This July, educators, clinicians, instructional designers, media specialists, and staff from across MUSC came together to explore a crucial question: How can competency-based education better support learner growth, assessment, and workforce readiness?
The Center for the Advancement of Teaching and Learning hosted our annual Summer Series, Building Competence Together, focused on creating opportunities for participants to learn from one another, examine practical applications of competency-based approaches, and engage with emerging ideas shaping the future of health professions education.
What We Explored
Over four weeks, participants explored topics ranging from rubric design and Entrustable Professional Activities (EPAs) to learner-centered use of data and the evolving role of artificial intelligence in education. A key theme that emerged across the series was that CBE is not defined by one framework or pathway. Instead, participants returned to a shared commitment to learner growth, intentional design, meaningful feedback, and evidence-informed decision making.
Expanding the Conversation
During this year’s Summer Series, we introduced a new component, The Competency Conversation podcast with host Julia Liebenrood. Across six episodes, the podcast highlighted voices from across MUSC who are advancing competency-based education in unique ways.
Throughout the series, listeners heard perspectives from representatives across the enterprise. Guests included leaders and educators from the College of Graduate Studies, College of Nursing, College of Medicine, and College of Health Professions, each offering unique perspectives on how competency-based approaches are shaping education at MUSC. Our guests shared stories of implementation, lessons learned, and candid reflections on both the challenges and opportunities associated with competency-based approaches.
Each conversation highlighted different contexts, but common themes emerged throughout the series:
- create meaningful opportunities for observation, coaching, and feedback
- design assessments that support learner growth while informing continuous instructional improvement
- collaborate across disciplines to strengthen educational innovation and move ideas into practice
By pairing the podcast with our live sessions, participants were able to engage with both the conceptual foundations and the practical realities of competency-based education.
Key Takeaways from Each Session
Session one, led by Mary Smith, focused on rubric design and the role of assessment tools in supporting clarity, consistency, and learner development. Participants explored strategies for creating rubrics that communicate expectations clearly while generating actionable feedback that learners can use to improve performance. Our session emphasized that well-designed rubrics do more than support grading – they make competence visible, establish shared expectations, and create opportunities for meaningful coaching conversations.
Session two, facilitated by Julia Liebenrood, examined the growing use of Entrustable Professional Activities (EPAs) as a framework for assessing workplace performance and readiness for increasing levels of responsibility. Participants explored how EPAs can connect individual competencies to authentic professional activities while providing a more holistic picture of learner development. Conversations highlighted both implementation successes and practical considerations for programs interested in adopting EPA-based approaches.
Session three, led by Alex Walters, helped participants to answer the important question: How do we use assessment data in ways that genuinely support learner growth? Participants discussed the cycle of collecting data, determining trends and gathering insights, taking informed action, and monitoring improvement efforts. The conversation moved beyond data collection itself and emphasized the importance of transforming information into meaningful action that supports learner success.
The final session, facilitated by E’lise Nissen, looked toward the future, exploring the implementation of competency-based approaches within the realm of artificial intelligence. In this session, we received an update on the progress MUSC is making in the development of these frameworks for healthcare professionals. Participants used Microsoft Copilot to begin exploring where these competencies may show up in their current course or program.
Looking Ahead Together
The conversations during these sessions and our podcast interviews will undoubtedly influence ongoing initiatives across MUSC as educators continue to refine assessment practices, strengthen feedback processes, leverage data for decision-making, and explore innovative approaches to supporting learner development.
Stay Engaged
Access Resources: Review all session recordings and the podcast episodes. Share them with your colleagues and revisit key concepts as you apply them to your work.
Designing for Competence Institute: Join our Fall 2026 Course Design Institute as we provide educators with an opportunity to deepen their understanding, apply these concepts within their own programs and initiatives, and connect with colleagues across MUSC.
At CATL, we remain committed to partnering with colleges, departments, and programs as they navigate these important conversations. We are grateful to every participant, presenter, podcast guest, and collaborator who contributed their expertise and experiences throughout the series.
