Method:
This situational analysis was designed to gather information about CBE & A within the College. The first step identified departments within College which are currently using competency based assessment tools. It also determined when this was introduced and how has it been developed, monitored and evaluated. This situational analysis also considered departments who are in the planning process to introduce CBE & A into their programs hence exploring its structure and scope. The information on structure and scope of CBE & A was collected by a self administered questionnaire.
Result:
All of the participants stated an annual review being carried out for the CBA formats which they had utilized for the various programs. Outcomes from the reviews resulted in changes such as compulsory pass in key competency areas for the Pharmacy program. Changes to contents of the course ad assessments was made by the Physiotherapy program from the findings of their annual review. The Nursing program did not state carrying out an evaluation, however stated carrying out research to gather information on the CBA format for their program. At the time of the interview carried out with Nursing program, the findings were not available. For the programs various people were involved in the review process. For Pharmacy, all the faculty members were involved; for Physiotherapy, faculty and head of department were involved ;for nursing, the coordinators, mentors and faculty were involved.
Conclusion: There were common challenges faced by various departments in the college in implementing and monitoring of this form of assessment. These include resources, differences in understanding amongst faculty members, problems of transitioning from student to practitioner, increased workload reported by faculty, lack of orientation of students towards competency based assessment.