Orientation to Health Occupations: Year One Curriculum Guide.

ERIC Educational Resources Information Center

Idaho State Dept. of Education, Boise. Div. of Vocational Education.

This Idaho state curriculum document for the first year of the secondary educations health occupations program contains the following introductory material: (1) a description of the program design; (2) a list of first-year areas of competency; (3) a foundation and job-readiness skills task list; and (4) a core curriculum task list. The curriculum…

Office Education. North Dakota Validated Task Listing. Competency-Based Vocational Education.

ERIC Educational Resources Information Center

North Dakota State Board for Vocational Education, Bismarck.

Intended to provide a base for vocational office education instructional programs at secondary and postsecondary levels in North Dakota, this task listing describes the skills needed to be performed by program completers, from the viewpoint of workers in office occupations. A listing of task validators (name, occupation, employer, business city,…

Assessing the relevance of higher education courses.

PubMed

Gómez, Pedro; González, María Jose; Gil, Francisco; Lupiáñez, José Luis; Moreno, María Francisca; Rico, Luis; Romero, Isabel

2007-05-01

The establishment of the European Higher Education Area has involved specifying lists of professional competencies that programs are expected to develop, and with this the need for procedures to measure how every course within a higher education program is aligned with the program's competencies. We propose an instrument for characterizing this alignment, a process that we call assessing the relevance of a course. Using information from the course syllabus (objectives, contents and assessment scheme), our instrument produces indicators for characterizing the syllabus in terms of a competence list and for assessing its coherence. Because assessment involves quality, the results obtained can also be used to revise and improve the course syllabus. We illustrate this process with an example of a methods course from a mathematics teacher education program at a Spanish university.

Natural Resources. Ohio's Competency Analysis Profile. Forest Industry Worker. Resource Conservation.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This competency analysis profile lists 155 competencies that have been identified by employers as core competencies for inclusion in programs to train forest industry and resource conservation workers. The core competencies are organized into 10 units dealing the following: general safety precautions, natural resource industry operations, soil…

Fertilizer/Chemical Sales and Service Worker. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a current comprehensive and verified employer competency program list for fertilizer/chemical sales and service workers. Each unit (with or without subunits) contains competencies and competency builders that identify the occupational,…

Assessing the Relevance of Higher Education Courses

ERIC Educational Resources Information Center

Gomez, Pedro; Gonzalez, Maria Jose; Gil, Francisco; Lupianez, Jose Luiz; Moreno, Maria Francisco; Rico, Luis; Romero, Isabel

2007-01-01

The establishment of the European Higher Education Area has involved specifying lists of professional competencies that programs are expected to develop, and with this the need for procedures to measure how every course within a higher education program is aligned with the program's competencies. We propose an instrument for characterizing this…

Project Libra: A Competency-Based, Field-Centered Aboroach to the Preparation of Library Media Specialists.

ERIC Educational Resources Information Center

Hug, William E.

This document describes Project Libra, a competency-based, field-centered approach to preparation of library media specialists at the undergraduate and graduate levels at Auburn University (Alabama). Thirteen global objectives for the programs are listed, and competencies within each of these are suggested. The program of study and outlines of…

Microcomputer Software Technician Curriculum.

ERIC Educational Resources Information Center

EASTCONN Regional Educational Services Center, North Windham, CT.

This curriculum guide, developed for high schools in Connecticut, outlines a 4-year program for training microcomputer software technicians. Following a list of nine general objectives of the program, the guide provides a list of competencies that students are expected to develop in each of the courses of the 4-year program. The guide then…

Executive competencies in healthcare administration: preceptors of the Army-Baylor University Graduate Program.

PubMed

Finstuen, Kenn; Mangelsdorff, A David

2006-01-01

The purpose of this research was to identify the mentoring and executive competencies required among preceptors of the Army-Baylor University Graduate Program in Health and Business Administration, and to specify the requisite skills, knowledge, and abilities (SKAs) needed to achieve those competencies. In the first wave of inquiry, a list of 123 competencies and associated SKAs was elicited from a network of 80 current and past preceptor executives employing a Delphi methodology using e-mail. An expert panel, which consisted of seven past program directors, examined and sorted the list into four preceptor content domains, viz., Health Systems Management (HS Management), Leadership, Residency Administration, and Community Involvement. Frequency analyses showed that the HS Management domain constituted over half of the competencies, with particular emphasis on strategic thinking, planning, billing, finance, manpower, and contracting. In the second wave, the preceptor Delphi network reviewed the expertpanel list and made 7-pointSKA importance ratings on an 80-item structured questionnaire representative of the four domains. Findings indicated thataverage SKA ratings were reliable and agreed upon to a high degree among preceptors. Results, rank ordered by SKA item means within preceptor content domains and overall, suggested that the most important rated items centered on teamwork, negotiation, interpersonal skills, communication, leadership vision, and customer and healthcare business operations. Outcomes from the competency list are expected to be useful for preceptor mentoring, self-assessment, and for professional development. Additionally, specific SKAs can provide a means for developing job requirements and career performance criteria at a behavioral task level, and can contribute information for identifying continuing education and conference topical needs.

Industrial Arts Instructional Tasks/Competencies for Energy and Power. Competency-Based Education.

ERIC Educational Resources Information Center

George Mason Univ., Fairfax, VA.

This instructional task/competency package is designed to help teachers and administrators in developing competency-based instructional materials for an energy and power course. Part 1 contains a description of the industrial arts program and a course description, instructional task/competency list, and content outline for energy and power. The…

Consensus development of core competencies in intensive and critical care medicine training in China.

PubMed

Hu, Xiaoyun; Xi, Xiuming; Ma, Penglin; Qiu, Haibo; Yu, Kaijiang; Tang, Yaoqing; Qian, Chuanyun; Fang, Qiang; Wang, Yushan; Yu, Xiangyou; Xu, Yuan; Du, Bin

2016-10-16

The aim of this study is to develop consensus on core competencies required for postgraduate training in intensive care medicine. We used a combination of a modified Delphi method and a nominal group technique to create and modify the list of core competencies to ensure maximum consensus. Ideas were generated modified from Competency Based Training in Intensive Care Medicine in Europe collaboration (CoBaTrICE) core competencies. An online survey invited healthcare professionals, educators, and trainees to rate and comment on these competencies. The output from the online survey was edited and then reviewed by a nominal group of 13 intensive care professionals to identify each competence for importance. The resulting list was then recirculated in the nominal group for iterative rating. The online survey yielded a list of 199 competencies for nominal group reviewing. After five rounds of rating, 129 competencies entered the final set defined as core competencies. We have generated a set of core competencies using a consensus technique which can serve as an indicator for training program development.

Construction Exploration. Practical Arts. Instructor's Manual. Competency-Based Education.

ERIC Educational Resources Information Center

Keeton, Martha; And Others

This manual provides curriculum materials for implementing a career exploration class in construction occupations within a Practical Arts Education program for middle/junior high school students. Introductory materials include the program master sequence, a list of construction occupations, and an overview of the competency-based instructional…

Biology Curriculum Guide. Bulletin 1646.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Div. of Academic Programs.

This curriculum guide, developed to establish statewide curriculum standards for the Louisiana Competency-based Education Program, contains the minimum competencies and process skills that should be included in a biology course. It consists of: (1) a rationale for an effective science program; (2) a list and description of four major goals of…

Physics Curriculum Guide. Bulletin 1661.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Div. of Academic Programs.

This curriculum guide, developed to establish statewide curriculum standards for the Louisiana Competency-based Education Program, contains the minimum competencies and process skills that should be included in a physics course. It consists of: (1) a rationale for an effective science program; (2) a list and description of four major goals of…

Life Science Curriculum Guide. Bulletin 1614.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Div. of Academic Programs.

This curriculum guide, developed to establish statewide curriculum standards for the Louisiana Competency-based Education Program, contains the minimum competencies and process skills that should be included in a life science course. It consists of: (1) a rationale for an effective science program; (2) a list and description of four major goals of…

Business and Office Exploration. Practical Arts. Instructor's Manual. Competency-Based Education.

ERIC Educational Resources Information Center

Keeton, Martha; And Others

This manual provides curriculum materials for implementing a career exploration class in business and office occupations within a Practical Arts Education program for middle/junior high school students. Introductory materials include the program master sequence, list of business and office occupations, and an overview of the competency-based…

Chemistry Curriculum Guide. Bulletin 1660.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Div. of Academic Programs.

This curriculum guide, developed to establish statewide curriculum standards for the Louisiana Competency-based Education Program, contains the minimum competencies and process skills that should be included in a chemistry course. It consists of: (1) a rationale for an effective science program; (2) a list and description of four major goals of…

Marine Science Exploration. Practical Arts. Instructor's Manual. Competency-Based Education.

ERIC Educational Resources Information Center

Keeton, Martha; McKinley, Douglas

This manual provides curriculum materials for implementing a career exploration class in marine science occupations within a Practical Arts Education program for middle/junior high school students. Introductory materials include the program master sequence, a list of marine science occupations, and an overview of the competency-based instructional…

Office Systems Technology Associate Degree. Louisiana Technical Education Program and Course Standards. Competency-Based Postsecondary Curriculum Outline from Bulletin 1822.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.

This document outlines the curriculum of Louisiana's office systems technology associate degree program, which is a 6-term (75-credit hour) competency-based program designed to prepare students for employment as special assistants for business executives and top management. Presented first are a description of the program and a list of the general…

Competencies Needed by Livestock Sale Barn Employees.

ERIC Educational Resources Information Center

Reidel, Wallace Franklin, Jr.

To determine the competencies needed by managers, assistant managers, and auctioneers in the livestock auction sale business and to determine the implications for educational programs, a questionnaire of 20 competencies compiled from a survey of livestock auction businesses was sent to every livestock auction sale barn listed with the Iowa…

Diversity in emergency medicine education: expanding the horizon.

PubMed

Bowman, Steven H; Moreno-Walton, Lisa; Ezenkwele, Ugo A; Heron, Sheryl L

2011-10-01

An emergency medicine (EM)-based curriculum on diversity, inclusion, and cultural competency can also serve as a mechanism to introduce topics on health care disparities. Although the objectives of such curricula and the potential benefits to EM trainees are apparent, there are relatively few resources available for EM program directors to use to develop these specialized curricula. The object of this article is to 1) broadly discuss the current state of curricula of diversity, inclusion, and cultural competency in EM training programs; 2) identify tools and disseminate strategies to embed issues of disparities in health care in the creation of the curriculum; and 3) provide resources for program directors to develop their own curricula. A group of EM program directors with an interest in cultural competency distributed a preworkshop survey through the Council of Emergency Medicine Residency Directors (CORD) e-mail list to EM program directors to assess the current state of diversity and cultural competency training in EM programs. Approximately 50 members attended a workshop during the 2011 CORD Academic Assembly as part of the Best Practices track, where the results of the survey were disseminated and discussed. In addition to the objectives listed above, the presenters reviewed the literature regarding the rationale for a cultural competency curriculum and its relationship to addressing health care disparities, the relationship to unconscious physician bias, and the Tool for Assessing Cultural Competence Training (TACCT) model for curriculum development. © 2011 by the Society for Academic Emergency Medicine.

Community collaboration as a disaster mental health competency: a systematic literature review.

PubMed

Lebowitz, Adam Jon

2015-02-01

Disasters impact the mental health of entire communities through destruction and physical displacement. There is growing recognition of the need for disaster mental health competencies. Professional organizations such as the AAFP and the ASPH recommend engaging with communities in equal partnership for their recovery. This systematic study was undertaken for the purpose of reviewing published disaster medicine competencies to determine if core competencies included community cooperation and collaboration. A search of Internet databases was conducted using major keywords "disaster" and "competencies". Articles eligible contained laundry lists of basic core competency curriculum beyond emergency response. Data were qualitatively analyzed to identify types of competencies, and the degree of community cooperation. A total of 12 studies were reviewed. Only one study listed competencies specifying community cooperation, although others refer indirectly to it. Findings suggest competency-based education programs could do more to educate future disaster health professionals about the importance of community collaboration.

Development of an Individualized and Group Instructional Program Based on Financial Management for Adult/Young Farmers in Vocational Agriculture Programs in Missouri. Final Report.

ERIC Educational Resources Information Center

Nolting, Greg; And Others

A study was conducted to develop competency-based curriculum materials and a computer-based analysis system for farm business records to assist local vocational agriculture teachers of adult/young farmers in their group and individualized instructional programs. A list of thirty-five competencies in financial management were validated using…

PACE. A Program for Acquiring Competence in Entrepreneurship. Resource Guide. Research and Development Series No. 194 D.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

This Program for Acquiring Competence in Entrepreneurship (PACE) resource guide contains an "Annotated Glossary of Business Terms" and listings of sources of information. The glossary includes approximately 100 terms, of which the instructor should have a working knowledge. It may also be used as a handout for students. Sources of…

Identification and Development of Competency-Based Curriculum for Water and Wastewater Program.

ERIC Educational Resources Information Center

Kirkwood Community Coll., Cedar Rapids, IA.

A project was undertaken at Kirkwood Community College to develop a full-time and part-time competency based program to educate water and wastewater treatment plant operators. First, a survey was conducted to identify the job tasks performed by the operators, their frequency, importance, and necessity. A questionnaire listing 651 tasks divided…

The Study of Smartphone Usage Competency Assessment and Training for the Elderly.

PubMed

Lu, Sheng-Chieh; Wen, Tzu-Ning; Chang, Po-Lun

2017-01-01

This study aimed at developing an assessment of smartphone usage competence and constructing a training program for the elderly. A list of smartphone usage competencies with 34 items was defined through expert survey and panel. Based on the competence and previous literature, a training program and learning aids were designed in this study. There were 41 participants in our program. The results of self-administrated smartphone usage ability questionnaire indicated that all competencies were significantly improved after training. However, the results also demonstrated that some items were still difficult for the elderly to comprehend. Overall, this study provided a first exploration of defining smartphone usage competency and built a training program for the elderly. With strong suggestion, future mobile health (mHealth) services can follow this study to insure the smartphone usage ability of the elderly.

Addiction Counseling Competencies: The Knowledge, Skills, and Attitudes of Professional Practice. Technical Assistance Publication Series.

ERIC Educational Resources Information Center

1999

This document presents knowledge, skills, and attitudes that are needed for achieving and practicing the competencies listed in Addiction Counseling Competencies, as written by the National Curriculum Committee of the Addiction Technology Transfer Center Program. The document is intended to provide guidance for the professional treatment of…

Getting Certified in 50 States.

ERIC Educational Resources Information Center

Perritt, Patsy H.

2000-01-01

Presents school librarian certification requirements in all 50 states and the District of Columbia, alphabetically by state in two tables: "Certification Requirements" (listing state/date; certificate or endorsement; educational program, experience and recommendation; tests) and "Knowledge/Subject Areas/Competencies" (listing state;…

Plastics Technical Competency Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document, which is intended to assist individuals responsible for developing tech prep programs, lists the occupational, academic, and employability competencies that representatives from education, business/industry, and labor throughout Ohio have identified as being necessary for employment in technician-level positions involving the…

Ohio Construction Technologies Competency Profile.

ERIC Educational Resources Information Center

Miller, Lavonna; Bowermeister, Bob

This document, which lists construction technologies competencies as identified by representatives from government agencies and labor organizations as well as secondary and postsecondary educators throughout Ohio, is intended to assist individuals and organizations in developing both college tech prep programs and apprenticeship training/education…

Ohio Biotechnology Competency Profile.

ERIC Educational Resources Information Center

Miller, Lavonna; Bowermeister, Bob; Boudreau, Joyce

This document, which lists the biotechnology competencies identified by representatives from biotechnology businesses and industries as well as secondary and post-secondary educators throughout Ohio, is intended to assist individuals and organizations in developing college tech prep programs that will prepare students from secondary through…

Development of Competency-Based Vocational Agricultural Instructional Materials for Handicapped Students Enrolled in Regular Agriculture Programs Other Than Horticulture. Final Report.

ERIC Educational Resources Information Center

Baggett, Connie D.; And Others

This report includes a description of a project to develop and field-test competency-based instructional materials for handicapped students enrolled in regular vocational agriculture programs; a list of project advisory personnel; the clusters of skills identified as appropriate for handicapped students enrolled in courses in dairy production,…

Development of Articulated Competency-Based Curriculum in Automated Systems/Robotics Technology. Final Report.

ERIC Educational Resources Information Center

Luzerne County Community Coll., Nanticoke, PA.

A project was conducted at the Community College of Luzerne County (Pennsylvania) to develop, in cooperation with area vocational-technical schools, the first year of a competency-based curriculum in automated systems/robotics. Existing programs were reviewed by the task force and a list of sample competencies was developed and sent to area…

Occupational Competency Profile for Health Occupations Education Program: Teacher Self-Assessment. Information Series: Report No. 11.

ERIC Educational Resources Information Center

Walters, Norma J.

This assessment instrument is intended to assist teachers in evaluating the relevance of the competencies included in the health occupations education curriculum they are teaching and in assessing their own continuing education needs. The profile lists the competencies required of persons working at the following sites: hospital departments…

Automotive Technologies. State Competency Profile.

ERIC Educational Resources Information Center

Ohio Board of Regents, Columbus.

This document, which lists the technical automotive technologies competencies identified by representatives from business, industry, and labor as well as technical educators throughout Ohio, is intended to assist individuals and organizations in developing college tech prep programs that will prepare students from secondary through post-secondary…

Competency-Based Curriculum Guide for Merchandising/Marketing.

ERIC Educational Resources Information Center

Nakamaejo, David T.; And Others

Designed for the curriculum coordinator, this guide provides guidelines for planning postsecondary merchandising/marketing programs. The first section contains competencies identified as essential for occupations in the merchandising/marketing field which are listed by these subject areas: selling, merchandise analysis, wholesaling, marketing,…

Horticulture-Agriculture Technologies. State Competency Profile.

ERIC Educational Resources Information Center

Ohio Board of Regents, Columbus.

This document, which lists the horticultural-agricultural technologies competencies identified by representatives from business, industry, and labor as well as educators throughout Ohio, is intended to assist individuals and organizations in developing college tech prep programs that will prepare students from secondary through post-secondary…

Sports Marketing.

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

This document presents the Ohio Integrated Technical and Academic Competency profile for sports marketing. The profile is to serve as the basis for curriculum development in Ohio's secondary, adult, and postsecondary programs. The profile includes a comprehensive listing of 999 specialty key indicators for evaluating mastery of 113 competencies in…

Environmental/Natural Resources Technologies. State Competency Profile.

ERIC Educational Resources Information Center

Kershaw, Isaac; Mazak, Sara A.; Spence, Janet G.

This document, which lists the environmental and natural resources technology competencies identified by representatives from businesses and industries as well as secondary and postsecondary educators throughout Ohio, is intended to assist individuals and organizations in developing college tech prep programs that will prepare students from…

Ohio Engineering Technologies Competency Profile.

ERIC Educational Resources Information Center

Miller, Lavonna; Draeger, Meg; Bowermeister, Bob; Wancho, Richard

This document, which lists engineering technologies competencies as identified by representatives from business and industry as well as secondary and post-secondary educators throughout Ohio, is intended to assist individuals and organizations in developing college tech prep programs that will prepare students from secondary through post-secondary…

Competency Index for Air Conditioning and Refrigeration Programs in Missouri. A Crosswalk of Selected Instructional Materials against Missouri's Competency Profile.

ERIC Educational Resources Information Center

Missouri Univ., Columbia. Instructional Materials Lab.

This index was developed to help air conditioning and refrigeration instructors in Missouri use existing instructional materials and keep track of student progress on the VAMS system. The list was compiled by a committee of instructors who selected appropriate references and identified areas that pertained to Missouri competencies. The index lists…

A Principal's Handbook of Programs for Gifted Students.

ERIC Educational Resources Information Center

Norton, M. Scott; Zeilinger, Elna Rae

1983-01-01

Principals supporting effective programing for gifted students should exhibit competencies listed in this article when exercising planning and leadership, developing philosophy, determining goals and objectives, understanding gifted students' characteristics, identifying gifted students, financing and staffing the program, providing guidance and…

Ohio Legal Office Managment. Technical Competency Profile (TCP).

ERIC Educational Resources Information Center

Ray, Gayl M.; Wilson, Nick; Mangini, Rick

This document, which lists core business and legal office management competencies identified by representatives from education and business and industry throughout Ohio, is intended to assist individuals and organizations in developing college tech prep programs that will prepare students from secondary through post-secondary associate degree…

A Design for Competency-Based Education of Typewriting Teachers

ERIC Educational Resources Information Center

Soskis, Mosetta S.

1976-01-01

The research of Hebert, with regard to the competencies that teachers of beginning typewriting should have, is translated into a format thought to be useful to the teacher educator. A list of performance goals and objectives that might be used in typewriting methods program is included. (Author/HD)

The Culturally Responsive Teacher Preparedness Scale: An Exploratory Study

ERIC Educational Resources Information Center

Hsiao, Yun-Ju

2015-01-01

The purpose of this study was to investigate the competencies of culturally responsive teaching and construct a Culturally Responsive Teacher Preparedness Scale (CRTPS) for the use of teacher preparation programs and preservice teachers. Competencies listed in the scale were identified through literature reviews and input from experts. The…

Cosmetology: Task Analyses. Competency-Based Education.

ERIC Educational Resources Information Center

Henrico County Public Schools, Glen Allen, VA. Virginia Vocational Curriculum Center.

These task analyses are designed to be used in combination with the "Trade and Industrial Education Service Area Resource" in order to implement competency-based education in the cosmetology program in Virginia. The task analysis document contains the task inventory, suggested task sequence lists, and content outlines for the secondary…

Commercial Photography: Task Analyses. Competency-Based Education.

