of strategically designed, competency-based learning in building student confidence and preparing them for their career.
Outcomes:
1. Understand the key principles of competency-based curriculum design.
2. Identify high-impact pedagogical practices that foster student self-efficacy.
3. Apply strategies to design effective and engaging learning experiences in graduate education.
Hear it from the author:
Transcript:
This poster examines the use of a competency-based curriculum with high-impact
practices in a public health graduate program.
Results from course-level and program-level assessments demonstrate statistically
significant improvements in students’ confidence and ability to apply public health
competencies. The strongest gains were seen in areas such as data analysis,
communication, leadership, budgeting, program planning, and applying theory to
practice.
Students also reported increased confidence in engaging with complex public health
problems and in using professional skills across multiple courses. These gains were
reinforced through repeated, applied learning experiences such as internships,
portfolios, and reflective assignments.
Overall, the results indicate that intentional alignment of competencies with applied
learning activities leads to measurable improvements in student self-efficacy within the
academic program.
References:
Saeed, M., & Ahmed, I. (2021). An analytical review on rethinking service-learning as a critical transformative paradigm in higher education. Journal of Humanities, Social and Management Sciences, 2(2), 318–334. https://doi.org/10.47264/idea.jhsms/2.2.23
Smith, C. D., & Baik, C. (2021). High-impact teaching practices in higher education: A best evidence review. Studies in Higher Education, 46(8), 1696–1713. https://doi.org/10.1080/03075079.2019.1698539
Sultan, M. A., Miller, E., Tikkanen, R. S., Singh, S., Kullu, A., Cometto, G., Fitzpatrick, S., Ajuebor, O., Gillon, N., Edward, A., Moleman, Y. P., Pandya, S., Park, I., Shen, J. Y., Yu, Y., Perry, H., Scott, K., & Closser, S. (2025).
Competency-based education and training for community health workers: A scoping review. BMC Health Services Research, 25(1), Article 263. https://doi.org/10.1186/s12913-025-12217-7