Competency-based design exercise

The Pathogen Genomics Competency Framework (PGCF) developed by the WCS is a structured framework that defines the competencies required to work effectively in the field of pathogen genomics across diverse public health, clinical, and research settings.

Developed to support teaching/training and workforce development, the PGCF has a hierarchical structure. Each competency is nested within the following structure:

• Domain (broad area of activity or responsibility)
• Topic/subdomain (thematic grouping within the domain)
• Competency (a statement of what a practitioner should be able to do across different levels of proficiency)
• Knowledge, Skills, and Attitudes (K/S/A) supporting that competency

Each competency statement is written using Bloom’s Taxonomy (cognitive domain). The framework enables:

• Self-assessment and benchmarking by users
• Design of outcome-based training programs; gap analysis in existing training
• Role and curriculum alignment for educators, trainers and institutions
• Competency levels span the six Bloom’s levels (Remember, Understand, Apply, Analyse, Evaluate, Create).

Exercise

Use the PGCF framework to derive a measurable learning outcome (or a set of outcomes) from a given competency, ensuring fidelity to the framework and alignment with Bloom’s taxonomy.

Example of selected PGCF Competency:

• Domain: genomic data workflows, analysis and integration
• Topic: genomic data analysis workflow development
• Bloom’s Level: Evaluate
• Competency Statement: Evaluate the scalability, performance, and applicability of pathogen genomics workflows in different contexts (e.g. outbreak response, antimicrobial resistance tracking, and genomic epidemiology)

We recommend completing Task 1 followed by Task 2, or alternatively completing only Task 1. Completing Task 2 on its own is not recommended.

Task 1

Use the suggested competency from the example above and go through the steps below:

Step 1: Identify the Bloom’s verb/level.

Highlight/notice the action verb from Bloom’s taxonomy

Step 2: Clarify the training context.

What workflows are applicable? (for example, WGS pipelines for outbreak detection or AMR gene prediction) What settings are relevant? (for example, public health labs, hospital-based surveillance, field response) What are learners expected to assess? (for example, runtime, tool compatibility, interpretability)

Step 3: Draft the Learning outcome(s).

Use the format: By the end of this session, learners will be able to + [Bloom’s verb] + [task] + [details/context]

Example Outcome (for reference only): By the end of this session, learners will be able to evaluate the scalability and performance of genomic workflows for AMR surveillance in simulated outbreak scenarios.

Step 4: Reflection.

Are the learning outcomes you derived from the competency focused, realistic and easy to access? What teaching activities would support achieving these outcomes and how would you assess them?

Task 2

Step 1: Ask GenAI.

Prepare a prompt (or a set of prompts) for an LLM that covers the analysis in previous steps (Steps 1-3). Ask GenAI to derive learning outcome(s) from the competency.

Step 2: Reflection.

Compare the GenAI learning outcomes with those you developed in Part 1, in terms of SMART criteria (Specific, Measurable, Achievable, Realistic, Time bound) Was the tool adequate and helpful for the task? In what ways? Do you have a conclusion that you would take to another exercise like this?