ERIC Educational Resources Information Center

Endo, Paula; Morrell, Linda

These task analyses are designed to be used in combination with the "Trade and Industrial Education Service Area Resource" in order to implement competency-based education in the commercial photography program in Virginia. The task analysis document contains the task inventory, suggested task sequence lists, and content outlines for the…

Nurse's Assistant: Task Analyses. Competency-Based Education.

ERIC Educational Resources Information Center

Henrico County Public Schools, Glen Allen, VA. Virginia Vocational Curriculum Center.

These task analyses are designed to be used in combination with the "Health Occupations Education Service Area Resource" in order to implement competency-based education in the nurse's assistant program in Virginia. The task analysis document contains the task inventory, suggested task sequence lists, and content outlines for Nursing…

Masonry: Task Analyses. Competency-Based Education.

ERIC Educational Resources Information Center

Henrico County Public Schools, Glen Allen, VA. Virginia Vocational Curriculum Center.

These task analyses are designed to be used in combination with the "Trade and Industrial Education Service Area Resource" in order to implement competency-based education in the masonry program in Virginia. The task analysis document contains the task inventory, suggested task sequence lists, and content outlines for the secondary…

Ohio's Competency Analysis Profile. Index.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This index contains the unit titles from all 60 Ohio's Competency Analysis Profile (OCAP) lists. It is intended to facilitate the combination of units from different OCAPs in order to develop curricula that meet specific program needs (e.g., learner differences, labor market demands, and technological developments). OCAP titles are as follows:…

CASAS: An Effective Measurement System for Life Skills.

ERIC Educational Resources Information Center

Stiles, Richard L.; And Others

The California Adult Student Assessment System (CASAS) is a comprehensive educational system designed to enable adult educators to develop and evaluate a life skills curriculum for competency based educational programs. The system comprises the CASAS Competency List, the CASAS Item Bank, the User's Manual, the Curriculum Index and Matrix, and…

Competencies for Materials Design and Production Specialists.

ERIC Educational Resources Information Center

Instructional Innovator, 1980

1980-01-01

Lists proposed competencies to be used in a certification program for material design and production professionals. Six production areas are presented, within which skill must be demonstrated in at least one, as well as activities to be performed in the areas of communication problems, message design, and media production facility administration.…

Suggestions for a competency-based orientation for an orthopaedic unit.

PubMed

Bryant, G A

1997-01-01

Effective orientation programs should provide new RN and LPN employees with very specific performance expectations. Competency-based orientation provides such a structure. This approach not only decreases the orientee's anxiety, but it also acts as a basis for establishing competencies specific to that unit. Because the existing staff members are intimately involved in the process, socialization within the unit and cohesiveness of purpose are enhanced. Adult learning theory, educational principles, self-paced learning modules, and the use of preceptors and check-off lists are employed in this Competency-Based Orientation (CBO) program for an adult orthopaedic unit. Samples of various aspects of a CBO are included.

Nursing Assistant. Curriculum Guide. Invest in Success.

ERIC Educational Resources Information Center

Idaho State Dept. of Education, Boise. Div. of Vocational Education.

Under the Idaho state system for curriculum development in vocational education, Technical Committees made up solely of industry personnel are responsible for drawing up task lists for each program. Based on a task list specific to the field, this curriculum guide provides the competencies needed by nursing assistants enrolled in postsecondary,…

Environmental health training: a survey of family practice residency program directors.

PubMed

Musham, C; Bellack, J P; Graber, D R; Holmes, D

1996-01-01

The Institute of Medicine and the American College of Physicians have advocated that physicians broaden their participation in the environmental aspects of medical care. Accordingly, both organizations recommend training of future primary care physicians for greater competency in and appreciation of this area of medicine. This study assessed the present emphasis on environmental health in family practice residency programs by examining the extent program directors expect graduates to have specific competencies in environmental medicine. A written survey was mailed to directors of all 393 family practice residency programs listed in the 1993 Directory of Family Practice Residency Programs. Respondents were asked to indicate the extent to which each of eight environmental health competencies was expected of their graduates. The list of environmental health competencies was based on the literature and on interviews with family practice educators. Perceptions about the "present" and "ideal" environmental health emphasis in their programs were also measured. A total of 262 completed surveys were returned for a response rate of 67%. Respondents reported that they expected their graduates to have general knowledge of and competence in environmental health areas that pertain to patient care. Competencies with social and political implications were least likely to be expected. Two thirds of respondents indicated that "minimal emphasis" is presently placed on environmental health. Seventy percent indicated that the "ideal" amount of emphasis placed on this topic is "moderate." This survey's results suggest that family practice residency program directors expect their graduates to know basic environmental health concepts and be skilled in related aspects of patient care. The development of environmental health training programs must take into account that environmental health may be viewed as a topic of secondary importance and that in most residencies, faculty expertise in this area is limited. For this reason, a self-tutoring strategy, aimed toward the educational needs of both faculty and residents, is recommended.

Industrial Automation Mechanic Model Curriculum Project. Final Report.

ERIC Educational Resources Information Center

Toledo Public Schools, OH.

This document describes a demonstration program that developed secondary level competency-based instructional materials for industrial automation mechanics. Program activities included task list compilation, instructional materials research, learning activity packet (LAP) development, construction of lab elements, system implementation,…

Integration of Bilingual Emphasis Program into University Curriculum. Multiple Subjects Credential Program: Hupa, Yurok, Karuk, or Tolowa Emphasis.

ERIC Educational Resources Information Center

Bennett, Ruth

A description of the American Indian Bilingual Teacher Credential Program offered by Humboldt State University (California) provides background information on the linguistic groups served by the program. Accompanying the program descriptions are lists of lower and upper division requirements, descriptions of competency exam, program schedule,…

Teaching implementation science in a new Master of Science Program in Germany: a survey of stakeholder expectations.

PubMed

Ullrich, Charlotte; Mahler, Cornelia; Forstner, Johanna; Szecsenyi, Joachim; Wensing, Michel

2017-04-27

Implementation science in healthcare is an evolving discipline in German-speaking countries. In 2015, the Medical Faculty of the University of Heidelberg, Germany, implemented a two-year full-time Master of Science program Health Services Research and Implementation Science. The curriculum introduces implementation science in the context of a broader program that also covers health services research, healthcare systems, research methods, and generic academic skills. Our aim was to assess the expectations of different stakeholder groups regarding the master's program. An online survey listing desired competencies of prospective graduates was developed and administered to four groups: national experts in the field (including potential employers of graduates), teaching staff, enrolled students, and prospective students (N = 169). Competencies were extracted from the curriculum's module handbook. A five-point Likert scale was used for the assessment of 42 specific items. Data were analyzed descriptively. A total of 83 people participated in the survey (response rate 49%). The online survey showed a strong agreement across the groups concerning the desired competencies of graduates. About two-thirds of the listed competencies (27 items) were felt to be crucial or very important by 80% or more of participants, with little difference between stakeholder groups. Of the eight items specifically related to implementation in practice, six were in this category. Knowledge of implementation strategies (90% very important), knowledge of barriers and enablers of implementation (89%), and knowledge of evidence-based practice (89%) were the top priorities. The master's program is largely orientated towards the desired competencies of graduates according to students, teaching staff, and national experts.

Designing Training Plans for Distributive Education. Final Report.

ERIC Educational Resources Information Center

Syhlman, William D.

These distributive education training and development plans for secondary-level programs provide lists of competencies a student needs to hold a job in sales and marketing occupational areas. The design of the training plans is based on a "pyramid" which incorporates the following five sections or levels of competencies (from general to…

"CAS" Characteristics of Individual Excellence for Professional Practice in Higher Education

ERIC Educational Resources Information Center

Council for the Advancement of Standards in Higher Education, 2006

2006-01-01

Defining competencies of student affairs and other professionals in higher education who plan, implement, and offer programs and services is the mark of a maturing profession. This document seeks to define a list of necessary attributes for professionals in higher education that is broader than competencies and includes other markers of…

Health Services: Clinical. Dietary Aide. Instructor's Manual. Competency-Based Education.

ERIC Educational Resources Information Center

Cave, Julie; And Others

This instructor's manual consists of materials for use in presenting a course in the occupational area of dietary aide. Included in the first part of the guide are a program master sequence; a master listing of instructional materials, equipment, and supplies; an overview of the competency-based vocational education (CBVE) system; and guidelines…

Health Services: Clinical. Pharmacy Aide. Instructor's Manual. Competency-Based Education.

ERIC Educational Resources Information Center

Cave, Julie; And Others

This instructor's manual consists of materials for use in presenting a course in the occupational area of pharmacy aide. Included in the first part of the guide are a program master sequence; a master listing of instructional materials, equipment, and supplies; an overview of the competency-based vocational education (CBVE) system; and guidelines…

Articulation Activity for Accounting Programs: Project Results and Descriptive Report. Final Report.

ERIC Educational Resources Information Center

Adams, Esther

In response to the need for a basic articulated accounting curriculum providing for a smooth transition from the secondary to the postsecondary level, Blackhawk Technical Institute (BTI) conducted a project to develop a master list of accounting competencies as the basis of a core accounting curriculum; to determine competency standards; to…

Marketing Technology. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). Revised.

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

This document presents the Ohio Integrated Technical and Academic Competency profile for marketing technology. The profile is to serve as the basis for curriculum development in Ohio's secondary, adult, and postsecondary programs. The profile includes a comprehensive listing of 580 specialty and foundation key indicators for evaluating mastery of…

Evaluating the Effectiveness of Public Health Leadership Training: The NEPHLI Experience

PubMed Central

Saleh, Shadi S.; Williams, Dwight; Balougan, Modinat

2004-01-01

Objectives. We assessed the effect of public health leadership training on the capacity of public health leaders to perform competencies derived from the list of “Ten Essential Public Health Services” presented in 1994 by the steering committee of the Public Health Functions Project. Methods. Graduating scholars of the Northeast Public Health Leadership Institute were surveyed to determine differences in skill level in 15 competency areas before and after training. Surveys were completed after program completion. Results. The training program improved the skill levels of participants in all 15 competency areas. A relation also was detected between the frequency of use of the competency and the improvement experienced. Conclusions. Public health leadership training programs are effective in improving the skills of public health workers. PMID:15226150

Mississippi Curriculum Framework for Automotive Technology Programs (CIP: 47.0604--Automotive Mechanic/Tech.). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the automotive technology programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and…

Mississippi Curriculum Framework for Automotive Machinist (Program CIP: 47.0690--Auto Machinist). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the automotive machinist programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and…

Mississippi Curriculum Framework for Medical Assisting Technology Programs (CIP: 51.0801--Medical Assistant). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the medical assisting technology program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and…

Mississippi Curriculum Framework for Dental Assisting Technology Programs (Program CIP: 51.0601--Dental Assistant). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the dental assisting technology program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies. Section II…

Mississippi Curriculum Framework for Welding and Cutting Programs (Program CIP: 48.0508--Welder/Welding Technologist). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the welding and cutting programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and…

Mississippi Curriculum Framework for Surgical Technology Programs (CIP: 51.0909--Surgical/Operating Room Tech.). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the surgical technology program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies for the program,…

[Mentor High School Reading Program.

ERIC Educational Resources Information Center

Mentor Exempted Village School District, OH.

This program, begun in 1968 and included in "Effective Reading Programs...," serves about 2,800 students in grades 10-12. A secondary reading skills chart was developed, behavioral objectives were written, and minimal-competency tests in both reading and sriting were prepared. During the school year, all skills listed on the chart are…

An Assessment of an Operational Educational Accountability System for Continuing Education in the Health Professions.

ERIC Educational Resources Information Center

Walsh, Patrick L.

1982-01-01

The Educational Quality Assessment and Assurance System for continuing education in health sciences includes three components to measure inputs, processes, and outcomes. They are (1) Program Coordinator Competency List, (2) Quality Assessment and Assurance Program, and (3) evaluation of educational programs. (SK)

Methods and Tools to Align Curriculum to the Skills and Competencies Needed by the Workforce - an Example from Geospatial Science and Technology

NASA Astrophysics Data System (ADS)

Johnson, A. B.

2012-12-01

Geospatial science and technology (GST) including geographic information systems, remote sensing, global positioning systems and mobile applications, are valuable tools for geoscientists and students learning to become geoscientists. GST allows the user to analyze data spatially and temporarily and then visualize the data and outcomes in multiple formats (digital, web and paper). GST has evolved rapidly and it has been difficult to create effective curriculum as few guidelines existed to help educators. In 2010, the US Department of Labor (DoL), in collaboration with the National Geospatial Center of Excellence (GeoTech Center), a National Science Foundation supported grant, approved the Geospatial Technology Competency Mode (GTCM). The GTCM was developed and vetted with industry experts and provided the structure and example competencies needed across the industry. While the GTCM was helpful, a more detailed list of skills and competencies needed to be identified in order to build appropriate curriculum. The GeoTech Center carried out multiple DACUM events to identify the skills and competencies needed by entry-level workers. DACUM (Developing a Curriculum) is a job analysis process whereby expert workers are convened to describe what they do for a specific occupation. The outcomes from multiple DACUMs were combined into a MetaDACUM and reviewed by hundreds of GST professionals. This provided a list of more than 320 skills and competencies needed by the workforce. The GeoTech Center then held multiple workshops across the U.S. where more than 100 educators knowledgeable in teaching GST parsed the list into Model Courses and a Model Certificate Program. During this process, tools were developed that helped educators define which competency should be included in a specific course and the depth of instruction for that competency. This presentation will provide details about the process, methodology and tools used to create the Models and suggest how they can be used to create customized curriculum integrating geospatial science and technology into geoscience programs.

Module Cluster: RTE-001.00 (GSC) Advanced Teaching of Reading.

ERIC Educational Resources Information Center

Brown, Estelle

Several module clusters were developed at Glassboro State College as the result of involvement in the Camden Teacher Corps project. The clusters are the primary mode of instruction in this competency-based teacher education program. Many of these modules are based on a list of teacher competencies developed by members of the Elementary Education…

Mississippi Curriculum Framework for Veterinary Technology (Program CIP: 51.0808--Veterinarian Asst./Animal Health). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the veterinary technology program. Presented in the introductory section are a of the program and suggested course sequence. Section I lists baseline competencies, and section II consists of…

Mississippi Curriculum Framework for Forestry Technology (Program CIP: 03.0401--Forest Harvesting and Production Technology). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the forestry technology program cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies for the…

Mississippi Curriculum Framework for Ophthalmic Technology (Program CIP: 51.1801--Opticianry/Dispensing Optician). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the ophthalmic technology program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and section II…

Mississippi Curriculum Framework for Health Care Assistant (Program CIP: 51.1614--Nursing Assistant/Aide). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the health care assistant program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies for the nurse…

Mississippi Curriculum Framework for Medical Radiologic Technology (Radiography) (CIP: 51.0907--Medical Radiologic Technology). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the radiologic technology program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies for the program,…

Mississippi Curriculum Framework for Civil Technology (Program CIP: 15.0201--Civil Engineering/Civil Technology). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the civil technology programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and section…

Mississippi Curriculum Framework for Marketing Management Technology (Program CIP: 52.1401--Business Mkt. & Mkt. Mgmt.). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the state's marketing management technology program. Presented in the introduction are a program description and suggested course sequence. Section I lists baseline competencies for the…

Mississippi Curriculum Framework for Medical Laboratory Technology Programs (CIP: 51.1004--Medical Laboratory Technology). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the medical laboratory technology program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and…

Mississippi Curriculum Framework for Postsecondary Funeral Services Technology Programs (Program CIP: 12.0301--Funeral Service and Mortuary Science). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the state's funeral services technology program. Presented in the introduction are a program description and suggested course sequence. Section I lists baseline competencies for the funeral…

STAR Graduate and GRO Undergraduate Fellowship Recipient List

EPA Pesticide Factsheets

EPA's STAR graduate fellowship program supports masters and doctoral candidates in environmental studies. Each year, students in the United States compete for STAR fellowships through a rigorous review process.

Musculoskeletal education in physical medicine and rehabilitation residency programs.

PubMed

Smith, Jay; Krabak, Brian J; Malanga, Gerard A; Moutvic, Margaret A

2004-10-01

To characterize current musculoskeletal (MSK) education experiences in physical medicine and rehabilitation residency programs and to identify perceived barriers to providing more extensive MSK education experiences. In addition, to establish utilization patterns for the PASSOR Physical Examination Core Competencies List. Between March and November 2003, all 81 physical medicine and rehabilitation residency program directors were asked to complete an MSK education survey developed by the authors. A total of 69 of 81 program directors (86%) responded after multiple contacts. The most frequently utilized MSK education formats were MSK lecture series, MSK departmental conferences, and physical examination workshops. Potential barriers to expanded MSK education included money, time, and staff number. Given unlimited resources, most residency programs would greatly increase utilization of visiting lecturers, CD-ROMs/DVDs, objective structured clinical examinations, and physical examination videos. Of the 30 program directors who recalled receiving the Core Competencies List, only 40% (12 of 30) have formally integrated the list into their residency training. Barriers to implementation included logistical challenges and lack of direction regarding implementation. Residency program directors indicate a strong interest in expanding resident MSK education through the use of CD-ROMs/DVDs, physical examination videos, objective structured clinical examinations, and visiting lecturer programs. CD-ROMs/DVDs and videos represent particularly attractive educational formats for supplementing resident MSK education due to the advantages of central production, nominal costs, widespread distribution, multimedia capabilities, and accessibility. These educational formats should be considered for targeted educational initiatives to enhance resident MSK education, regardless of residency program size or resources.

Secretary/Shorthand: Task List Competency Record.

ERIC Educational Resources Information Center

Minnesota Instructional Materials Center, White Bear Lake.

One of a series of 12 booklets in the secretarial/clerical area for the vocational instructor, the secretary/shorthand task list competency record contains a job description, a task list of areas of competency, an occupational tasks competency record (suggested as replacement for the traditional report card), a list of industry representatives and…

Transportation Exploration. Practical Arts. Instructor's Manual. Competency-Based Education.

ERIC Educational Resources Information Center

Keeton, Martha; And Others

This manual provides curriculum materials for implementing a career exploration class in transportation occupations within a Practical Arts Education program for middle/junior high school students. Introductory materials include the program master sequence, a list of transportation occupations (land, water and aerospace transportation families),…

Agricultural Education Curriculum Guide. Agricultural Production and Management I. Course No. 6811. Agricultural Production and Management II. Course No. 6812.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh.

This document is designed for use by teachers of Agricultural Production and Management courses in North Carolina. It updates the competencies and content outlines from the previous guide. It lists core and optional competencies for two courses in seven areas as follows: leadership; supervised agricultural experience programs; animal science;…

A Study to Determine the Job Tasks and Levels of Employment for Apparel and Accessories Marketing Occupations Using DACUM Occupational Analysis. Final Report.

ERIC Educational Resources Information Center

Guikema, Kelli A.

Research was conducted to establish a validated list of competencies for use in curriculum development efforts for apparel and accessories marketing programs. DACUM (Developing a Curriculum) was the occupational analysis procedure used to identify the competencies, job tasks, level of difficulty, and levels of employment for apparel and…

Mississippi Curriculum Framework for Brick, Block, and Stonemasonry (Program CIP: 46.0101--Mason and Tile Setter). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the brick, block, and stonemasonry program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies for the…

Mississippi Curriculum Framework for Postsecondary Child Development Technology Programs (CIP: 20.0201--Child Care & Guidance Workers & Mgr). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the child development technology programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies,…

Mississippi Curriculum Framework for Fashion Marketing Technology (Program CIP: 08.0101--Apparel and Accessories Mkt. Op., Gen.). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the fashion marketing technology programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies,…

Mississippi Curriculum Framework for Diesel Equipment Technology (CIP: 47.0605--Diesel Engine Mechanic & Repairer). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the diesel equipment technology programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies,…

Mississippi Curriculum Framework for Dental Hygiene Technology (Program CIP: 51.0602--Dental Hygienist). Postsecondary Education.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the dental hygiene technology program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies. Section II…

Mississippi Curriculum Framework for Physical Therapist Assistant (CIP: 51.0806--Physical Therapy Assistant). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the physical therapy assistant program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and section…

Hospitality and Recreation Occupations. Practical Arts. Instructor's Manual. Competency-Based Vocational Education.

ERIC Educational Resources Information Center

Keeton, Martha; And Others

This manual provides curriculum materials for implementing a career exploration class in hospitality and recreation occupations within a Practical Arts Education program for middle/junior high school students. Introductory materials include the program master sequence, a list of hospitality and recreation occupations, and an overview of the…

Marketing and Distribution Occupations. Practical Arts. Instructor's Manual. Competency-Based Vocational Education.

ERIC Educational Resources Information Center

Keeton, Martha; And Others

This manual provides curriculum materials for implementing a career exploration class in marketing and distribution occupations within a Practical Arts Education program for middle/junior high school students. Introductory materials include the program master sequence, a list of marketing and distribution occupations, and an overview of the…

A Study To Determine the Job Tasks and Levels of Employment for General Marketing Occupations Using DACUM Occupational Analysis. Final Report.

ERIC Educational Resources Information Center

Woloszyk, Carl A.

During the 1990-91 school year, a study was conducted to determine a validated list of competencies (concepts and tasks) for use in curriculum development efforts for general marketing programs in Michigan. DACUM (Developing a Curriculum) was the occupational analysis procedure used to identify the competencies, job tasks, level of difficulty, and…

Development of a Professional Certification in Cancer Patient Education.

PubMed

Papadakos, Janet; D'souza, Anna; Masse, Adeline; Boyko, Susan; Clarke, Susan; Giuliani, Meredith; MacKinnon, Keira; McBain, Sarah; McCallum, Meg; MacVinnie, Jan; Papadakos, Tina

2018-04-19

Patient educators come into the field from diverse professional backgrounds and often lack training in how to teach and develop patient education resources since no formal patient education professional certification program exists. A professional certification program for patient educators would further define the professional scope of practice and reduce variability in performance. The purpose of this study was to (1) determine the level of interest among Canadian cancer patient educators in a patient education professional certification program and (2) determine the competencies to be included in the professional certification program. A 12-item survey was designed by executive members of the Canadian Chapter of the Cancer Patient Education Network. The survey included a list of competencies associated with patient education, and a 4-point Likert scale ranging from "slightly important" to "very important" was used to determine the rank of each competency. The survey was sent to 53 patient educators across Canada. Ninety-two percent of the patient educators are interested in a professional certification program. Patient educators indicated that competencies related to developing patient resources, collaboration, plain language expertise, and health literacy were of most importance. Patient educators support the development of a patient education professional certification program and endorsed the competencies proposed. This information provides the foundation for the creation of a professional certification program for cancer patient educators.

Wisconsin Driver and Traffic Safety Education: Teacher Preparation Guide. Bulletin Number 7221.

ERIC Educational Resources Information Center

Wisconsin Univ., Whitewater.

This guide identifies the minimum competencies necessary to teach and administer a high school driver and traffic safety education (DTSE) program and provides curricular suggestions for the University of Wisconsin System teacher preparation program. Course descriptions are listed for the following areas: general safety, traffic safety education,…

Manufacturing Math Classes: An Instructional Program Guide for Manufacturing Workers.

ERIC Educational Resources Information Center

McBride, Pamela G.; And Others

This program guide documents a manufacturing job family curriculum that develops competence in generic work force education skills through three courses: Reading Rulers, Charts, and Gauges and Math for Manufacturing Workers I and II. An annotated table of contents lists a brief description of the questions answered in each section. An introduction…

American Association of School Librarians.

ERIC Educational Resources Information Center

Toor, Ruth

1994-01-01

Reviews 1993 activities of the American Association of School Librarians (AASL), including conferences, training programs, and position papers and lists current concerns, including school restructuring, literacy, certification competencies, outcomes-based education, cultural diversity, students at risk, and technology. (KRN)

Electronics. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). Revised.

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

This document contains an introduction to the Ohio Integrated Technical and Academic Competency (ITAC) and Specialization ITAC; and overview of the electronics field; an list acknowledging the professionals who helped develop the competency list; and the comprehensive listing of the professional or occupational competencies deemed essential for…

Drafting. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). Revised.

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

This document contains an introduction to the Ohio Integrated Technical and Academic Competency (ITAC) and Specialization ITAC; an overview of the drafting industry; a list acknowledging professionals who helped develop the competency list; and the comprehensive list of the professional or occupational competencies deemed essential for graduates…

Dental Assistant. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). Revised.

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

This document contains an introduction to the Ohio Integrated Technical and Academic Competency (ITAC) and Specialization ITAC; an overview of the dental assistant occupation; a list acknowledging professionals who helped develop the competency list; and the comprehensive list of the professional or occupational competencies deemed essential for…

Nurse Assistant. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). Revised.

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

This document contains an introduction to the Ohio Integrated Technical and Academic Competency (ITAC) and Specialization ITAC; an overview of the nurse assistant occupation; a list acknowledging professionals who helped develop the competency list; and the comprehensive list of the professional or occupational competencies deemed essential for…

Visual Communications Art. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). Revised.

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

This document contains an introduction to the Ohio Integrated Technical and Academic Competency (ITAC) and Specialization ITAC; an overview of the visual communications art profession; a list acknowledging professionals who helped develop the competency list; and the comprehensive list of the professional or occupational competencies deemed…

Graphic Communications. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). Revised.

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

This document contains an introduction to the Ohio Integrated Technical and Academic Competency (ITAC) and Specialization ITAC; an overview of the graphic communications field; a list acknowledging professionals who helped develop the competency list; and a comprehensive list of the professional or occupational competencies deemed essential for…

The effect of using different competence frameworks to audit the content of a masters program in public health.

PubMed

Harrison, Roger A; Gemmell, Isla; Reed, Katie

2015-01-01

(1) To quantify the effect of using different public health competence frameworks to audit the curriculum of an online distance learning MPH program, and (2) to measure variation in the outcomes of the audit depending on which competence framework is used. Retrospective audit. We compared the teaching content of an online distance learning MPH program against each competence listed in different public health competence frameworks relevant to an MPH. We then compared the number of competences covered in each module in the program's teaching curriculum and in the program overall, for each of the competence frameworks used in this audit. A comprehensive search of the literature identified two competence frameworks specific to MPH programs and two for public health professional/specialty training. The number of individual competences in each framework were 32 for the taught aspects of the UK Faculty of Public Health Specialist Training Program, 117 for the American Association of Public Health, 282 for the exam curriculum of the UK Faculty of Public Health Part A exam, and 393 for the European Core Competencies for MPH Education. This gave a total of 824 competences included in the audit. Overall, the online MPH program covered 88-96% of the competences depending on the specific framework used. This fell when the audit focused on just the three mandatory modules in the program, and the variation between the different competence frameworks was much larger. Using different competence frameworks to audit the curriculum of an MPH program can give different indications of its quality, especially as it fails to capture teaching considered to be relevant, yet not included in an existing competence framework. The strengths and weaknesses of using competence frameworks to audit the content of an MPH program have largely been ignored. These debates are vital given that external organizations responsible for accreditation specify a particular competence framework to be used. Our study found that each of four different competence frameworks suggested different levels of quality in our teaching program, at least in terms of the competences included in the curriculum. Relying on just one established framework missed some aspects of the curriculum included in other frameworks used in this study. Conversely, each framework included items not covered by the others. Thus, levels of agreement with the content of our MPH and established areas of competence were, in part, dependent on the competence framework used to compare its' content. While not entirely a surprising finding, this study makes an important point and makes explicit the challenges of selecting an appropriate competence framework to inform MPH programs, and especially one which recruits students from around the world.

From Competency List to Curriculum Implementation: A Case Study of Japan's First Online Master's Program for E-Learning Specialists Training

ERIC Educational Resources Information Center

Suzuki, Katsuaki

2009-01-01

This article describes the creation of a fully online master's program for e-learning specialist training. This program is the first of its kind in Japan. As background information, Japan's general trends in e-learning are described, including activities of the e-Learning Consortium Japan and National Institute of Multimedia in Education. Such…

Practical Nursing. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). Revised.

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

This document contains an introduction to the Ohio Integrated Technical and Academic Competency (ITAC) and Specialization ITAC; an overview of the field of practical nursing; a list acknowledging professionals who helped develop the competency list; and the comprehensive list of the professional or occupational competencies deemed essential for…

Developing Professionalism in the Child Care Industry. An Instructional Program Guide for Child Care Workers.

ERIC Educational Resources Information Center

Johnson, Ann; And Others

This program guide documents a child care job family curriculum that develops competence in generic work force education skills through two minicourses: Basic Issues in Child Care and Child Development Associate. An annotated table of contents lists a brief description of the questions answered in each section. An introduction presents a program…

Competency standards for newly graduated prosthetist/orthotists in Sweden.

PubMed

Ramstrand, Nerrolyn; Ramstrand, Simon

2018-05-01

There are currently no national competency standards upon which to develop educational objectives for prosthetist/orthotists in Sweden. While standards have been developed in other countries, they cannot be applied without confirming their relevance in a Swedish context. To describe and obtain consensus on core competencies required for newly graduated prosthetist/orthotists in Sweden. Modified Delphi process. A modified Delphi technique was carried out. Focus groups were initially used to identify core competency domains. Two consecutive questionnaires, containing a list of potential competency items, were sent to a group of stakeholders with ties to the prosthetic and orthotic profession. Stakeholders were requested to rate their level of agreement with each competency item and provide written comments. Finally, two focus groups were conducted to obtain feedback on the draft competency standards. Forty-four competency items, listed under five key domains of practice, were identified as essential for newly graduated prosthetist/orthotists in Sweden. Many similarities exist in core competency descriptions for prosthetist/orthotists in Sweden when compared to other countries. Regional differences do however exist, and it is important to confirm the relevance of core competency items at a national level before they are applied. Clinical relevance Competency standards developed in this study can be used to guide development of learning objectives within an undergraduate prosthetic and orthotic program, provide a framework for workforce development, assist professional organizations in understanding the needs of their members, and prepare for international accreditation.

Validated Competency Task Lists for General Merchandise Retailing, Food Service Management, and Business and Personal Services Marketing.

ERIC Educational Resources Information Center

Faught, Suzanne G.

This publication contains competency task lists that address principal entry-level and career-sustaining jobs in the occupational categories of general merchandise retailing, food service management, and business and personal services marketing. Section I, Development of the Competency Task Lists, provides details on how the competencies were…

Determining an Imaging Literacy Curriculum for Radiation Oncologists: An International Delphi Study

DOE Office of Scientific and Technical Information (OSTI.GOV)

Giuliani, Meredith E., E-mail: Meredith.Giuliani@rmp.uhn.on.ca; Department of Radiation Oncology, University of Toronto, Toronto, Ontario; Gillan, Caitlin

2014-03-15

Purpose: Rapid evolution of imaging technologies and their integration into radiation therapy practice demands that radiation oncology (RO) training curricula be updated. The purpose of this study was to develop an entry-to-practice image literacy competency profile. Methods and Materials: A list of 263 potential imaging competency items were assembled from international objectives of training. Expert panel eliminated redundant or irrelevant items to create a list of 97 unique potential competency items. An international 2-round Delphi process was conducted with experts in RO. In round 1, all experts scored, on a 9-point Likert scale, the degree to which they agreed anmore » item should be included in the competency profile. Items with a mean score ≥7 were included, those 4 to 6 were reviewed in round 2, and items scored <4 were excluded. In round 2, items were discussed and subsequently ranked for inclusion or exclusion in the competency profile. Items with >75% voting for inclusion were included in the final competency profile. Results: Forty-nine radiation oncologists were invited to participate in round 1, and 32 (65%) did so. Participants represented 24 centers in 6 countries. Of the 97 items ranked in round 1, 80 had a mean score ≥7, 1 item had a score <4, and 16 items with a mean score of 4 to 6 were reviewed and rescored in round 2. In round 2, 4 items had >75% of participants voting for inclusion and were included; the remaining 12 were excluded. The final list of 84 items formed the final competency profile. The 84 enabling competency items were aggregated into the following 4 thematic groups of key competencies: (1) imaging fundamentals (42 items); (2) clinical application (27 items); (3) clinical management (5 items); and (4) professional practice (10 items). Conclusions: We present an imaging literacy competency profile which could constitute the minimum training standards in radiation oncology residency programs.« less

Carpentry. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This comprehensive and verified employer competency list was developed from a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives from Ohio. This competency list contains 14 units (with or without subunits), competencies, and competency builders that identify the occupational,…

Cosmetology. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This comprehensive and verified employer competency list was developed from a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives from Ohio. This competency list contains 17 units (with or without subunits), competencies, and competency builders that identify the occupational,…

Business Administration and Management. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This comprehensive and verified employer competency list was developed from a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives from Ohio. This competency list contains eight units (with or without subunits), competencies, and competency builders that identify the…

Commercial Art. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This comprehensive and verified employer competency list was developed from a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives from Ohio. This competency list contains 16 units (with or without subunits), competencies, and competency builders that identify the occupational,…

Crop Producer. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This comprehensive and verified employer competency list was developed from a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives from Ohio. This competency list contains six units (with or without subunits), competencies, and competency builders that identify the occupational,…

Auto Mechanics. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This comprehensive and verified employer competency list was developed from a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives from Ohio. This competency list contains 11 units (with or without subunits), competencies, and competency builders that identify the occupational,…

Follow-Up Evaluation Project. From July 1, 1981 to June 30, 1983. Final Report.

ERIC Educational Resources Information Center

Santa Fe Community Coll., Gainesville, FL.

A project was undertaken to revise a model competency-based trade and industrial education program that had been developed for use in Florida schools in a project that was implemented earlier. During the followup evaluation, the project staff compiled task listings for each of the following trade and industrial education program areas: automotive;…

International Space Station Human Behavior and Performance Competency Model: Volume II

NASA Technical Reports Server (NTRS)

Schmidt, Lacey

2008-01-01

This document further defines the behavioral markers identified in the document "Human Behavior and Performance Competency Model" Vol. I. The Human Behavior and Performance (HBP) competencies were recommended as requirements to participate in international long duration missions, and form the basis for determining the HBP training curriculum for long duration crewmembers. This document provides details, examples, knowledge areas, and affective skills to support the use of the HBP competencies in training and evaluation. This document lists examples and details specific to HBP competencies required of astronauts/cosmonauts who participate in ISS expedition and other international long-duration missions. Please note that this model does not encompass all competencies required. While technical competencies are critical for crewmembers, they are beyond the scope of this document. Additionally, the competencies in this model (and subsequent objectives) are not intended to limit the internal activities or training programs of any international partner.

Administration and leadership competencies: establishment of a national consensus for emergency medicine.

PubMed

Thoma, Brent; Poitras, Julien; Penciner, Rick; Sherbino, Jonathan; Holroyd, Brian R; Woods, Robert A

2015-03-01

The Royal College of Physicians and Surgeons of Canada requires emergency medicine (EM) residency programs to meet training objectives relating to administration and leadership. The purpose of this study was to establish a national consensus on the competencies for inclusion in an EM administration and leadership curriculum. A modified Delphi process involving two iterative rounds of an electronic survey was used to achieve consensus on competencies for inclusion in an EM administration and leadership curriculum. An initial list of competencies was compiled using peer-reviewed and grey literature. The participants included 14 EM residency program directors and 43 leadership and administration experts from across Canada who were recruited using a snowball technique. The proposed competencies were organized using the CanMEDS Physician Competency Framework and presented in English or French. Consensus was defined a priori as >70% agreement. Nearly all (13 of 14) of the institutions with an FRCPC EM program had at least one participant complete both surveys. Thirty-five of 57 (61%) participants completed round 1, and 30 (53%) participants completed both rounds. Participants suggested an additional 16 competencies in round 1. The results of round 1 informed the decisions in round 2. Fifty-nine of 109 (54.1%) competencies achieved consensus for inclusion. Based on a national modified Delphi process, we describe 59 competencies for inclusion in an EM administration and leadership curriculum that was arranged by CanMEDS Role. EM educators may consider these competencies when designing local curricula.

Improving adolescent social competence and behavior: a randomized trial of an 11-week equine facilitated learning prevention program.

PubMed

Pendry, Patricia; Carr, Alexa M; Smith, Annelise N; Roeter, Stephanie M

2014-08-01

There is growing evidence that promoting social competence in youth is an effective strategy to prevent mental, emotional, and behavioral disorders in adulthood. Research suggests that programs delivered in collaboration with schools are particularly effective when they target social and emotional skill building, utilize an interactive instructional style, provide opportunities for youth participation and self-direction, and include explicit attempts to enhance youth social competence. A relatively new but popular approach that incorporates these characteristics is human animal interaction, which can be implemented in educational settings. We report the results from a randomized clinical trial examining the effects of an 11-week equine facilitated learning (EFL) program on the social competence and behavior of 5th-8th grade children. Children (N = 131) were recruited through referral by school counselors and school-based recruitment and then screened for low social competence. Researchers randomly assigned children to an experimental (n = 53) or waitlisted control group (n = 60). Children in the experimental group participated in an 11-week EFL program consisting of once-weekly, 90-min sessions of individual and team-focused activities, whereas children in the control group served as a wait-listed control and participated 16 weeks later. Parents of children in both groups rated child social competence at pretest and posttest. Three independent raters observed and reported children's positive and negative behavior using a validated checklist during each weekly session. Results indicated that program participation had a moderate treatment effect (d = .55) on social competence (p = .02) that was independent of pretest levels, age, gender, and referral status. Results showed that higher levels of program attendance predicted children's trajectories of observed positive (β = .500; p = .003) and negative behavior (β = -.062; p < .001) over the 11-week program.

Effect of Process Changes in Surgical Training on Quantitative Outcomes From Surgery Residency Programs.

PubMed

Dietl, Charles A; Russell, John C

2016-01-01

The purpose of this article is to review the literature on process changes in surgical training programs and to evaluate their effect on the Accreditation Council of Graduate Medical Education (ACGME) Core Competencies, American Board of Surgery In-Training Examination (ABSITE) scores, and American Board of Surgery (ABS) certification. A literature search was obtained from MEDLINE via PubMed.gov, ScienceDirect.com, Google Scholar on all peer-reviewed studies published since 2003 using the following search queries: surgery residency training, surgical education, competency-based surgical education, ACGME core competencies, ABSITE scores, and ABS pass rate. Our initial search list included 990 articles on surgery residency training models, 539 on competency-based surgical education, 78 on ABSITE scores, and 33 on ABS pass rate. Overall, 31 articles met inclusion criteria based on their effect on ACGME Core Competencies, ABSITE scores, and ABS certification. Systematic review showed that 5/31, 19/31, and 6/31 articles on process changes in surgical training programs had a positive effect on patient care, medical knowledge, and ABSITE scores, respectively. ABS certification was not analyzed. The other ACGME core competencies were addressed in only 6 studies. Several publications on process changes in surgical training programs have shown a positive effect on patient care, medical knowledge, and ABSITE scores. However, the effect on ABS certification, and other quantitative outcomes from residency programs, have not been addressed. Studies on education strategies showing evidence that residency program objectives are being achieved are still needed. This article addresses the 6 ACGME Core Competencies. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Child Care Guidance, Management, and Service. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This comprehensive and verified employer competency list was developed from a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives from Ohio. This competency list contains seven units (with or without subunits), competencies, and competency builders that identify the…

Auto Body and Fender. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This comprehensive and verified employer competency list was developed from a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives from Ohio. This competency list contains 10 units (with or without subunits), competencies, and competency builders that identify the occupational,…

Beef and Sheep Producer. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This comprehensive and verified employer competency list was developed from a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives from Ohio. This competency list contains 11 units (with or without subunits), competencies, and competency builders that identify the occupational,…

Agricultural Business Feed and Grain Worker. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This comprehensive and verified employer competency list was developed from a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives from Ohio. This competency list contains nine units (with or without subunits), competencies, and competency builders that identify the…

Medical Secretary: Task List Competency Record.

ERIC Educational Resources Information Center

Minnesota Instructional Materials Center, White Bear Lake.

One of a series of 12 in the secretarial/clerical area, this booklet for the vocational instructor contains a job description for the medical secretary, a task list under 17 areas of competency, an occupational tasks competency record (suggested as replacement for the traditional report card), a list of industry representatives and educators…

Receptionist: Task List Competency Record.

ERIC Educational Resources Information Center

Minnesota Instructional Materials Center, White Bear Lake.

One of a series of 12 in the secretarial/clerical area, this booklet for the vocational instructor contains a job description for the receptionist, a task list of areas of competency, an occupational tasks competency record (suggested as replacement for the traditional report card), a list of industry representatives and educators involved in…

Secretary/Non-Shorthand: Task List Competency Record.

ERIC Educational Resources Information Center

Minnesota Instructional Materials Center, White Bear Lake.

One of 12 in the secretarial/clerical area, this booklet for the vocational instructor contains a job description for the secretary (non-shorthand), a task list of areas of competency, an occupational tasks competency record (suggested as replacement for the traditional report card), a list of industry representatives and educators involved in…

Office Services Aid: Task List Competency Record.

ERIC Educational Resources Information Center

Minnesota Instructional Materials Center, White Bear Lake.

One of 12 in the secretarial/clerical area, this booklet for the vocational instructor contains a job description for the office services aid, a task list of areas of competency, an occupational tasks competency record (suggested as replacement for the traditional report card), a list of industry representatives and educators involved in…

Data Entry Operator: Task List Competency Record.

ERIC Educational Resources Information Center

Minnesota Instructional Materials Center, White Bear Lake.

One of 12 in the secretarial/clerical area, this booklet for the vocational instructor contains a job description for the data entry operator, a task list of areas of competency, an occupational tasks competency record (suggested as replacement for the traditional report card), a list of industry representatives and educators involved in…

General Office/Typist: Task List Competency Record.

ERIC Educational Resources Information Center

Minnesota Instructional Materials Center, White Bear Lake.

One of 12 in the secretarial/clerical area, this booklet for the vocational instructor contains a job description for the general office typist, a task list of areas of competency, an occupational tasks competency record (suggested as replacement for the traditional report card), a list of industry representatives and educators involved in…

Typist: Task List Competency Record.

ERIC Educational Resources Information Center

Minnesota Instructional Materials Center, White Bear Lake.

One of 12 in the secretarial/clerical area, this booklet for the vocational instructor contains a job description for the typist, a task list of areas of competency, an occupational tasks competency record (suggested as replacement for the traditional report card), a list of industry representatives and educators involved in developing the…

Educational Office Personnel: Task List Competency Record.

ERIC Educational Resources Information Center

Minnesota Instructional Materials Center, White Bear Lake.

One of 12 in the secretarial/clerical area, this booklet for vocational instructor contains a job description for educational office personnel, a task list of areas of competency, an occupational tasks competency record (suggested as replacement for the traditional report card), a list of industry representatives and educators involved in…

Development of a core competency model for the master of public health degree.

PubMed

Calhoun, Judith G; Ramiah, Kalpana; Weist, Elizabeth McGean; Shortell, Stephen M

2008-09-01

Core competencies have been used to redefine curricula across the major health professions in recent decades. In 2006, the Association of Schools of Public Health identified core competencies for the master of public health degree in graduate schools and programs of public health. We provide an overview of the model development process and a listing of 12 core domains and 119 competencies that can serve as a resource for faculty and students for enhancing the quality and accountability of graduate public health education and training. The primary vision for the initiative is the graduation of professionals who are more fully prepared for the many challenges and opportunities in public health in the forthcoming decade.

Nurse Aide. Occupational Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Occupational Competency Analysis Profile (OCAP) for nurse aide (NA) is a competency list verified by expert workers that evolved from a job analysis. It identifies occupational, academic, and employability competencies needed to enter the occupation; lists and clusters them into broader units; and details the competency builders needed to…

Deriving Competencies for Mentors of Clinical and Translational Scholars

PubMed Central

Abedin, Zainab; Biskup, Ewelina; Silet, Karin; Garbutt, Jane M.; Kroenke, Kurt; Feldman, Mitchell D.; McGee, Jr, Richard; Fleming, Michael; Pincus, Harold Alan

2012-01-01

Abstract Although the importance of research mentorship has been well established, the role of mentors of junior clinical and translational science investigators is not clearly defined. The authors attempt to derive a list of actionable competencies for mentors from a series of complementary methods. We examined focus groups, the literature, competencies derived for clinical and translational scholars, mentor training curricula, mentor evaluation forms and finally conducted an expert panel process in order to compose this list. These efforts resulted in a set of competencies that include generic competencies expected of all mentors, competencies specific to scientists, and competencies that are clinical and translational research specific. They are divided into six thematic areas: (1) Communication and managing the relationship, (2) Psychosocial support, (3) Career and professional development, (4) Professional enculturation and scientific integrity, (5) Research development, and (6) Clinical and translational investigator development. For each thematic area, we have listed associated competencies, 19 in total. For each competency, we list examples that are actionable and measurable. Although a comprehensive approach was used to derive this list of competencies, further work will be required to parse out how to apply and adapt them, as well future research directions and evaluation processes. Clin Trans Sci 2012; Volume 5: 273–280 PMID:22686206

Fundamentals of Marketing. Missouri Marketing Education Curriculum. Competency Listing. Revised.

ERIC Educational Resources Information Center

Smith, Clifton L.

This guide lists the core curriculum competencies expected to be developed by students in secondary Fundamentals of Marketing courses in Missouri. It was developed through revision of the prior core curriculum by a project team with input from all the marketing instructors in the state. Competencies listed in the revised fundamentals of marketing…

Task Listings Resulting from the Vocational Competency Measures Project. Memorandum Report.

ERIC Educational Resources Information Center

American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.

This memorandum report consists of 14 task listings resulting from the Vocational Competency Measures Project. (The Vocational Competency Measures Project was a test development project that involved the writing and verification of task listings for 14 vocational occupational areas through over 225 interviews conducted in 27 states.) Provided in…

Legal Secretary: Task List Competency Record.

ERIC Educational Resources Information Center

Minnesota Instructional Materials Center, White Bear Lake.

One of a series of 12 in the secretarial/clerical area, this booklet for the vocational instructor contains a job description for the legal secretary, a task list of areas of competency, an occupational tasks competency record (suggested as replacement for the traditional report card), a list of industry representatives and educators involved in…

[Professional competence of the graduates of the clinical residency and internship in the speciality 31.08.10 'forensic medical expertise'].

PubMed

Kovalev, A V; Romanenko, G Kh; Makarov, I Yu; Zharov, V V; Bereznikov, A V

The objective of the present study was the definition of the basic professional competences of the graduates of the clinical residency and internship in the speciality 31.08.10 'forensic medical expertise'. The program for the acquirement of the basic knowledge, skills, and professional competences needed to be trained in the speciality 31.08.10 'forensic medical expertise' has been elaborated in the framework of the more extensive program for the clinical residency and internship intended for the training of the highly qualified specialists in this discipline. The preliminary list of basic professional competences of a graduate from the clinical residency and internship has been formulated in accordance with the program for the training of a competitive and highly qualified forensic medical experts. The practical professional activities are considered to be an indispensable component of the training and educational process for a future forensic medical expert. It is believed that the strengthening of this training component will greatly contribute to the improvement of the quality of training of such specialists.

Business Education Curriculum. Revised.

ERIC Educational Resources Information Center

Alaska State Dept. of Education, Juneau. Div. of Adult and Vocational Education.

This revised curriculum gives information on the skills and knowledge students should acquire through a business education program. The competencies listed reflect the skills that employers see as necessary for success in clerical and accounting occupations. The handbook is organized in seven sections that cover the following: (1) the concept of…

Business Mathematics Curriculum Guide. Bulletin 1612. Revised.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Div. of Academic Programs.

This curriculum guide for business mathematics was developed to establish statewide curriculum standards for the Louisiana Competency-based Education Program. Following an overview of the secondary school mathematics curriculum, eight goals for the business mathematics course are listed. A pacing chart with suggested time periods for each major…

Business Administration and Management. Occupational Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Occupational Competency Analysis Profile (OCAP) for business administration and management is an employer-verified competency list that evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives throughout Ohio. The competency list consists of six…

Management of an affiliated Physics Residency Program using a commercial software tool.

PubMed

Zacarias, Albert S; Mills, Michael D

2010-06-01

A review of commercially available allied health educational management software tools was performed to evaluate their capacity to manage program data associated with a CAMPEP-accredited Therapy Physics Residency Program. Features of these software tools include: a) didactic course reporting and organization, b) competency reporting by topic, category and didactic course, c) student time management and accounting, and d) student patient case reporting by topic, category and course. The software package includes features for recording school administrative information; setting up lists of courses, faculty, clinical sites, categories, competencies, and time logs; and the inclusion of standardized external documents. There are provisions for developing evaluation and survey instruments. The mentors and program may be evaluated by residents, and residents may be evaluated by faculty members using this feature. Competency documentation includes the time spent on the problem or with the patient, time spent with the mentor, date of the competency, and approval by the mentor and program director. Course documentation includes course and lecture title, lecturer, topic information, date of lecture and approval by the Program Director. These software tools have the facility to include multiple clinical sites, with local subadministrators having the ability to approve competencies and attendance at clinical conferences. In total, these software tools have the capability of managing all components of a CAMPEP-accredited residency program. The application database lends the software to the support of multiple affiliated clinical sites within a single residency program. Such tools are a critical and necessary component if the medical physics profession is to meet the projected needs for qualified medical physicists in future years.

Animal Management Technician. Occupational Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Occupational Competency Analysis Profile (OCAP) for animal management technician (AMT) is a competency list verified by expert workers that evolved from a job analysis. It identifies occupational, academic, and employability competencies needed to enter the occupation; lists and clusters them into broader units; and details the competency…

Telecommunications Specialist.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This publication contains 17 subjects appropriate for use in a competency list for the occupation of telecommunications specialist, 1 of 12 occupations within the business/computer technologies cluster. Each unit consists of a number of competencies; a list of competency builders is provided for each competency. Titles of the 17 units are as…

Business Information Systems. Occupational Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Occupational Competency Analysis Profile (OCAP) for business information systems is an employer-verified competency list that evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives throughout Ohio. The competency list consists of 10 units: (1) data…

Competency-based models of learning for engineers: a comparison

NASA Astrophysics Data System (ADS)

Lunev, Alexander; Petrova, Irina; Zaripova, Viktoria

2013-10-01

One of the goals of higher professional education is to develop generic student competencies across a variety of disciplines that play a crucial role in education and that provide wider opportunities for graduates in finding good jobs and more chance of promotion. In this article a list of generic competencies developed in Russian universities is compared with a similar list developed by a consortium of Russian and European universities (project TUNING-RUSSIA). Then there is a second comparison with a list of competencies taken from the CDIO Syllabus. This comparison indicates the degree of similarity among the lists and the possible convergence among universities all over the world. The results are taken from a survey carried out among Russian employers, academics, and graduates. The survey asked to rate each listed competence by its importance and the degree of achieving goals in the process of the education.

A Guide for Respiratory Therapy Curriculum Design.

ERIC Educational Resources Information Center

American Association for Respiratory Therapy, Dallas, TX.

The document presents educational criterion upon which curriculum builders can create a competency-based program of respiratory therapy education. The 11 modules presented supplement and compliment the document Delineation of Roles and Functions of Respiratory Therapy Personnel (CE 005 945) which is listed as appendix D but not included as such.…

Student Guide for Documenting Experiential Learning: Accounting.

ERIC Educational Resources Information Center

Coastline Community Coll., Fountain Valley, CA.

Coastline Community College has developed a series of guides to assist adults who wish to obtain college credit or advanced standing in evaluating and verifying their non-college learning experiences. This guide lists the competency requirements of six courses within the Accounting program: two Principles of Accounting courses, Intermediate…

American Evaluation Association: Guiding Principles for Evaluators

ERIC Educational Resources Information Center

American Journal of Evaluation, 2009

2009-01-01

The American Evaluation Association (AEA) strives to promote ethical practice in the evaluation of programs, products, personnel, and policy. This article presents the list of principles which AEA developed to guide evaluators in their professional practice. These principles are: (1) Systematic Inquiry; (2) Competence; (3) Integrity/Honesty; (4)…

Information Commons Help Desk Transactions Study

ERIC Educational Resources Information Center

Wong, Gabrielle K. W.

2010-01-01

With the purpose of designing a training program for a new team serving at a technology service point, the author analyzed the transactions log using a new, multi-faceted, taxonomy. The resulting list of competencies and the methodology would be useful for managers of information or learning commons. (Contains 5 tables.)

Heating and Air Conditioning Specialist. Teacher Edition. Automotive Service Series.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This instructor's guide contains materials for teaching the heating and air conditioning specialist component of a competency-based instructional program for students preparing for employment in the automotive service trade. It is based on the National Institute of Automotive Service Excellence task lists. The six instructional units presented…

Student Guide for Documenting Experiential Learning: Travel Agency Operation.

ERIC Educational Resources Information Center

Coastline Community Coll., Fountain Valley, CA.

Coastline Community College has developed a series of guides to assist adults who wish to obtain college credit or advanced standing in evaluating and verifying their non-college learning experiences. This guide lists the competency requirements of four courses within the Travel Agency Operation program: Domestic Air Transportation; International…

Precision Machining Technology. Curriculum Guide.

ERIC Educational Resources Information Center

Idaho State Dept. of Education, Boise. Div. of Vocational Education.

This curriculum guide was developed from a Technical Committee Report prepared with the assistance of industry personnel and containing a Task List which is the basis of the guide. It presents competency-based program standards for courses in precision machining technology and is part of the Idaho Vocational Curriculum Guide Project, a cooperative…

Transportation Systems. TE8126. Technology Education.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh. Div. of Vocational and Technical Education Services.

This curriculum guide has been developed as a resource for teachers (especially in North Carolina) to use in planning and implementing a competency-based instructional management technology program in their schools. The guide contains three main section. The first section contains introductory materials and a course blueprint that lists the…

School Library Media Certification Requirements: 1990 Update.

ERIC Educational Resources Information Center

Perritt, Patsy H.

1990-01-01

Presents a compilation of school library media certification requirements taken from responses to a national survey. For each state, existing certificates or endorsements are listed, along with credit hours and/or experience required, whether it is an accredited or approved program, and required subject areas or competencies. A directory of…

Development of a Core Competency Model for the Master of Public Health Degree

PubMed Central

Calhoun, Judith G.; Ramiah, Kalpana; Weist, Elizabeth McGean; Shortell, Stephen M.

2008-01-01

Core competencies have been used to redefine curricula across the major health professions in recent decades. In 2006, the Association of Schools of Public Health identified core competencies for the master of public health degree in graduate schools and programs of public health. We provide an overview of the model development process and a listing of 12 core domains and 119 competencies that can serve as a resource for faculty and students for enhancing the quality and accountability of graduate public health education and training. The primary vision for the initiative is the graduation of professionals who are more fully prepared for the many challenges and opportunities in public health in the forthcoming decade. PMID:18633093

Financial Management Assistant.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This publication contains 19 subjects appropriate for use in a competency list for the occupation of financial management assistant, 1 of 12 occupations within the business/computer technologies cluster. Each unit consists of a number of competencies; a list of competency builders is provided for each competency. Titles of the 19 units are as…

Computer Programmer/Analyst.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This publication contains 25 subjects appropriate for use in a competency list for the occupation of computer programmer/analyst, 1 of 12 occupations within the business/computer technologies cluster. Each unit consists of a number of competencies; a list of competency builders is provided for each competency. Titles of the 25 units are as…

Information Support Specialist.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This publication contains 22 subjects appropriate for use in a competency list for the occupation of information support specialist, 1 of occupations within the business/computer technologies cluster. Each unit consists of a number of competencies; a list of competency builders is provided for each competency. Titles of the 22 units are as…

Network Systems Technician.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This publication contains 17 subjects appropriate for use in a competency list for the occupation of network systems technician, 1 of 12 occupations within the business/computer technologies cluster. Each unit consists of a number of competencies; a list of competency builders is provided for each competency. Titles of the 17 units are as follows:…

Computer (PC/Network) Coordinator.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This publication contains 22 subjects appropriate for use in a competency list for the occupation of computer (PC/network) coordinator, 1 of 12 occupations within the business/computer technologies cluster. Each unit consists of a number of competencies; a list of competency builders is provided for each competency. Titles of the 22 units are as…

Management Information Specialist.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This publication contains 19 subjects appropriate for use in a competency list for the occupation of management information specialist, 1 of 12 occupations within the business/computer technologies cluster. Each unit consists of a number of competencies; a list of competency builders is provided for each competency. Titles of the 19 units are as…

Computer Support Technician.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This publication contains 18 subjects appropriate for use in a competency list for the occupation of computer support technician, 1 of 12 12 occupations within the business/computer technologies cluster. Each unit consists of a number of competencies; a list of competency builders is provided for each competency. Titles of the 18 units are as…

Microcomputer Applications Specialist.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This publication contains 16 subjects appropriate for use in a competency list for the occupation of microcomputer applications specialist, 1 of 12 occupations within the business/computer technologies cluster. Each unit consists of a number of competencies; a list of competency builders is provided for each competency. Titles of the 16 units are…

Accounting Specialist.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This publication identifies 20 subjects appropriate for use in a competency list for the occupation of accounting specialist, 1 of 12 occupations within the business/computer technologies cluster. Each unit consists of a number of competencies; a list of competency builders is provided for each competency. Titles of the 20 units are as follows:…

Testing can counteract proactive interference by integrating competing information.

PubMed

Wahlheim, Christopher N

2015-01-01

Testing initially learned information before presenting new information has been shown to counteract the deleterious effects of proactive interference by segregating competing sources of information. The present experiments were conducted to demonstrate that testing can also have its effects in part by integrating competing information. Variations of classic A-B, A-D paired-associate learning paradigms were employed that included two lists of word pairs and a cued-recall test. Repeated pairs appeared in both lists (A-B, A-B), control pairs appeared in List 2 only (A-B, C-D), and changed pairs appeared with the same cue in both lists but with different responses (A-B, A-D). The critical manipulation was whether pairs were tested or restudied in an interpolated phase that occurred between Lists 1 and 2. On a final cued-recall test, participants recalled List 2 responses and then indicated when they recollected that responses had earlier changed between lists. The change recollection measure indexed the extent to which competing responses were integrated during List 2. Change was recollected more often for tested than for restudied pairs. Proactive facilitation was obtained in cued recall when change was recollected, whereas proactive interference was obtained when change was not recollected. These results provide evidence that testing counteracted proactive interference in part by making List 1 responses more accessible during List 2, thus promoting integration and increasing later recollection of change. These results have theoretical implications because they show that testing can counteract proactive interference by integrating or segregating competing information.

The ROC program: accelerated restoration of competency in a jail setting.

PubMed

Rice, Kevin; Jennings, Jerry L

2014-01-01

In 29 months of operation, the restoration of competency (ROC) program provided treatment services to 192 incompetent to stand trial patients in a jail setting. The ROC restored competency for 55% of the patients in an average of 57 days compared to the state hospital average of 180 days. The average cost of treatment/restoration per admission was $15,568 compared to the state hospital average of $81,000. The ROC model accelerates needed treatment for mentally ill defendants, cuts demand for costly state hospital forensic beds, and assists jails in better managing inmates with severe psychiatric disorders--yielding major cost savings and improved care. In addition to preventing readmissions and negative behavioral episodes, the ROC improved the broader forensic system by eliminating the state hospital waiting list, accelerating access to psychiatric services, promoting local access for lawyers and family, and gaining stakeholder satisfaction.

PACE (Revised). Resource Guide. Research & Development Series No. 240D.

ERIC Educational Resources Information Center

Ashmore, M. Catherine; Pritz, Sandra G.

This resource guide contains information on the Program for Acquiring Competence in Entrepreneurship (PACE) materials, a glossary, and listings of sources of information. Introductory materials include a description of PACE, information on use of PACE materials, and objectives of the 18 units for all three levels at which they are developed. An…

Vocational Education in the Whole School Curriculum. Module.

ERIC Educational Resources Information Center

Custer, Rodney L.

This module on vocational education in the whole school curriculum is 1 in a series of 10 modules written for vocational education teacher education programs. It is designed to help vocational teachers examine the role of vocational education in the whole school. Introductory materials include the following: a listing of competencies/tasks to be…

Diesel Technology: Safety Skills. Teacher Edition [and] Student Edition. Second Edition.

ERIC Educational Resources Information Center

Kellum, Mary

Teacher and student editions of this document are one in a series of competency-based instructional materials for diesel technology programs. The series aligns with the medium/heavy diesel duty truck task list used by the National Institute for Automotive Service Excellence in the certification of medium/heavy duty truck technicians. Introductory…

Machine Shop. Module 8: CNC (Computerized Numerical Control). Instructor's Guide.

ERIC Educational Resources Information Center

Crosswhite, Dwight

This document consists of materials for a five-unit course on the following topics: (1) safety guidelines; (2) coordinates and dimensions; (3) numerical control math; (4) programming for numerical control machines; and (5) setting and operating the numerical control machine. The instructor's guide begins with a list of competencies covered in the…

Health Occupations. Practical Arts. Instructor's Manual. Competency-Based Vocational Education.

ERIC Educational Resources Information Center

Keeton, Martha; And Others

This instructor's manual consists of materials for use in introducing middle and junior high school students to various aspects of the practical health care arts, including health education and communication, prevention, treatment and care, and administration. Included in the first part of the manual are a program master sequence, a listing of…

Occupational Competency Profile for Health Occupations Education Program: Health Agency Assessment. Information Series: Report No. 10.

ERIC Educational Resources Information Center

Walters, Norma J.

This assessment instrument is intended to provide health occupations teachers and state departments of education with information needed to revise and improve the curriculum used in training prospective health occupations teachers and in updating certification requirements for practicing health care professionals. The profile lists the…

Student Guide for Documenting Experiential Learning: Business Management and Marketing.

ERIC Educational Resources Information Center

Coastline Community Coll., Fountain Valley, CA.

Coastline Community College has developed a series of guides to assist adults who wish to obtain college credit or advanced standing in evaluating and verifying their non-college learning experiences. This guide lists the competency requirements of seven courses within the Business Management and Marketing program: Principles of Accounting,…

Student Guide for Documenting Experiential Learning: Sales and Marketing Management.

ERIC Educational Resources Information Center

Coastline Community Coll., Fountain Valley, CA.

Coastline Community College has developed a series of guides to assist adults who wish to obtain college credit or advanced standing in evaluating and verifying their non-college learning experiences. This guide lists the competency requirements of six courses in the Sales and Marketing Management program: Principles of Accounting, Salesmanship,…

Related Core Academic Knowledge and Skills. Georgia Core Standards for Occupational Clusters.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Dept. of Occupational Studies.

This document lists the industry-identified core academic knowledge and skills that should be possessed by all Georgia students who are enrolled in occupational cluster programs and are preparing to enter the work force or continue their occupational specialization at the postsecondary level. First, 63 related communications competencies are…

A Comparison of Competency-Based Instruction with Conventional Instruction in the Home Economics Classroom.

ERIC Educational Resources Information Center

Preston, Janet E.; Kunz, Margie H.

This study compared student learning in secondary consumer and homemaking foods classes using three different methods of teacher preparation. In Method 1, teachers were provided with lists of competencies and workshop training for using the competencies. In Method 2, teachers were provided with lists of competencies and no workshop training; and…

Educational program for middle-level public health nurses to develop new health services regarding community health needs: protocol for a randomized controlled trial.

PubMed

Yoshioka-Maeda, Kyoko; Katayama, Takafumi; Shiomi, Misa; Hosoya, Noriko

2018-01-01

Developing health services is a key strategy for improving the community health provided by public health nurses. However, an effective educational program for improving their skills in planning such services has not been developed. To describe our program and its evaluation protocol for the education of middle-level public health nurses to improve their skills in developing new health services to fulfil community health needs in Japan. In this randomized control trial, eligible participants in Japan will be randomly allocated to an intervention group and a control wait-list group. We will provide 8 modules of web-based learning for public health nurses from July to October 2018. To ensure fairness of educational opportunity, the wait-list group will participate in the same program as the intervention group after collection of follow-up data of the intervention group. The primary outcomes will be evaluated using the scale of competency measurement of creativity for public health nurses at baseline, immediately after the intervention. Secondary outcomes will be knowledge and performance regarding program development of public health nurses. This study will enable the analysis of the effects of the educational program on public health nurses for improving their competency to develop new health services for fulfilling community health needs and enriching health care systems. We registered our study protocol to the University hospital Medical Information Network- Clinical Trials Registry approved by International Committee of Medical Journal Editors (No. UMIN000032176, April, 2018).

Testing can counteract proactive interference by integrating competing information

PubMed Central

Wahlheim, Christopher N.

2015-01-01

Testing initially learned information before presenting new information has been shown to counteract the deleterious effects of proactive interference by segregating competing sources of information. The present experiments were conducted to demonstrate that testing can also have its effects in part by integrating competing information. Variations of classic A–B, A–D paired-associate learning paradigms were employed that included two lists of word pairs and a cued-recall test. Repeated pairs appeared in both lists (A–B, A–B), control pairs appeared in List 2 only (A–B, C–D), and changed pairs appeared with the same cue in both lists but with different responses (A–B, A–D). The critical manipulation was whether pairs were tested or restudied in an interpolated phase that occurred between Lists 1 and 2. On a final cued-recall test, participants recalled List 2 responses and then indicated when they recollected that responses had earlier changed between lists. The change recollection measure indexed the extent to which competing responses were integrated during List 2. Change was recollected more often for tested than for restudied pairs. Proactive facilitation was obtained in cued recall when change was recollected, whereas proactive interference was obtained when change was not recollected. These results provide evidence that testing counteracted proactive interference in part by making List 1 responses more accessible during List 2, thus promoting integration and increasing later recollection of change. These results have theoretical implications because they show that testing can counteract proactive interference by integrating or segregating competing information. PMID:25120241

Mathematics. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This competency analysis profile contains eight lists of mathematics skills that have been identified by employers and verified by math-certified instructors as being core competencies for eight groups of occupational areas. Each list is organized into subsections dealing with the following: numbers and number relations, measurement, data analysis…

Commercial Truck/Equipment Technician. Occupational Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Occupational Competency Analysis Profile (OCAP) for commercial truck and equipment technician is an employer-verified competency list that evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives throughout Ohio. The task list of the National…

Food Marketing: Cashier-Checker. Teacher's Guide. Competency Based Curriculum.

ERIC Educational Resources Information Center

Froelich, Larry; And Others

This teacher's guide is designed to accompany the Competency Based Cashier-Checker Curriculum student materials--see note. Contents include a listing of reference materials, tool and equipment lists, copy of the table of contents for student competency sheets, teacher's suggestions, and answer keys for information sheets and exercises.…

Competencies and Standards for Psychological Assessment, Intervention and Follow-Up.

ERIC Educational Resources Information Center

Grimes, Jeff; And Others

Intended for self evaluation and improvement of school psychological services, the document lists competencies and standards for psychological assessment, intervention, and followup of children with suspected handicapping conditions. The first section presents a flow chart and a list of standards for seven competencies: referral; definition of…

A Delphi Study and Initial Validation of Counselor Supervision Competencies

ERIC Educational Resources Information Center

Neuer Colburn, Anita A.; Grothaus, Tim; Hays, Danica G.; Milliken, Tammi

2016-01-01

The authors addressed the lack of supervision training standards for doctoral counseling graduates by developing and validating an initial list of supervision competencies. They used content analysis, Delphi polling, and content validity methods to generate a list, vetted by 2 different panels of supervision experts, of 33 competencies grouped…

Research-Informed Policy Options for Infant and Toddler Early Care and Education: Research-to-Policy Resources

ERIC Educational Resources Information Center

Stephens, Samuel A.

2016-01-01

This Research-to-Policy Resource List compiles research-based policy documents published in 2010 and later on the following topics: Early learning guidelines for infants and toddlers; Program standards for settings serving infants and toddlers; Core competencies and credentials for caregivers of infants and toddlers; Use of infant/toddler…

75 FR 38693 - National Organic Program; Amendments to the National List of Allowed and Prohibited Substances...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-07-06

... erecting barriers that would restrict their ability to compete in the market. The purpose is to fit... production industry. One comment informed that newer reigning varieties, such as Gala, Fuji, Jonagold, Pink... some producers are growing pears without the use of tetracycline for the organic market in the European...

Toward competency-based curriculum: Application of workplace-based assessment tools in the National Saudi Arabian Anesthesia Training Program.

PubMed

Boker, Ama

2016-01-01

The anesthesia training program of the Saudi Commission for health specialties has introduced a developed competency-based anesthesia residency program starting from 2015 with the utilization of the workplace-based assessment (WBA) tools, namely mini-clinical exercises (mini-CEX), direct observation of procedural skills (DOPS), and case-based discussion (CBD). This work aimed to describe the process of development of anesthesia-specific list of mini-CEX, DOPS, and CBD tools within the Saudi Arabian Anesthesia Training Programs. To introduce the main concepts of formative WBA tools and to develop anesthesia-specific applications for each of the selected WBA tools, four 1-day workshops were held at the level of major training committees at eastern (Dammam), western (Jeddah), and central (Riyadh) regions in the Kingdom were conducted. Sixty-seven faculties participated in these workshops. After conduction of the four workshops, the anesthesia-specific applications setting of mini-CEX, DOPS, and CBD tools among the 5-year levels were fully described. The level of the appropriate consultation skills was divided according to the case complexity adopted from the American Society of Anesthesiologists physical classification for adult and obstetric and pediatric patient as well as the type of the targeted anesthetic procedure. WBA anesthesia-specific lists of mini-CEX, DOPS, and CBD forms were easily incorporated first into guidelines to help the first stage of implementation of formative assessment in the Saudi Arabian Anesthesia Residency Program, and this can be helpful to replicate such program within other various training programs in Saudi Arabia and abroad.

Core competencies for emergency medicine clerkships: results of a Canadian consensus initiative.

PubMed

Penciner, Rick; Woods, Robert A; McEwen, Jill; Lee, Richard; Langhan, Trevor; Bandiera, Glen

2013-01-01

There is no consensus on what constitutes the core competencies for emergency medicine (EM) clerkship rotations in Canada. Existing EM curricula have been developed through informal consensus and often focus on EM content to be known at the end of training rather than what is an appropriate focus for a time-limited rotation in EM. We sought to define the core competencies for EM clerkship in Canada through consensus among an expert panel of Canadian EM educators. We used a modified Delphi method and the CanMEDS 2005 Physician Competency Framework to develop a consensus among expert EM educators from across Canada. Thirty experts from nine different medical schools across Canada participated on the panel. The initial list consisted of 152 competencies organized in the seven domains of the CanMEDS 2005 Physician Competency Framework. After the second round of the Delphi process, the list of competencies was reduced to 62 (59% reduction). A complete list of competencies is provided. This study established a national consensus defining the core competencies for EM clerkship in Canada.

The PLUNGE randomized controlled trial: evaluation of a games-based physical activity professional learning program in primary school physical education.

PubMed

Miller, Andrew; Christensen, Erin M; Eather, Narelle; Sproule, John; Annis-Brown, Laura; Lubans, David Revalds

2015-05-01

To evaluate the efficacy of the Professional Learning for Understanding Games Education (PLUNGE) program on fundamental movement skills (FMS), in-class physical activity and perceived sporting competence. A cluster-randomized controlled trial involving one year six class each from seven primary schools (n=168; mean age=11.2 years, SD=1.0) in the Hunter Region, NSW, Australia. In September (2013) participants were randomized by school into the PLUNGE intervention (n=97 students) or the 7-week wait-list control (n=71) condition. PLUNGE involved the use of Game Centered curriculum delivered via an in-class teacher mentoring program. Students were assessed at baseline and 8-week follow-up for three object control FMS (Test of Gross Motor Development 2), in-class physical activity (pedometer steps/min) and perceived sporting competence (Self-perception Profile for Children). Linear mixed models revealed significant group-by-time intervention effects (all p<0.05) for object control competency (effect size: d=0.9), and in-class pedometer steps/min (d=1.0). No significant intervention effects (p>0.05) were observed for perceived sporting competence. The PLUNGE intervention simultaneously improved object control FMS proficiency and in-class PA in stage three students. Copyright © 2015 Elsevier Inc. All rights reserved.

Key Competencies, Science Education: Secondary Schools (Junior High, J-G Sci) (Senior High, S-Bio).

ERIC Educational Resources Information Center

Kelner, Bernard G.; Hofkin, Fred M.

Presented is a list of behavioral objectives which can be used to evaluate mastery of the competency of students in junior high school science and senior high school biology. These competencies were prepared by the School District of Philadelphia. The lists are comprehensive and coded for easy reference. (CS)

Social and Emotional Learning: A Resource Guide and New Approach to Measurement in ExpandED Schools. A TASC Resource Guide

ERIC Educational Resources Information Center

ExpandED Schools, 2014

2014-01-01

This guide is a list of tools that can be used in continued implementation of strong programming powered by Social and Emotional Learning (SEL) competencies. This curated resource pulls from across the landscape of policy, research and practice, with a description of each tool gathered directly from its website.

76 FR 13501 - National Organic Program; Amendment to the National List of Allowed and Prohibited Substances...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-14

... entities or erecting barriers that would restrict their ability to compete in the market. The purpose is to... contributed to the overall growth in the organic food market. ERS estimated that there were 5,538,011 laying... Business Journal calculated the market value for organic laying chickens at $252,000,000 in 2008.\\2\\ In...

Health and Human Services Cluster. Task Analyses. Physical Therapist Aide and Physical Therapist Assistant. A Competency-Based Curriculum Guide.

ERIC Educational Resources Information Center

Henrico County Public Schools, Glen Allen, VA. Virginia Vocational Curriculum and Resource Center.

Developed in Virginia, this publication contains task analysis guides to support selected tech prep programs that prepare students for careers in the health and human services cluster. Occupations profiled are physical therapist aide and physical therapist assistant. Each guide contains the following elements: (1) an occupational task list derived…

Music for Elementary Teachers, Competency-Based Approach. Adams State College.

ERIC Educational Resources Information Center

Stokes, Cloyce; And Others

This is one of a series of eight Teacher Education Modules developed by Adams State College Teacher Corps Program. The goals of this module package are listed as follows: a) to introduce the intern to music for elementary school children; b) to enable interns to develop knowledge and skills of an elementary level in music; c) to enable interns to…

Task Listing for Piano Technology for the Visually Impaired. Competency-Based Education.

ERIC Educational Resources Information Center

Virginia State Dept. of Education, Richmond. Div. of Vocational and Adult Education.

This task listing was developed for use in Piano Technology, a course offered to visually impaired students at the Virginia School for the Deaf and Blind. The listing is intended to be used with the "Trade and Industrial Education Service Area Resource Guide" in the implementation of competency-based education for this population. The…

The competencies of Registered Nurses working in care homes: a modified Delphi study.

PubMed

Stanyon, Miriam Ruth; Goldberg, Sarah Elizabeth; Astle, Anita; Griffiths, Amanda; Gordon, Adam Lee

2017-07-01

registered Nurses (RNs) working in UK care homes receive most of their training in acute hospitals. At present the role of care home nursing is underdeveloped and it is seen as a low status career. We describe here research to define core competencies for RNs working in UK care homes. a two-stage process was adopted. A systematic literature review and focus groups with stakeholders provided an initial list of competencies. The competency list was modified over three rounds of a Delphi process with a multi-disciplinary expert panel of 28 members. twenty-two competencies entered the consensus process, all competencies were amended and six split. Thirty-one competencies were scored in round two, eight were agreed as essential, one competency was split into two. Twenty-four competencies were submitted for scoring in round three. In total, 22 competencies were agreed as essential for RNs working in care homes. A further 10 competencies did not reach consensus. the output of this study is an expert-consensus list of competencies for RNs working in care homes. This would be a firm basis on which to build a curriculum for this staff group. © The Author 2017. Published by Oxford University Press on behalf of the British Geriatrics Society.All rights reserved. For permissions, please email: journals.permissions@oup.com

Milestones: a rapid assessment method for the Clinical Competency Committee

PubMed Central

Nabors, Christopher; Forman, Leanne; Peterson, Stephen J.; Gennarelli, Melissa; Aronow, Wilbert S.; DeLorenzo, Lawrence; Chandy, Dipak; Ahn, Chul; Sule, Sachin; Stallings, Gary W.; Khera, Sahil; Palaniswamy, Chandrasekar; Frishman, William H.

2016-01-01

Introduction Educational milestones are now used to assess the developmental progress of all U.S. graduate medical residents during training. Twice annually, each program’s Clinical Competency Committee (CCC) makes these determinations and reports its findings to the Accreditation Council for Graduate Medical Education (ACGME). The ideal way to conduct the CCC is not known. After finding that deliberations reliant upon the new milestones were time intensive, our internal medicine residency program tested an approach designed to produce rapid but accurate assessments. Material and methods For this study, we modified our usual CCC process to include pre-meeting faculty ratings of resident milestones progress with in-meeting reconciliation of their ratings. Data were considered largely via standard report and presented in a pre-arranged pattern. Participants were surveyed regarding their perceptions of data management strategies and use of milestones. Reliability of competence assessments was estimated by comparing pre-/post-intervention class rank lists produced by individual committee members with a master class rank list produced by the collective CCC after full deliberation. Results Use of the study CCC approach reduced committee deliberation time from 25 min to 9 min per resident (p < 0.001). Committee members believed milestones improved their ability to identify and assess expected elements of competency development (p = 0.026). Individual committee member assessments of trainee progress agreed well with collective CCC assessments. Conclusions Modification of the clinical competency process to include pre-meeting competence ratings with in-meeting reconciliation of these ratings led to shorter deliberation times, improved evaluator satisfaction and resulted in reliable milestone assessments. PMID:28144272

Teaching Competencies for Community Preceptors.

PubMed

Brink, Darin; Simpson, Deb; Crouse, Byron; Morzinski, Jeffrey; Bower, Douglas; Westra, Ruth

2018-05-01

Although community physicians provide one-fourth of the outpatient training received in medical school, usually there is no formal training of the preceptor. Currently there is no agreed-upon list of teaching competencies for community physician-preceptors. Using a modified Delphi process, the authors aimed to identify core teaching competencies for community preceptors for use in training and evaluation. A medical educator and three faculty members with expertise in faculty development created a list of teaching competencies organized in five domains. These competencies were finalized through a multiround modified Delphi technique with key stakeholder groups including (1) nonphysician medical educators, (2) academic physicians involved in faculty development, (3) community physicians who regularly precept medical students, (4) family medicine residents, (5) third-year medical students in a 9-month-long longitudinal clerkship. Proposed competencies were retained if 70% of the participants ranked it as "very or extremely important." In the first round, 24 competencies were evaluated by 40 physician preceptors participating in a rural faculty development conference. These were refined, and four additional competencies were added by the cohort. Subsequent rounds utilized a survey approach with broader audiences resulting in a final list of 21 competencies in five domains. Five competency domains with 21 teaching competencies can now be used to guide community preceptors' training and evaluation.

Using the Entrustable Professional Activities Framework in the Assessment of Procedural Skills.

PubMed

Pugh, Debra; Cavalcanti, Rodrigo B; Halman, Samantha; Ma, Irene W Y; Mylopoulos, Maria; Shanks, David; Stroud, Lynfa

2017-04-01

The entrustable professional activity (EPA) framework has been identified as a useful approach to assessment in competency-based education. To apply an EPA framework for assessment, essential skills necessary for entrustment to occur must first be identified. Using an EPA framework, our study sought to (1) define the essential skills required for entrustment for 7 bedside procedures expected of graduates of Canadian internal medicine (IM) residency programs, and (2) develop rubrics for the assessment of these procedural skills. An initial list of essential skills was defined for each procedural EPA by focus groups of experts at 4 academic centers using the nominal group technique. These lists were subsequently vetted by representatives from all Canadian IM training programs through a web-based survey. Consensus (more than 80% agreement) about inclusion of each item was sought using a modified Delphi exercise. Qualitative survey data were analyzed using a framework approach to inform final assessment rubrics for each procedure. Initial lists of essential skills for procedural EPAs ranged from 10 to 24 items. A total of 111 experts completed the national survey. After 2 iterations, consensus was reached on all items. Following qualitative analysis, final rubrics were created, which included 6 to 10 items per procedure. These EPA-based assessment rubrics represent a national consensus by Canadian IM clinician educators. They provide a practical guide for the assessment of procedural skills in a competency-based education model, and a robust foundation for future research on their implementation and evaluation.

Competence in pediatric urology upon graduation from residency: perceptions of residents, program directors and pediatric urologists.

PubMed

Mickelson, Jennifer J; Macneily, Andrew E; Samarasekera, Dinesh; Beiko, Darren; Afshar, Kourosh

2008-06-01

We aimed to clarify the scope of pediatric urological procedures that Canadian urology residents are perceived to be competent to perform upon graduation. We conducted a survey from April 2005 to June 2006 of urology residency program directors (UPDs), senior urology residents (SURs) and Pediatric Urologists of Canada (PUC) members from all 12 Canadian training programs. Questions focused on which of 23 pediatric urological procedures the 3 study groups perceived urology residents would be competent to perform upon completion of residency without further fellowship training. Procedures were based on the "A," "B" and "C" lists of procedures (least complex to most complex) as outlined in the Royal College of Physicians and Surgeons of Canada Objectives of Training in Urology. Response rates were 12/12 (100%), 41/53 (77%) and 17/23 (74%) for UPDs, SURs and PUC members, respectively. Average exposure to pediatric urology during residency was 5.4 (range 3-9) months and considered sufficient by 75% of UPDs and 69% of SURs, but only 41% of PUC members (p = 0.05). Overall, the 3 groups disagreed on the level of competence for performing level "A" and "B" procedures, with significant disagreement between PUC members and UPDs as well as SURs (p < 0.005). PUC members perceive Canadian urology residents' exposure to pediatric urology as insufficient and their competence for procedures of low to moderate complexity as inadequate. Further investigation regarding exposure to and competence in other emerging subspecialty spheres of urology may be warranted. Ongoing assessment of the objectives for training in pediatric urology is required.

A Method of Deriving Definitions of Specific Medical Competencies: a Framework for Curriculum Planning and Evaluation.

ERIC Educational Resources Information Center

Stone, David H.

1987-01-01

Definitions of specific medical competencies to be acquired by medical students in the course of their studies may be derived from the juxtaposition of a list of generic competencies with a list of appropriate subject areas. The operation of the method is demonstrated in relation to the curriculum of The Beer Sheva Medical School, Israel.…

Giving Context to the Physician Competency Reference Set: Adapting to the Needs of Diverse Populations

PubMed Central

Eckstrand, Kristen L.; Potter, Jennifer; Bayer, Carey Roth; Englander, Robert

2016-01-01

Delineating the requisite competencies of a 21st-century physician is the first step in the paradigm shift to competency-based medical education. Over the past two decades, more than 150 lists of competencies have emerged. In a synthesis of these lists, the Physician Competency Reference Set (PCRS) provided a unifying framework of competencies that define the general physician. The PCRS is not context or population specific; however, competently caring for certain underrepresented populations or specific medical conditions can require more specific context. Previously developed competency lists describing care for these populations have been disconnected from an overarching competency framework, limiting their uptake. To address this gap, the Association of American Medical Colleges Advisory Committee on Sexual Orientation, Gender Identity, and Sex Development adapted the PCRS by adding context- and content-specific qualifying statements to existing PCRS competencies to better meet the needs of diverse patient populations. This Article describes the committee’s process in developing these qualifiers of competence. To facilitate widespread adoption of the contextualized competencies in U.S. medical schools, the committee used an established competency framework to develop qualifiers of competence to improve the health of individuals who are lesbian, gay, bisexual, transgender; gender nonconforming; or born with differences in sexual development. This process can be applied to other underrepresented populations or medical conditions, ensuring that relevant topics are included in medical education and, ultimately, health care outcomes are improved for all patients inclusive of diversity, background, and ability. PMID:26796092

National survey of training needs reported by public health professionals in chronic disease programs in state, territorial, and local governments.

PubMed

Wilcox, Lynne S; Majestic, Elizabeth A; Ayele, Missale; Strasser, Sheryl; Weaver, Scott R

2014-01-01

In 2009, the National Association of Chronic Disease Directors published desirable competencies for professionals in public health chronic disease programs. Assessing the training needs of these professionals is an important step toward providing appropriate training programs in chronic disease prevention and control competencies. Conduct a survey of the chronic disease workforce in state and local health departments to identify professional training needs. We conducted a cross-sectional survey of state, territorial, and local public health professionals who work in chronic disease programs to identify their self-reported training needs, using the membership lists of 3 professional organizations that included practitioners in chronic disease public health programs. The survey was national, used a convenience sample, and was conducted in 2011. The survey was developed using an algorithm to select anonymous participants from the membership lists of the National Association of Chronic Disease Directors, the Directors for Health Promotion and Education, and the National Association of County & City Health Officials. The survey included questions about professional background, chronic disease activities, confidence about skills, and needs for training. The survey had 567 responses (38% response ratio). The majority of the respondents were female, non-Hispanic white, and 40 years or older. Respondents were not confident of their skills in health economics (38%) and technology and data management (23%). The most requested training topics were assessing the effects of policies, laws, and regulations (70%) and health economics (66%). This survey included local, territorial, and state public health professionals who work in chronic disease programs. These reported training needs in quantitative measurement methods and policy-related topics suggest key subjects for future training and education curricula.

Key concepts relevant to quality of complex and shared decision-making in health care: a literature review.

PubMed

Dy, Sydney M; Purnell, Tanjala S

2012-02-01

High-quality provider-patient decision-making is key to quality care for complex conditions. We performed an analysis of key elements relevant to quality and complex, shared medical decision-making. Based on a search of electronic databases, including Medline and the Cochrane Library, as well as relevant articles' reference lists, reviews of tools, and annotated bibliographies, we developed a list of key concepts and applied them to a decision-making example. Key concepts identified included provider competence, trustworthiness, and cultural competence; communication with patients and families; information quality; patient/surrogate competence; and roles and involvement. We applied this concept list to a case example, shared decision-making for live donor kidney transplantation, and identified the likely most important concepts as provider and cultural competence, information quality, and communication with patients and families. This concept list may be useful for conceptualizing the quality of complex shared decision-making and in guiding research in this area. Copyright © 2011 Elsevier Ltd. All rights reserved.

Qualitative Description of Global Health Nursing Competencies by Nursing Faculty in Africa and the Americas

PubMed Central

Wilson, Lynda; Moran, Laura; Zarate, Rosa; Warren, Nicole; Ventura, Carla Aparecida Arena; Tamí-Maury, Irene; Mendes, Isabel Amélia Costa

2016-01-01

Abstract Objective: to analyze qualitative comments from four surveys asking nursing faculty to rate the importance of 30 global health competencies for undergraduate nursing programs. Method: qualitative descriptive study that included 591 individuals who responded to the survey in English (49 from Africa and 542 from the Americas), 163 who responded to the survey in Spanish (all from Latin America), and 222 Brazilian faculty who responded to the survey in Portuguese. Qualitative comments were recorded at the end of the surveys by 175 respondents to the English survey, 75 to the Spanish survey, and 70 to the Portuguese survey. Qualitative description and a committee approach guided data analysis. Results: ten new categories of global health competencies emerged from the analysis. Faculty also demonstrated concern about how and when these competencies could be integrated into nursing curricula. Conclusion: the additional categories should be considered for addition to the previously identified global health competencies. These, in addition to the guidance about integration into existing curricula, can be used to guide refinement of the original list of global health competencies. Further research is needed to seek consensus about these competencies and to develop recommendations and standards to guide nursing curriculum development. PMID:27276020

An Evaluation of the Generalization and Maintenance Outcomes of a Competency-Based Training Program Aligned with the BACB® Registered Behavior Technician™ Task List

ERIC Educational Resources Information Center

Forte, Solandy

2017-01-01

It is often necessary for the behavior analyst practitioner to work across a variety of settings, including home, school, and community, in which it is common practice for those practitioners to provide training to caregivers and direct-care staff, who may have limited knowledge and experience within the field of applied behavior analysis. A…

Medical student self-reported confidence in obstetrics and gynaecology: development of a core clinical competencies document.

PubMed

Pierides, Kristen; Duggan, Paul; Chur-Hansen, Anna; Gilson, Amaya

2013-05-01

Clinical competencies in obstetrics and gynaecology have not been clearly defined for Australian medical students, the growing numbers of which may impact clinical teaching. Our aim was to administer and validate a competencies list, for self-evaluation by medical students of their confidence to manage common clinical tasks in obstetrics and gynaecology; to evaluate students' views on course changes that may result from increasing class sizes. A draft list of competencies was peer-reviewed, and discussed at two student focus groups. The resultant list was administered as part of an 81 item online survey. Sixty-eight percent (N = 172) of those eligible completed the survey. Most respondents (75.8%) agreed or strongly agreed that they felt confident and well equipped to recognise and manage most common and important obstetric and gynaecological conditions. Confidence was greater for women, and for those who received a higher assessment grade. Free-text data highlight reasons for lack of clinical experience that may impact perceived confidence. The document listing competencies for medical students and educators is useful for discussions around a national curriculum in obstetrics and gynaecology in medical schools, including the best methods of delivery, particularly in the context of increasing student numbers.

Using movies in family medicine teaching: A reference to EURACT Educational Agenda

PubMed Central

Švab, Igor

2017-01-01

Abstract Introduction Cinemeducation is a teaching method where popular movies or movie clips are used. We aimed to determine whether family physicians’ competencies as listed in the Educational Agenda produced by the European Academy of Teachers in General Practice/Family Medicine (EURACT) can be found in movies, and to propose a template for teaching by these movies. Methods A group of family medicine teachers provided a list of movies that they would use in cinemeducation. The movies were categorised according to the key family medicine competencies, thus creating a framework of competences, covered by different movies. These key competencies are Primary care management, Personcentred care, Specific problem-solving skills, Comprehensive approach, Community orientation, and Holistic approach. Results The list consisted of 17 movies. Nine covered primary care management. Person-centred care was covered in 13 movies. Eight movies covered specific problem-solving skills. Comprehensive approach was covered in five movies. Five movies covered community orientation. Holistic approach was covered in five movies. Conclusions All key family medicine competencies listed in the Educational Agenda can be taught using movies. Our results can serve as a template for teachers on how to use any appropriate movies in family medicine education. PMID:28289469

Using movies in family medicine teaching: A reference to EURACT Educational Agenda.

PubMed

Klemenc Ketiš, Zalika; Švab, Igor

2017-06-01

Cinemeducation is a teaching method where popular movies or movie clips are used. We aimed to determine whether family physicians' competencies as listed in the Educational Agenda produced by the European Academy of Teachers in General Practice/Family Medicine (EURACT) can be found in movies, and to propose a template for teaching by these movies. A group of family medicine teachers provided a list of movies that they would use in cinemeducation. The movies were categorised according to the key family medicine competencies, thus creating a framework of competences, covered by different movies. These key competencies are Primary care management, Personcentred care, Specific problem-solving skills, Comprehensive approach, Community orientation, and Holistic approach. The list consisted of 17 movies. Nine covered primary care management. Person-centred care was covered in 13 movies. Eight movies covered specific problem-solving skills. Comprehensive approach was covered in five movies. Five movies covered community orientation. Holistic approach was covered in five movies. All key family medicine competencies listed in the Educational Agenda can be taught using movies. Our results can serve as a template for teachers on how to use any appropriate movies in family medicine education.

The contribution of the therapist's competence in the treatment of adolescents with generalized social phobia.

PubMed

Olivares, José; Olivares-Olivares, Pablo J; Rosa-Alcázar, Ana I; Montesinos, Luis; Macià, Diego

2014-01-01

The purpose of this study was to explore which of the outcomes attained by the application of the psychological program Intervención en Adolescentes con Fobia Social (Intervention in Adolescents with Social Phobia) can be attributed to the therapist's competence. The experimental study consists of three conditions: Waiting list control, Group treated by expert psychologists, and Group treated by inexperienced psychologists, with a sample of 110 Spanish adolescents whose mean age was 15.42 years (SD = 0.97, range: 14-18). All participants met the criteria for diagnosis of Generalized Social Phobia) and most of them were female (65.45%). (i) The effect size attributable to the therapist was low compared to the effect size associated with the manual-based treatment program in the dependent variables measured, and (ii) Expert therapists attained a much greater remission of the criteria for the diagnosis of Generalized Social Phobia among participants than did the inexperienced therapists. The IAFS Program was responsible for most of the change measured in participants.

From time-based to competency-based standards: core transitional competencies in plastic surgery.

PubMed

Lutz, Kristina; Yazdani, Arjang; Ross, Douglas

2015-01-01

Competency-based medical education is becoming increasingly prevalent and is likely to be mandated by the Royal College in the near future. The objective of this study was to define the core technical competencies that should be possessed by plastic surgery residents as they transition into their senior (presently postgraduate year 3) years of training. A list of potential core competencies was generated using a modified Delphi method that included the investigators and 6 experienced, academic plastic surgeons from across Canada and the United States. Generated items were divided into 7 domains: basic surgical skills, anesthesia, hand surgery, cutaneous surgery, esthetic surgery, breast surgery, and craniofacial surgery. Members of the Delphi group were asked to rank particular skills on a 4-point scale with anchored descriptors. Item reduction resulted in a survey consisting of 48 skills grouped into the aforementioned domains. This self-administered survey was distributed to all Canadian program directors (n = 11) via e-mail for validation and further item reduction. The response rate was 100% (11/11). Using the average rankings of program directors, 26 "core" skills were identified. There was agreement of core skills across all domains except for breast surgery and esthetic surgery. Of them, 7 skills were determined to be above the level of a trainee at this stage; a further 15 skills were agreed to be important, but not core, competencies. Overall, 26 competencies have been identified as "core" for plastic surgery residents to possess as they begin their senior, on-service years. The nature of these skills makes them suitable for teaching in a formal, simulated environment, which would ensure that all plastic surgery trainees are competent in these tasks as they transition to their senior years of residency. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Research-based recommendations for implementing international service-learning.

PubMed

Amerson, Roxanne

2014-01-01

An increasing number of schools of nursing are incorporating international service-learning and/or immersion experiences into their curriculum to promote cultural competence. The purpose of this paper is to identify research-based recommendations for implementing an international service-learning program. A review of literature was conducted in the Cumulative Index of Nursing and Allied Health Literature database using the keywords international, immersion, cultural competence, nursing, and international service-learning. Additional references were located from the reference lists of related articles. Planning of international or immersion experiences requires consideration of the type of country, the length of time, and design of the program; the use of a service-learning framework; opportunities that require the student to live and work in the community, provide hands-on care, participate in unstructured activities, and make home visits; and a method of reflection. Increasing cultural competence does not require foreign travel, but it does necessitate that students are challenged to move outside their comfort zone and work directly with diverse populations. These research-based recommendations may be used either internationally or locally to promote the most effective service-learning opportunities for nursing students. © 2014.

Optical Electronics. Electronics Module 9. Instructor's Guide.

ERIC Educational Resources Information Center

Franken, Bill

This module is the ninth of 10 modules in the competency-based electronics series. Introductory materials include a listing of competencies addressed in the module, a parts/equipment list, and a cross reference table of instructional materials. Five instructional units cover: fiber optic cable; optical coupler; lasers and masers; optical displays;…

Electromechanical Devices and Controllers. Electronics Module 10. Instructor's Guide.

ERIC Educational Resources Information Center

Carter, Ed

This module is the tenth of 10 modules in the competency-based electronics series. Introductory materials include a listing of competencies addressed in the module, a parts/equipment list, and a cross-reference table of instructional materials. Six instructional units cover: electromechanical control devices; programmable logic controllers (PLC);…

Marine Engine Technology. Instructor's Guide.

ERIC Educational Resources Information Center

Seminole Community Coll., Sanford, FL.

This instructor's manual covers 20 competency-based instructional units designed to prepare entry-level outboard marine technicians. The first section explains how to use the materials and lists the units and the modules that constitute each. The second section lists the competencies taught in the course. The third section suggests instructional…

Semiconductor Devices and Applications. Electronics Module 5. Instructor's Guide.

ERIC Educational Resources Information Center

Chappell, John; And Others

This module is the fifth of 10 modules in the competency-based electronics series. Introductory materials include a listing of competencies addressed in the module, a parts/equipment list, and a cross-reference table of instructional materials. Sixteen instructional units cover: semiconductor materials; diodes; diode applications and…

Correspondence Supervisor: Task List Competency Record.

ERIC Educational Resources Information Center

Minnesota Instructional Materials Center, White Bear Lake.

One of a series of 12 in the secretarial/clerical area, this booklet for the vocational instructor contains a job description for the correspondence supervisor (also known as a senior correspondence secretary/specialist, word processing supervisor, or word processing center specialist), a task list under 20 areas of competency, an occupational…

Is It Time for Entrustable Professional Activities for Residency Program Directors?

PubMed

Bing-You, Robert G; Holmboe, Eric; Varaklis, Kalli; Linder, Jo

2017-06-01

Residency program directors (PDs) play an important role in establishing and leading high-quality graduate medical education programs. However, medical educators have failed to codify the position on a national level, and PDs are often not recognized for the significant role they play. The authors of this Commentary argue that the core entrustable professional activities (EPAs) framework may be a mechanism to further this work and define the roles and responsibilities of the PD position. Based on personal observations as PDs and communications with others in the academic medicine community, the authors used work in competency-based medical education to define a list of potential EPAs for PDs. The benefits of developing these EPAs include being able to define competencies for PDs using a deconstructive process, highlighting the increasingly important role PDs play in leading high-quality graduate medical education programs, using EPAs as a framework to assess PD performance and provide feedback, allowing PDs to focus their professional development efforts on the most important areas for their work, and helping guide the PD recruitment and selection processes.

Design of a Genomics Curriculum: Competencies for Practicing Pathologists.

PubMed

Laudadio, Jennifer; McNeal, Jeffrey L; Boyd, Scott D; Le, Long Phi; Lockwood, Christina; McCloskey, Cindy B; Sharma, Gaurav; Voelkerding, Karl V; Haspel, Richard L

2015-07-01

The field of genomics is rapidly impacting medical care across specialties. To help guide test utilization and interpretation, pathologists must be knowledgeable about genomic techniques and their clinical utility. The technology allowing timely generation of genomic data is relatively new to patient care and the clinical laboratory, and therefore, many currently practicing pathologists have been trained without any molecular or genomics exposure. Furthermore, the exposure that current and recent trainees receive in this field remains inconsistent. To assess pathologists' learning needs in genomics and to develop a curriculum to address these educational needs. A working group formed by the College of American Pathologists developed an initial list of genomics competencies (knowledge and skills statements) that a practicing pathologist needs to be successful. Experts in genomics were then surveyed to rate the importance of each competency. These data were used to create a final list of prioritized competencies. A subset of the working group defined subtopics and tasks for each competency. Appropriate delivery methods for the educational material were also proposed. A final list of 32 genomics competency statements was developed. A prioritized curriculum was created with designated subtopics and tasks associated with each competency. We present a genomics curriculum designed as a first step toward providing practicing pathologists with the competencies needed to practice successfully.

NASA's Education Program

NASA Technical Reports Server (NTRS)

1993-01-01

NASA's current education programs, which will be examined under its Strategic Plan for Education are presented. It is NASA's first goal to maintain this base - revising, expanding, or eliminating programs as necessary. Through NASA's second goal, new education reform initiatives will be added which specifically address NASA mission requirements, national educational reform, and Federal Coordinating Council for Science, Engineering, and Technology (FCCSET) priorities. The chapters in this publication are divided by educational levels, with additional sections on programs to improve the technological competence of students and on an array of NASA published materials to supplement programs. The resource section lists NASA's national and regional Teacher Resource Centers and introduces the reader to NASA's Central Operation of Resources for Educators (CORE), which distributes materials in audiovisual format.

Integrative Medicine in Preventive Medicine Education

PubMed Central

Jani, Asim A.; Trask, Jennifer; Ali, Ather

2016-01-01

During 2012, the USDHHS’s Health Resources and Services Administration funded 12 accredited preventive medicine residencies to incorporate an evidence-based integrative medicine curriculum into their training programs. It also funded a national coordinating center at the American College of Preventive Medicine, known as the Integrative Medicine in Preventive Medicine Education (IMPriME) Center, to provide technical assistance to the 12 grantees. To help with this task, the IMPriME Center established a multidisciplinary steering committee, versed in integrative medicine, whose primary aim was to develop integrative medicine core competencies for incorporation into preventive medicine graduate medical education training. The competency development process was informed by central integrative medicine definitions and principles, preventive medicine’s dual role in clinical and population-based prevention, and the burgeoning evidence base of integrative medicine. The steering committee considered an interdisciplinary integrative medicine contextual framework guided by several themes related to workforce development and population health. A list of nine competencies, mapped to the six general domains of competence approved by the Accreditation Council of Graduate Medical Education, was operationalized through an iterative exercise with the 12 grantees in a process that included mapping each site’s competency and curriculum products to the core competencies. The competencies, along with central curricular components informed by grantees’ work presented elsewhere in this supplement, are outlined as a roadmap for residency programs aiming to incorporate integrative medicine content into their curricula. This set of competencies adds to the larger efforts of the IMPriME initiative to facilitate and enhance further curriculum development and implementation by not only the current grantees but other stakeholders in graduate medical education around integrative medicine training. PMID:26477897

Parts Counterperson. Auto, Agriculture & Truck. Task List Competency Record.

ERIC Educational Resources Information Center

Minnesota Instructional Materials Center, White Bear Lake.

Developed by industry representatives and educators for use by vocational instructors, this guide focuses on the tasks and competencies necessary for a student to develop in order to secure employment as a counterperson in automobile, agriculture, and truck parts. The task list is an outline of various skills and proficiencies and covers sales,…

Advanced Beef Unit for Advanced Livestock Production Curriculum. Instructor's Guide. AGDEX 420/00.

ERIC Educational Resources Information Center

Sparks, Jim; Stewart, Bob R.

This instructor's guide for an advanced beef unit contains 15 lessons that build on Agricultural Science I and II competencies. Introductory materials include lists of performance objectives and competencies for the complete unit, suggestions for motivational technique/interest approach and evaluation, lists of references and materials for the…

Filling the gap: Developing health economics competencies for baccalaureate nursing programs.

PubMed

Platt, Maia; Kwasky, Andrea; Spetz, Joanne

2016-01-01

The need for greater involvement of the nursing profession in cost containment efforts has been documented extensively. More thorough education of nurses in the subject of health economics (HE) is one of the factors that could contribute toward achievement of that goal. The project's main contribution is the development of the unique list of essential HE competencies for baccalaureate nursing students. The proposed competencies were developed and validated using the protocol by Lynn (1986) for two-stage content validation of psychometric instruments. An additional validation step that included a nationwide survey of nurse administrators was conducted to measure the value they place on the health economics-related skills and knowledge of their employees. A set of six HE competencies was developed. Their validity was unanimously approved by the panel of five experts and additionally supported by the survey results (with individual competencies' approval rates of 67% or higher). The incorporation of economic thinking into the nationwide standards of baccalaureate nursing education, and professional nursing competencies, will enhance the capacity of the nursing workforce to lead essential change in the delivery of high-value affordable health care nationwide. Copyright © 2016 Elsevier Inc. All rights reserved.

Surgical residents' perception of competence and relevance of the clinical curriculum to future practice.

PubMed

Fronza, Jeffrey Scott; Prystowsky, Jay P; DaRosa, Debra; Fryer, Jonathan P

2012-01-01

General surgery residents maintain a case log throughout residency in order to achieve a targeted number of designated operations. Program directors must certify that each graduate is competent to enter general surgery practice without direct supervision. Our purpose was twofold, to determine: 1) graduates' perception of competence and relevance of specific operations to their practice; and 2) if case volume is related to competence. Six classes from a general surgery residency program (n=26) were surveyed one year after graduation. The survey was piloted and revised base on findings. It listed 67 operations encompassing all facets of general surgery. Each operation corresponded to two four-point scales (strongly agree to strongly disagree). One scale was headed with "I was well prepared to work-up, independently perform the operation, and effectively care for the patient post-operatively" and the other "This operation is relevant to my current practice profile". A linear regression analysis was utilized to study the relationship between total case volume and overall competence. An unpaired T-test was utilized to study the relationship between volume of specific operations and perceptions of competence. Twenty-two graduates completed the survey (85% response rate). All respondents felt prepared to perform 24% (16/67) of the operations. Fifty percent or more of respondents felt prepared to perform 91% (61/67) of the operations. Fifty percent or more did not feel competent performing the surgical treatment of necrotizing enterocolitis, orchiopexy, transhiatal esophagectomy, adrenalectomy, and open/endovascular abdominal aortic aneurysm repair. Twenty-six operations were felt to be irrelevant to the practice of 50% or more of graduates. No operation was unanimously felt to be relevant. For 12% of operations (8/67) at least 10% of graduates felt the operation was relevant to their practice but were not comfortable performing it. These operations (abdominoperineal resection, transanal excision of tumor, transhiatal esophagectomy, superficial inguinal lymph node dissection, right hepatectomy, whipple, colonoscopy, and adrenalectomy) were considered to be in need of educational improvement at a program level. After analyzing individual case logs, increased case volume only correlated with competence for esophagectomy (5 vs. 1 p = .014), EGD (32 vs. 9 p = .018), orchiopexy (2.5 vs. 0 p = .03), and adrenalectomy (3 vs. 1 p = .001). Total major operations performed did not correlate with overall competence (p = .12). As program directors must document graduates' competency they must do so with confidence. Our results suggest graduates to not feel competent performing many operations, and several are relevant to their practice. Competence in all aspects of general surgery may be unrealistic, even with robust volume. These findings might help in the restructuring curricula of residency. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Medical student self-reported confidence in obstetrics and gynaecology: development of a core clinical competencies document

PubMed Central

2013-01-01

Background Clinical competencies in obstetrics and gynaecology have not been clearly defined for Australian medical students, the growing numbers of which may impact clinical teaching. Our aim was to administer and validate a competencies list, for self-evaluation by medical students of their confidence to manage common clinical tasks in obstetrics and gynaecology; to evaluate students’ views on course changes that may result from increasing class sizes. Methods A draft list of competencies was peer-reviewed, and discussed at two student focus groups. The resultant list was administered as part of an 81 item online survey. Results Sixty-eight percent (N = 172) of those eligible completed the survey. Most respondents (75.8%) agreed or strongly agreed that they felt confident and well equipped to recognise and manage most common and important obstetric and gynaecological conditions. Confidence was greater for women, and for those who received a higher assessment grade. Free-text data highlight reasons for lack of clinical experience that may impact perceived confidence. Conclusions The document listing competencies for medical students and educators is useful for discussions around a national curriculum in obstetrics and gynaecology in medical schools, including the best methods of delivery, particularly in the context of increasing student numbers. PMID:23634953

Identifying gaps between current and expected ICT competencies of nurses in Serbia.

PubMed

Paunic, Sanja; Stojkovic, Ivana

2014-01-01

Introducing of ICT in the health care system in Serbia started 19 years ago and systematic training of nurses and technicians has not been realized yet. The primary objective of this paper is to determine the gap between the sets of ICT competencies of nurses and technicians acquiring education and experience and the necessary skill set required for their daily work. The qualitative research included questioning of the focus group of experts and 400 nurses and technicians employed in secondary and tertiary health institutions in Serbia. Based on the analysis of existing literature we choose the Informatics competencies for nurses at four levels of practice (Staggers, Gassert, Curran, 2001), and for the purposes of this study, we used a list of competencies of the first, and partially of the second and third level. At the start, the group of 12 experts had the task to eliminate some of listed competencies to express the subjective expectations of the ICT competencies of nurses. After that nurses and medical technicians were expected to grade, by Likert scale, their level of knowledge and skills for each of the 39 competencies, respectively. The answers were analyzed using measure of central tendency and distribution of results was done by median. Comparison of perceived competence of the nurses and the desired/expected level by managers shows that there is difference in 25 of the 39 offered statements. Managers expect that nurses are great users of administrative applications for staff scheduling and for maintaining employee records, while nurses declared that these programs they use relatively poorly or not at all. The larger gap is also observed when it comes to computer skill for documenting patient care--experts expect that nurses do it well, and nurses, again, estimate that their documentation skills are relatively poor. The same situation is with use of ICT for patient education. It can be concluded that further training is required in the field of ICT, either through additional training in the workplace, either through formal education. Due to the fact that ICT competencies are becoming part of the basic, functional sets, it should be considered the correction of curricula of secondary schools for nurses.

How do early career health sciences information professionals gain competencies?

PubMed

Myers, Bethany A; Rodriguez, Bredny

2016-07-01

The purpose of this study was to describe early career health sciences information professionals' self-reported attainment of the Medical Library Association (MLA) Competencies for Lifelong Learning and Professional Success and to investigate the various methods by which participants developed these competencies. A SurveyMonkey survey was designed to ascertain participants' demographic information and their competency attainment. "Early career" health information professionals were defined as those with less than five years of professional experience. Participants were asked to rate each of the seven competencies on a five-point Likert scale regarding their level of agreement with the statement, "I have demonstrated this competency." Participants who responded positively were then asked to indicate how they acquired the competency on a multiple-choice, multiple-answer list. Free-text fields were provided for general comments and for participants to elaborate on their answers. The survey was distributed through the MLA email discussion list and other related email discussion lists. Participation was anonymous. One hundred eighty-seven responses were received. Out of those 187 respondents, 95 completed the entire survey. The majority of early career health sciences information professionals agreed that they had attained all 7 competencies. Of the various methods used to develop competencies, the most selected method was formal library and information studies education. Participants were least likely to report attaining competencies via mentoring, volunteering, or internships. Participants reported the highest level of confidence in having attained the "Health Sciences Information Services" competency, and the lowest level of confidence in having attained the "Research, Analysis, and Interpretation" competency. These results contribute to the ongoing discussions regarding proposed changes to the MLA competencies. The results may also inform the development of educational and professional development opportunities for prospective or early career health information professionals.

Entrepreneurship. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for entrepreneurship. The list contains units (with and without subunits), competencies, and competency builders that…

Electronics. Occupational Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Occupational Competency Analysis Profile (OCAP) contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies)…

Horticulture. Occupational Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Occupational Competency Analysis Profile (OCAP) contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies)…

Carpentry. Occupational Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Occupational Competency Analysis Profile (OCAP) contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies)…

Charting the Road to Competence: Developmental Milestones for Internal Medicine Residency Training

PubMed Central

Green, Michael L.; Aagaard, Eva M.; Caverzagie, Kelly J.; Chick, Davoren A.; Holmboe, Eric; Kane, Gregory; Smith, Cynthia D.; Iobst, William

2009-01-01

Background The Accreditation Council for Graduate Medical Education (ACGME) Outcome Project requires that residency program directors objectively document that their residents achieve competence in 6 general dimensions of practice. Intervention In November 2007, the American Board of Internal Medicine (ABIM) and the ACGME initiated the development of milestones for internal medicine residency training. ABIM and ACGME convened a 33-member milestones task force made up of program directors, experts in evaluation and quality, and representatives of internal medicine stakeholder organizations. This article reports on the development process and the resulting list of proposed milestones for each ACGME competency. Outcomes The task force adopted the Dreyfus model of skill acquisition as a framework the internal medicine milestones, and calibrated the milestones with the expectation that residents achieve, at a minimum, the “competency” level in the 5-step progression by the completion of residency. The task force also developed general recommendations for strategies to evaluate the milestones. Discussion The milestones resulting from this effort will promote competency-based resident education in internal medicine, and will allow program directors to track the progress of residents and inform decisions regarding promotion and readiness for independent practice. In addition, the milestones may guide curriculum development, suggest specific assessment strategies, provide benchmarks for resident self-directed assessment-seeking, and assist remediation by facilitating identification of specific deficits. Finally, by making explicit the profession's expectations for graduates and providing a degree of national standardization in evaluation, the milestones may improve public accountability for residency training. PMID:21975701

Idaho Marketing Education Core Curriculum. Career Sustaining Level, Specialist Level, Supervisory Level, Entrepreneurial Level.

ERIC Educational Resources Information Center

Allbright, Bruce; Holup, John

This guide lists the competencies expected to be developed in four levels of the marketing education curriculum in Idaho: the career sustaining level, the specialist level, the supervisory level, and the entrepreneurial level. For the career sustaining and specialist levels, 15 competencies are listed: define and apply the role of marketing in the…

Environmental Management. Occupational Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Occupational Competency Analysis Profile (OCAP) contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies)…

Competency Index. [Health Technology Cluster.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This competency index lists the competencies included in the 62 units of the Tech Prep Competency Profiles within the Health Technologies Cluster. The unit topics are as follows: employability skills; professionalism; teamwork; computer literacy; documentation; infection control and risk management; medical terminology; anatomy, physiology, and…

Practical Nursing. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for practical nursing. The list contains units (with and without subunits), competencies, and competency builders that…

Dental Assistant. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for dental assistants. The list contains units (with and without subunits), competencies, and competency builders that…

Marketing Management. Occupational Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Occupational Competency Analysis Profile (OCAP) contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies)…

Masonry. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for masonry occupations. The list contains units (with and without subunits), competencies, and competency builders that…

Electrical Trades. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for electrical trades. The list contains units (with and without subunits), competencies, and competency builders that…

Agriculture Products Processing. Occupational Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Occupational Competency Analysis Profile (OCAP) contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies)…

Meat Processor. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for meat processing occupations. The list contains units (with and without subunits), competencies, and competency builders…

Teacher Competencies in Health Education: Results of a Delphi Study

PubMed Central

Moynihan, Sharon; Paakkari, Leena; Välimaa, Raili; Jourdan, Didier; Mannix-McNamara, Patricia

2015-01-01

Objective The aim of this research study was to identify the core competencies for health education teachers in supporting the development of health literacy among their students. Method/Results A three round Delphi method was employed. Experts in health education were asked to identify core competencies for school health educators. Twenty six participants from the academic field were invited to participate in the study. Twenty participants completed the first round of the Delphi, while eighteen took part in round two and fifteen participated in the final round. Data were collected using an electronic questionnaire. The first round contained an open ended question in which participants were asked to name and define all the competencies they perceived were important. Thematic analysis was undertaken on these data. A list of 36 competencies was created from this round. This list was then returned to the same participants and they were asked to rate each competency on a 7 point semantic differential scale in terms of importance. The resulting data were then analysed. For the final round, participants were presented with a list of 33 competencies and were asked to rank them again, in order of importance. Conclusion Twelve core competencies emerged from the analysis and these competencies comprised of a mixture of knowledge, attitude and skills. The authors suggest that how these competencies are achieved and operationalised in the school context can be quite complex and multi-faceted. While the authors do not seek to generalise from the study they suggest that these competencies are an important input for all stakeholders, in order to question national and international teacher guidelines. In addition the competencies identified may provide a useful starting point for others to undertake deeper analysis of what it means to be an effective health educator in schools. PMID:26630180

Competencies for Teachers Who Instruct Children with Learning Disabilities. Project I.O.U.

ERIC Educational Resources Information Center

Keegan, William

The report lists competencies for teachers in every day interactions with learning disabled students. Developed by a task force, the competencies are intended to serve as general guidelines. Information is presented on the goal, assessment competencies, and instructional competencies for the following areas: classroom management, spoken language,…

Nurse Aide. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for nurses' aides. The list contains units (with and without subunits), competencies, and competency builders that identify…

Forest Industry Worker. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for forest industry occupations. The list contains units (with and without subunits), competencies, and competency builders…

Building and Property Maintenance. Occupational Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Occupational Competency Analysis Profile (OCAP) contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies)…

Community leadership competencies in the Northeast US: implications for training public health educators.

PubMed Central

Strand, G A

1981-01-01

A survey was conducted to determine leadership competencies as perceived by 679 community residents (urban/rural) in six states of the Northeast United States. Respondents were asked to rate the extent to which it is important for a community leader to use each competency listed in the instrument. A factor analysis reduced the list of 39 competency items examined into nine distinct factors. Alpha internal consistency estimates revealed the strength of correlation among items in each factor. A series of one-way analyses of variance failed to show a significant difference between urban/rural community respondents' scores for each factor. The findings suggest specific leadership competencies which should be emphasized in training experiences. Conceptual competencies were identified as most important (problem delineation, organization, management of change, etc.), followed by human competencies (demeanor, empathy, attitudes) and technical competencies (budgeting, supervision, needs assessment) respectively. Items within each factor have implications for development of specific content areas in a leadership training curriculum for public health educators. PMID:7468880

Academic Primer Series: Key Papers About Competency-Based Medical Education.

PubMed

Cooney, Robert; Chan, Teresa M; Gottlieb, Michael; Abraham, Michael; Alden, Sylvia; Mongelluzzo, Jillian; Pasirstein, Michael; Sherbino, Jonathan

2017-06-01

Competency-based medical education (CBME) presents a paradigm shift in medical training. This outcome-based education movement has triggered substantive changes across the globe. Since this transition is only beginning, many faculty members may not have experience with CBME nor a solid foundation in the grounding literature. We identify and summarize key papers to help faculty members learn more about CBME. Based on the online discussions of the 2016-2017 ALiEM Faculty Incubator program, a series of papers on the topic of CBME was developed. Augmenting this list with suggestions by a guest expert and by an open call on Twitter for other important papers, we were able to generate a list of 21 papers in total. Subsequently, we used a modified Delphi study methodology to narrow the list to key papers that describe the importance and significance for educators interested in learning about CBME. To determine the most impactful papers, the mixed junior and senior faculty authorship group used three-round voting methodology based upon the Delphi method. Summaries of the five most highly rated papers on the topic of CBME, as determined by this modified Delphi approach, are presented in this paper. Major themes include a definition of core CBME themes, CBME principles to consider in the design of curricula, a history of the development of the CBME movement, and a rationale for changes to accreditation with CBME. The application of the study findings to junior faculty and faculty developers is discussed. We present five key papers on CBME that junior faculty members and faculty experts identified as essential to faculty development. These papers are a mix of foundational and explanatory papers that may provide a basis from which junior faculty members may build upon as they help to implement CBME programs.

Heating, Ventilation, Air-Conditioning, and Refrigeration. Occupational Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Occupational Competency Analysis Profile (OCAP) contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies)…

Featuring: It Works! Competency Based Instruction.

ERIC Educational Resources Information Center

Elston, Teri

1979-01-01

Describes a competency based curriculum approach for ornamental horticulture. A horticulture cluster core consisting of 18 tasks was developed with competency sheets for each task. The competency sheet contains six columns: skills to be attained, task list, materials required, student activities, evaluation methods, and a recommended time period.…

Pharmacy Education in the Context of Australian Practice

PubMed Central

Nation, Roger L.; Roller, Louis; Costelloe, Marian; Galbraith, Kirstie; Stewart, Peter; Charman, William N

2008-01-01

Accredited pharmacy programs in Australia provide a high standard of pharmacy education, attracting quality students. The principal pharmacy degree remains the 4-year bachelor of pharmacy degree; however, some universities offer graduate-entry master of pharmacy degrees taught in 6 semesters over a 2-year period. Curricula include enabling and applied pharmaceutical science, pharmacy practice, and clinical and experiential teaching, guided by competency standards and an indicative curriculum (a list of topics that are required to be included in a pharmacy degree curriculum before the program must be accredited by the Australian Pharmacy Council). Graduate numbers have increased approximately 250% with a dramatic increase from 6 pharmacy degree programs in 1997 to 21 such programs in 2008. Graduates must complete approximately 12 months of internship in a practice setting after graduation and prior to the competency-based registration examinations. An overview of pharmacy education in Australia is provided in the context of the healthcare system, a national system for subsidizing the cost of prescription medicines, the Australian National Medicines Policy and the practice of pharmacy. Furthermore, the innovations in practice and technology that will influence education in the future are discussed. PMID:19325951

Identifying Core Competencies of Infection Control Nurse Specialists in Hong Kong.

PubMed

Chan, Wai Fong; Bond, Trevor G; Adamson, Bob; Chow, Meyrick

2016-01-01

To confirm a core competency scale for Hong Kong infection control nurses at the advanced nursing practice level from the core competency items proposed in a previous phase of this study. This would serve as the foundation of competency assurance in Hong Kong hospitals. A cross-sectional survey design was used. All public and private hospitals in Hong Kong. All infection control nurses in hospitals of Hong Kong. The 83-item proposed core competency list established in an earlier study was transformed into a questionnaire and sent to 112 infection control nurses in 48 hospitals in Hong Kong. They were asked to rate the importance of each infection prevention and control item using Likert-style response categories. Data were analyzed using the Rasch model. The response rate of 81.25% was achieved. Seven items were removed from the proposed core competency list, leaving a scale of 76 items that fit the measurement requirements of the unidimensional Rasch model. Essential core competency items of advanced practice for infection control nurses in Hong Kong were identified based on the measurement criteria of the Rasch model. Several items of the scale that reflect local Hong Kong contextual characteristics are distinguished from the overseas standards. This local-specific competency list could serve as the foundation for education and for certification of infection control nurse specialists in Hong Kong. Rasch measurement is an appropriate analytical tool for identifying core competencies of advanced practice nurses in other specialties and in other locations in a manner that incorporates practitioner judgment and expertise.

Characteristic and Competency Measurement Instrument Development for Maintenance Staff of Mechanical Expertise with SECI Method: A Case of Manufacturing Company

NASA Astrophysics Data System (ADS)

Mahatmavidya, P. A.; Soesanto, R. P.; Kurniawati, A.; Andrawina, L.

2018-03-01

Human resource is an important factor for a company to gain competitiveness, therefore competencies of each individual in a company is a basic characteristic that is taken into account. The increasing employee’s competency will affect directly to the company's performance. The purpose of this research is to improve the quality of human resources of maintenance staff in manufacturing company by designing competency measurement instrument that aims to assess the competency of employees. The focus of this research is the mechanical expertise of maintenance staff. SECI method is used in this research for managing knowledge that is held by senior employees regarding employee competence of mechanical expertise. The SECI method converts the knowledge of a person's tacit knowledge into an explicit knowledge so that the knowledge can be used by others. The knowledge that is gathered from SECI method is converted into a list of competence and break down into the detailed competency. Based on the results of this research, it is known that 11 general competencies, 17 distinctive competencies, 20 indicators, and 20 item list for assessing the competencies are developed. From the result of competency breakdown, the five-level instrument of measurement is designed which can assist in assessing employee’s competency for mechanical expertise.

Modeling and using a web-based and tutored portfolio to support certification of professional competence in transfusion medicine

PubMed Central

Staccini, Pascal; Rouger, Philippe

2008-01-01

In order to manage a nationwide assessment program leading to certification of professional competence in blood transfusion throughout France, the National Institute of Blood Transfusion (INTS) and the University of Nice-Sophia Antipolis designed and developed a structured and tutored web-based portfolio. The entire process of certification has been approved by the national healthcare agency (HAS). Eleven assessment programs have been written. The structure of this e-portfolio is based on a matrix of actions defined according to standards of practice. For each action, elements of proof are uploaded by the physician and peer-reviewed by an expert (a tutor) before validation. The electronic portfolio stores all the history of the actions performed by users. This tracking feature generates alerts which are e-mailed to users (physicians and tutors) according to a list of monitored events. After one year of design and development, the application is now being used routinely. PMID:18999167

Masonry. Occupational Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Occupational Competency Analysis Profile (OCAP) for masonry occupations contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability…

International Space Station Human Behavior and Performance Competency Model: Volume I

NASA Technical Reports Server (NTRS)

Schmidt, Lacey

2008-01-01

This document defines Human Behavior and Performance (HBP) competencies that are recommended to be included as requirements to participate in international long duration missions. They were developed in response to the Multilateral Crew Operations Panel (MMOP) request to develop HBP training requirements for the International Space Station (ISS). The competency model presented here was developed by the ITCB HBPT WG and forms the basis for determining the HBP training curriculum for long duration crewmembers. This document lists specific HBP competencies and behaviors required of astronauts/cosmonauts who participate in ISS expedition and other international longduration missions. Please note that this model does not encompass all competencies required. For example, outside the scope of this document are cognitive skills and abilities, including but not limited to concentration, memorization, perception, imagination, and thinking. It is assumed that these skills, which are crucial in terms of human behavior and performance, are considered during selection phase since such professionally significant qualities of the operator should be taken into consideration in order to ensure sufficient baseline levels that can be further improved during general astronaut training. Also, technical competencies, even though critical for crewmembers, are beyond the scope of this document. It should also be noted that the competencies in this model (and subsequent objectives) are not intended to limit the internal activities or training programs of any international partner.

Competency Reference for Computer Assisted Drafting.

ERIC Educational Resources Information Center

Oregon State Dept. of Education, Salem. Div. of Vocational Technical Education.

This guide, developed in Oregon, lists competencies essential for students in computer-assisted drafting (CAD). Competencies are organized in eight categories: computer hardware, file usage and manipulation, basic drafting techniques, mechanical drafting, specialty disciplines, three dimensional drawing/design, plotting/printing, and advanced CAD.…

Animal Management Technician. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for animal management technician occupations. The list contains units (with and without subunits), competencies, and…

Competency-Based Preservice Construction Trades Curriculum.

ERIC Educational Resources Information Center

Illinois State Office of Education, Springfield. Div. of Adult Vocational and Technical Education.

This curriculum guide consists of a comprehensive list of competency-based performance objectives dealing with selected skill and knowledge competencies considered basic to the preparation of teacher-educators in residential building construction. Thirteen units of instruction subclassified into forty-one teaching sections are included with…

General Marketing. Ohio's Competency Analysis Profile. Revised.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for general marketing occupations. The list contains units (with and without subunits), competencies, and competency…

Agricultural Production. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This list consists of essential competencies from the following specialized Ohio Competency Analysis Profiles: Beef and Sheep Producers; Crop Producer; Dairy Producer; Poultry Producer; and Swine Producer. Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives…

Industrial Maintenance. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for industrial maintenance occupations. The list contains units (with and without subunits), competencies, and competency…

Power Equipment Technology. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for power equipment technology occupations. The list contains units (with and without subunits), competencies, and…

Resource Conservation. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for resource conservation occupations. The list contains units (with and without subunits), competencies, and competency…

Aquatic physical therapy for children with developmental coordination disorder: a pilot randomized controlled trial.

PubMed

Hillier, Susan; McIntyre, Auburn; Plummer, Leanne

2010-05-01

Aquatic therapy is an intervention for children with Developmental Coordination Disorder (DCD) that has not been investigated formally. This was a pilot randomized controlled trial to investigate the feasibility and preliminary effectiveness of an aquatic therapy program to improve motor skills of children with DCD. Thirteen children (mean age 7 years 1 month; 10 males) with DCD were randomly allocated to receive either six sessions of aquatic therapy (once weekly session of 30 min for 6-8 weeks) or to a wait-list (control group). The intervention and measures were demonstrated to be feasible, but barriers, such as limited appointment times and accessibility, were encountered. Analysis of covariance indicated that at posttest, mean scores on the Movement Assessment Battery were higher for children who received aquatic therapy compared to those on the wait-list (p = .057). Similar trends were noted on the physical competence portion of the Pictorial Scale of Perceived Competence and Social Acceptance (p = .058). Participation levels, as measured by a parent questionnaire, showed improvement for both groups. Potential facilitators and barriers to implementation of an aquatic therapy for children with DCD are discussed.

Identifying Nursing Interventions in a Cancer Screening Program Using Nursing Interventions Classification Taxonomy.

PubMed

Benito, Llucia; Lluch, María Teresa; Falcó, Anna Marta; García, Montse; Puig, Montse

2017-04-01

This study aimed to investigate which Nursing Interventions Classification (NIC) labels correspond to specific nursing interventions provided during cancer screening to establish a nursing documentation system. This descriptive study was conducted to identify and classify the interventions that cancer screening nurses perform based on an initial list. The initial list was grouped into 15 interventions that corresponded to four domains and eight classes. The study found expert consensus regarding the duties of cancer screening nurses and identified 15 interventions that should be implemented in clinical practice for cancer screening care, according to the NIC taxonomy. This study is the first step in developing indicators to assess nursing performance in cancer screening, and it helps to establish the core competency requirements for cancer screening nurses. © 2015 NANDA International, Inc.

Defining a framework for medical teachers' competencies to teach ethnic and cultural diversity: Results of a European Delphi study.

PubMed

Hordijk, Rowan; Hendrickx, Kristin; Lanting, Katja; MacFarlane, Anne; Muntinga, Maaike; Suurmond, Jeanine

2018-02-28

Medical students need to be trained in delivering diversity-responsive health care but unknown is what competencies teachers need. The aim of this study was to devise a framework of competencies for diversity teaching. An open-ended questionnaire about essential diversity teaching competencies was sent to a panel. This resulted in a list of 74 teaching competencies, which was sent in a second round to the panel for rating. The final framework of competencies was approved by the panel. Thirty-four experts participated. The final framework consisted of 10 competencies that were seen as essential for all medical teachers: (1) ability to critically reflect on own values and beliefs; (2) ability to communicate about individuals in a nondiscriminatory, nonstereotyping way; (3) empathy for patients regardless of ethnicity, race or nationality; (4) awareness of intersectionality; (5) awareness of own ethnic and cultural background; (6) knowledge of ethnic and social determinants of physical and mental health of migrants; (7) ability to reflect with students on the social or cultural context of the patient relevant to the medical encounter; (8) awareness that teachers are role models in the way they talk about patients from different ethnic, cultural and social backgrounds; (9) empathy for students of diverse ethnic, cultural and social background; (10) ability to engage, motivate and let all students participate. This framework of teaching competencies can be used in faculty development programs to adequately train all medical teachers.

Computer-Integrated Manufacturing Technology. Tech Prep Competency Profile.

ERIC Educational Resources Information Center

Lakeland Tech Prep Consortium, Kirtland, OH.

This tech prep competency profile for computer-integrated manufacturing technology begins with definitions for four occupations: manufacturing technician, quality technician, mechanical engineering technician, and computer-assisted design/drafting (CADD) technician. A chart lists competencies by unit and indicates whether entire or partial unit is…

Travel and Tourism Marketing. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for travel and tourism occupations. The list contains units (with and without subunits), competencies, and competency…

Drafting. Occupational Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Drafting Occupational Competency Analysis Profile (OCAP) is one of a series of competency lists, verified by expert workers, that have evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives from throughout Ohio. This OCAP identifies the…

Accounting. Occupational Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Accounting Occupational Competency Analysis Profile (OCAP) is one of a series of competency lists, verified by expert workers, that have evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives from throughout Ohio. This OCAP identifies the…

Building and Property Maintenance. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for building and property maintenance occupations. The list contains units (with and without subunits), competencies, and…

Horticulture. Tech Prep Competency Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Wooster. Agricultural Technical Inst.

This tech prep competency profile (TCP), which was developed by a consortium of Ohio educators and business/industry representatives, lists the competencies that have been identified as necessary for employment in the following occupations: nursery technician; golf course superintendent; landscape designer/manager; lawn care specialist; tree care…

Floriculture and Greenhouse Worker. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for floriculture and greenhouse occupations. The list contains units (with and without subunits), competencies, and…

Diversified Health Occupations. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This list consists of essential competencies from the following specialized Ohio Competency Analysis Profile: Dental Assistant; Medical Assistant; and Nurse Aide. Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive…

Operative experience of residents in US general surgery programs: a gap between expectation and experience.

PubMed

Bell, Richard H; Biester, Thomas W; Tabuenca, Arnold; Rhodes, Robert S; Cofer, Joseph B; Britt, L D; Lewis, Frank R

2009-05-01

The purpose of the study was to identify a group of operations which general surgery residency program directors believed residents should be competent to perform by the end of 5 years of training and then ascertain actual resident experience with these procedures during their training. There is concern about the adequacy of training of general surgeons in the United States. The American Board of Surgery and the Association of Program Directors in Surgery undertook a study to determine what operative procedures residency program directors consider to be essential to the practice of general surgery and then we measured the actual operative experience of graduating residents in those procedures, as reported to the Residency Review Committee for Surgery (RRC). An electronic survey was sent to residency program directors at the 254 general surgery programs in the US accredited by the RRC as of spring 2006. The program directors were presented with a list of 300 types of operations. Program directors graded the 300 procedures "A," "B," or "C" using the following criteria: A--graduating general surgery residents should be competent to perform the procedure independently; B--graduating residents should be familiar with the procedure, but not necessarily competent to perform it; and C--graduating residents neither need to be familiar with nor competent to perform the procedure. After ballots were tallied, the actual resident operative experience reported to the RRC by all residents finishing general surgery training in June 2005 was reviewed. One hundred twenty-one of the 300 operations were considered A level procedures by a majority of program directors (PDs). Graduating 2005 US residents (n = 1022) performed only 18 of the 121 A procedures, an average of more than 10 times during residency; 83 of 121 procedures were performed on an average less than 5 times and 31 procedures less than once. For 63 of the 121 procedures, the mode (most commonly reported) experience was 0. In addition, there was significant variation between residents in operative experience for specific procedures. In virtually all cases, the mean reported experience exceeded the mode, suggesting that the mean is a poor measure of typical experience. These data pose important problems for surgical educators. Methods will have to be developed to allow surgeons to reach a basic level of competence in procedures which they are likely to experience only rarely during residency. Even for more commonly performed procedures, the numbers of repetitions are not very robust, stressing the need to determine objectively whether residents are actually achieving basic competency in these operations. Finally, the large variations in experience between individuals in our residency system need to be explored, understood, and remedied.

Using a Delphi process to establish consensus on emergency medicine clerkship competencies.

PubMed

Penciner, Rick; Langhan, Trevor; Lee, Richard; McEwen, Jill; Woods, Robert A; Bandiera, Glen

2011-01-01

Currently, there is no consensus on the core competencies required for emergency medicine (EM) clerkships in Canada. Existing EM curricula have been developed through informal consensus or local efforts. The Delphi process has been used extensively as a means for establishing consensus. The purpose of this project was to define core competencies for EM clerkships in Canada, to validate a Delphi process in the context of national curriculum development, and to demonstrate the adoption of the CanMEDS physician competency paradigm in the undergraduate medical education realm. Using a modified Delphi process, we developed a consensus amongst a panel of expert emergency physicians from across Canada utilizing the CanMEDS 2005 Physician Competency Framework. Thirty experts from nine different medical schools across Canada participated on the panel. The initial list consisted of 152 competencies organized in the seven domains of the CanMEDS 2005 Physician Competency Framework. After the second round of the Delphi process, the list of competencies was reduced to 62 (59% reduction). This study demonstrated that a modified Delphi process can result in a strong consensus around a realistic number of core competencies for EM clerkships. We propose that such a method could be used by other medical specialties and health professions to develop rotation-specific core competencies.

Pharmacy Technologist.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document, which is designed for use in developing a tech prep competency profile for the occupation of pharmacy technologist, lists technical competencies and competency builders for 16 units pertinent to the health technologies cluster in general as well as those specific to the occupation of pharmacy technologist. The following skill areas…

Respiratory Care Therapist.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document, which is designed for use in developing a tech prep competency profile for the occupation of respiratory care therapist, lists technical competencies and competency builders for 18 units pertinent to the health technologies cluster in general as well as those specific to the occupation of respiratory care therapist. The following…

Radiographer.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document, which is designed for use in developing a tech prep competency profile for the occupation of radiographer, lists technical competencies and competency builders for 18 units pertinent to the health technologies cluster in general as well as those specific to the occupation of radiographer. The following skill areas are covered in the…

Histotechnologist.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document, which is designed for use in developing a tech prep competency profile for the occupation of histotechnologist, lists technical competencies and competency builders for 13 units pertinent to the health technologies cluster in general as well as those specific to the areas of histology and phlebotomy. The following skill areas are…

Emergency Medical Technician.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document, which is designed for use in developing a tech prep competency profile for the occupation of emergency medical technician, lists technical competencies and competency builders for 18 units pertinent to the health technologies cluster in general and 4 units specific to the occupation of emergency medical technician. The following…

Dental Laboratory Technician.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document, which is designed for use in developing a tech prep competency profile for the occupation of dental laboratory technician, lists technical competencies and competency builders for 13 units pertinent to the health technologies cluster in general and 8 units to the occupation of dental laboratory technician. The following skill areas…

General Marketing. Occupational Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This General Marketing Occupational Competency Analysis Profile (OCAP) is one of a series of competency lists, verified by expert workers, that have evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives from throughout Ohio. This OCAP identifies the…

Hospitality and Facility Care Services. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for hospitality and facility care occupations. The list contains units (with and without subunits), competencies, and…

Ohio Agriscience Lesson Plans.

ERIC Educational Resources Information Center

Sommers, Robert D., II, Comp.; Waidelich, William D., Comp.

This document, which is intended for Ohio agriculture teachers, contains lesson plans for an eight-unit competency-based course in agriscience. Each lesson plan contains some or all of the following items: (1) unit title; (2) competency/terminal performance objective; (3) competency builders/pupil performance objectives; (4) list of applied…

Physical Therapist Assistant.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document, which is designed for use in developing a tech prep competency profile for the occupation of physical therapist assistant, lists technical competencies and competency builders for 16 units pertinent to the health technologies cluster in general as well as those specific to the occupation of physical therapist assistant. The…

Occupational Therapy Assistant.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document, which is designed for use in developing a tech prep competency profile for the occupation of occupational therapy assistant, lists technical competencies and competency builders for 16 units pertinent to the health technologies cluster in general as well as those specific to the occupation of occupational therapy assistant. The…

Medical Laboratory Technician.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document, which is designed for use in developing a tech prep competency profile for the occupation of medical laboratory technician, lists technical competencies and competency builders for 18 units pertinent to the health technologies cluster in general and 8 units specific to the occupation of medical laboratory technician. The following…

Exit competencies in pathology and laboratory medicine for graduating medical students: the Canadian approach.

PubMed

Ford, Jason; Pambrun, Chantale

2015-05-01

Physicians in every medical and surgical field must be able to use pathology concepts and skills in their practice: for example, they must order and interpret the correct laboratory tests, they must use their understanding of pathogenesis to diagnose and treat, and they must work with the laboratory to care for their patients. These important concepts and skills may be ignored by medical schools and even national/international organizations setting graduation expectations for medical students. There is an evolving international consensus about the importance of exit competencies for medical school graduates, which define the measurable or observable behaviors each graduate must be able to demonstrate. The Canadian Association of Pathologists (CAP) Education Group set out to establish the basic competencies in pathology and laboratory medicine which should be expected of every medical graduate: not competencies for pathologists, but for medical graduates who intend to enter any residency program. We defined 4 targets for pathology and laboratory medicine exit competencies: that they represent only measurable behaviors, that they be clinically focused, that they be generalizable to every medical graduate, and that the final competency document be user-friendly. A set of competencies was developed iteratively and underwent final revision at the 2012 CAP annual meeting. These competencies were subsequently endorsed by the CAP executive and the Canadian Leadership Council on Laboratory Medicine. This clinically focused consensus document provides the first comprehensive list of exit competencies in pathology and laboratory medicine for undergraduate medical education. Copyright © 2015 Elsevier Inc. All rights reserved.

Guidelines for Developing Competency-Based Curriculum.

ERIC Educational Resources Information Center

Goodson, Ludy

1979-01-01

Presents guidelines for the development of competency-based curriculum formulated as a result of an automotive mechanics curriculum workshop. Listed are specific guidelines for content development, writing style, and illustration. (LRA)

Mindfulness training effects for parents and educators of children with special needs.

PubMed

Benn, Rita; Akiva, Tom; Arel, Sari; Roeser, Robert W

2012-09-01

Parents and teachers of children with special needs face unique social-emotional challenges in carrying out their caregiving roles. Stress associated with these roles impacts parents' and special educators' health and well-being, as well as the quality of their parenting and teaching. No rigorous studies have assessed whether mindfulness training (MT) might be an effective strategy to reduce stress and cultivate well-being and positive caregiving in these adults. This randomized controlled study assessed the efficacy of a 5-week MT program for parents and educators of children with special needs. Participants receiving MT showed significant reductions in stress and anxiety and increased mindfulness, self-compassion, and personal growth at program completion and at 2 months follow-up in contrast to waiting-list controls. Relational competence also showed significant positive changes, with medium-to-large effect sizes noted on measures of empathic concern and forgiveness. MT significantly influenced caregiving competence specific to teaching. Mindfulness changes at program completion mediated outcomes at follow-up, suggesting its importance in maintaining emotional balance and facilitating well-being in parents and teachers of children with developmental challenges. PsycINFO Database Record (c) 2012 APA, all rights reserved.

A computer program for multiple decrement life table analyses.

PubMed

Poole, W K; Cooley, P C

1977-06-01

Life table analysis has traditionally been the tool of choice in analyzing distribution of "survival" times when a parametric form for the survival curve could not be reasonably assumed. Chiang, in two papers [1,2] formalized the theory of life table analyses in a Markov chain framework and derived maximum likelihood estimates of the relevant parameters for the analyses. He also discussed how the techniques could be generalized to consider competing risks and follow-up studies. Although various computer programs exist for doing different types of life table analysis [3] to date, there has not been a generally available, well documented computer program to carry out multiple decrement analyses, either by Chiang's or any other method. This paper describes such a program developed by Research Triangle Institute. A user's manual is available at printing costs which supplements the contents of this paper with a discussion of the formula used in the program listing.

Meeting American Geriatrics Society Competencies: Are Residents Meeting Expectations for Quality Care of Older Adults?

PubMed

Bynum, Debra L; Wilson, Lindsay A; Ong, Thuan; Callahan, Kathryn E; Dalton, Thomas; Ohuabunwa, Ugochi

2015-09-01

In order to determine how often internal medicine and family medicine residents performed specific actions related to the geriatric competencies established by the American Geriatrics Society (AGS) when caring for older hospitalized adults, a cross-sectional anonymous survey of residents at the University of North Carolina, University of Washington, Wake Forest University, Duke University, and Emory University was undertaken. Data on frequency of self-reported behaviors were analyzed, with comparisons made for different levels of training, institution, and program. A total of 375 residents responded for an overall response rate of 48%. Residents reported that they often do not demonstrate all of the AGS recommended core competencies when caring for older adults in the hospital setting. Residents report more frequently performing activities that are routinely integrated into hospital systems such as reviewing medication lists, working with an interdisciplinary team, evaluating for inappropriate bladder catheters, and evaluating for pressure ulcers. There were no consistent differences between institutions and only minor differences noted between Family Medicine and Internal Medicine residents. Operationalizing core competencies by integrating them into hospital systems' quality process indicators may prompt more consistent high-quality care and ensure systems support residents' competence. © 2015, Copyright the Authors Journal compilation © 2015, The American Geriatrics Society.

Competency Index. [Business/Computer Technologies Cluster.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This index allows the user to scan the competencies under each title for the 28 subjects appropriate for use in a competency list for the 12 occupations within the business/computer technologies cluster. Titles of the 28 units are as follows: employability skills; professionalism; teamwork; professional and ethical standards; economic and business…

Food Management, Production, and Service. Occupational Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Food Management, Production, and Service Occupational Competency Analysis Profile (OCAP) is one of a series of competency lists, verified by expert workers, that have evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives from throughout Ohio. This…

Agricultural Products Sales and Service Worker. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for agricultural products sales and service occupations. The list contains units (with and without subunits), competencies,…

Rapid Prototyping in Instructional Design: Creating Competencies

ERIC Educational Resources Information Center

Fulton, Carolyn D.

2010-01-01

Instructional designers working in rapid prototyping environments currently do not have a list of competencies that help to identify the knowledge, skills, and attitudes (KSAs) required in these workplaces. This qualitative case study used multiple cases in an attempt to identify rapid prototyping competencies required in a rapid prototyping…

Industry-Oriented Competency Requirements for Mechatronics Technology in Taiwan

ERIC Educational Resources Information Center

Shyr, Wen-Jye

2012-01-01

This study employed a three-phase empirical method to identify competency indicators for mechatronics technology according to industry-oriented criteria. In Phase I, a list of required competencies was compiled using Behavioral Event Interviews (BEI) with three engineers specializing in the field of mechatronics technology. In Phase II, the Delphi…

Work and Family Life: Middle School Content Competencies.

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

This document, which lists the middle school content competencies for the Work and Family Studies curriculum within Family and Consumer Sciences in Ohio, is intended to help middle school students develop self-responsibility and competence dealing with the practical problems of early adolescence. (Career awareness and career choice options are…

Competencies Identification for Robotics Training.

ERIC Educational Resources Information Center

Tang, Le D.

A study focused on the task of identifying competencies for robotics training. The level of robotics training was limited to that of robot technicians. Study objectives were to obtain a list of occupational competencies; to rank their order of importance; and to compare opinions from robot manufacturers, robot users, and robotics educators…

Registered Nurse (Associate Degree).

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document, which is designed for use in developing a tech prep competency profile for the occupation of registered nurse (with an associate degree), lists technical competencies and competency builders for 19 units pertinent to the health technologies cluster in general and 5 units specific to the occupation of registered nurse. The following…

Dental Hygienist.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document, which is designed for use in developing a tech prep competency profile for the occupation of dental hygienist, lists technical competencies and competency builders for 13 units pertinent to the health technologies cluster in general and 9 units specific to the occupation of dental hygienist. The following skill areas are covered in…

Competency-Based Common-Core Curriculum for Emergency Medical Technician Education.

ERIC Educational Resources Information Center

Arizona State Board of Directors for Community Colleges, Phoenix.

This curriculum guide contains a listing of all common-core competencies that should be taught in Arizona community colleges in order to prepare students to meet the requirements of basic and refresher emergency medical technician training. Identified through a statewide project, the competencies cover the following topics: introduction to…

One Health/EcoHealth capacity building programs in South and South East Asia: a mixed method rapid systematic review.

PubMed

Chatterjee, Pranab; Chauhan, Abhimanyu Singh; Joseph, Jessy; Kakkar, Manish

2017-09-29

Although One Health (OH) or EcoHealth (EH) have been acknowledged to provide comprehensive and holistic approaches to study complex problems, like zoonoses and emerging infectious diseases, there remains multiple challenges in implementing them in a problem-solving paradigm. One of the most commonly encountered barriers, especially in low- and middle-income countries, is limited capacity to undertake OH/EH inquiries. A rapid review was undertaken to conduct a situation analysis of the existing OH/EH capacity building programs, with a focused analysis of those programs with extensive OH engagement, to help map the current efforts in this area. A listing of the OH/EH projects/initiatives implemented in South Asia (SA) and South East Asia (SEA) was done, followed by analysis of documents related to the projects, available from peer-reviewed or grey literature sources. Quantitative data was extracted using a data extraction format, and a free listing of qualitative themes was undertaken. In SEA, 13 unique OH/EH projects, with 37 capacity building programs, were identified. In contrast, in SA, the numbers were 8 and 11 respectively. In SA, programs were oriented to develop careers in program management, whereas, in SEA, the emphasis was on research. Two thirds of the programs in SEA had extensive OH engagement, whereas only one third of those in SA did. The target for the SEA programs was wider, including a population more representative of OH stakes. SEA program themes reveal utilization of multiple approaches, usually in shorter terms, and are growing towards integration with the traditional curricula. Such convergence of themes was lacking in SA programs. In both regions, the programs were driven by external donor agencies, with minimal local buy-in. There is limited investment in research capacity building in both SA and SEA. The situation appears to be more stark in SA, whilst SEA has been able to use the systematic investment and support to develop the OH/EH agenda and strategize capacity building in the core competencies. In order to effectively address the disease emergence hotspots in these regions, there needs to be strategic funding decisions targeting capacity building in the core OH/EH competencies especially related to transdisciplinarity, systems thinking, and adaptive management.

Morbidity and Mortality Conference in Obstetrics and Gynecology: A Tool for Addressing the 6 Core Competencies

PubMed Central

Bevis, Kerri S; Straughn, J. Michael; Kendrick, James E; Walsh-Covarrubias, Julie; Kilgore, Larry C

2011-01-01

Background Residency program directors are challenged to effectively teach and assess the Accreditation Council for Graduate Medical Education's (ACGME) 6 competencies. The purpose of this study was to characterize the morbidity and mortality (M&M) conference as a cost-effective and efficient approach for addressing the ACGME competencies through evaluation of resident participation and case diversity. Methods In our modified M&M conference, senior residents submit a weekly list of cases to the conference proctors. The resident presents the case, including a critique of management, using the medical literature. The resident submits a case summary evaluating patient care practices, integrating scientific evidence, and evaluating systemic barriers to care. Completed case summaries are distributed and archived for reference. Results During a 3-year period, 30 residents presented 196 cases. Of these, 37 (19%) directly related to systems-based practice, 20 (10%) involved problems with inadequate communication, and 11 (6%) included issues of professionalism or ethics. All cases involved practice-based learning and medical knowledge. Conclusions The M&M conference addresses the core competencies through resident participation as well as directed analysis of diverse cases. PMID:22379530

29 CFR 1404.5 - Listing on the roster, criteria for listing and removal, procedure for removal.

Code of Federal Regulations, 2010 CFR

2010-07-01

... that he or she: (i) Is experienced, competent and acceptable in decision-making roles in the resolution... listing on the Roster. The Director shall make all final decisions as to whether an applicant may be listed on the Roster. Each applicant shall be notified in writing of the Director's decision and the...

Biotechnology: Applications in Agriculture. Instructor Guide [and] Student Reference.

ERIC Educational Resources Information Center

Nevils, Aaron

This curriculum guide incorporates the needed components to aid agriculture teachers in the implementation of the Vocational Instructional Management System in biotechnology: applications in agriculture. The guide begins with a list of the competencies/objectives found in the six units; list of references and materials; list of materials and…

IFNA approved Chinese Anaesthesia Nurse Education Program: A Delphi method.

PubMed

Hu, Jiale; Fallacaro, Michael D; Jiang, Lili; Wu, Junyan; Jiang, Hong; Shi, Zhen; Ruan, Hong

2017-09-01

Numerous nurses work in operating rooms and recovery rooms or participate in the performance of anaesthesia in China. However, the scope of practice and the education for Chinese Anaesthesia Nurses is not standardized, varying from one geographic location to another. Furthermore, most nurses are not trained sufficiently to provide anaesthesia care. This study aimed to develop the first Anaesthesia Nurse Education Program in Mainland China based on the Educational Standards of the International Federation of Nurse Anaesthetists. The Delphi technique was applied to develop the scope of practice, competencies for Chinese Anaesthesia Nurses and education program. In 2014 the Anaesthesia Nurse Education Program established by the hospital applied for recognition by the International Federation of Nurse Anaesthetists. The Program's curriculum was evaluated against the IFNA Standards and recognition was awarded in 2015. The four-category, 50-item practice scope, and the three-domain, 45-item competency list were identified for Chinese Anaesthesia Nurses. The education program, which was established based on the International Federation of Nurse Anaesthetists educational standards and Chinese context, included nine curriculum modules. In March 2015, 13 candidates received and passed the 21-month education program. The Anaesthesia Nurse Education Program became the first program approved by the International Federation of Nurse Anaesthetists in China. Policy makers and hospital leaders can be confident that anaesthesia nurses graduating from this Chinese program will be prepared to demonstrate high level patient care as reflected in the recognition by IFNA of their adoption of international nurse anaesthesia education standards. Copyright © 2017 Elsevier Ltd. All rights reserved.

Educating the undergraduate nanomanufacturing workforce in the United States

NASA Astrophysics Data System (ADS)

Elbadawi, Isam A.

The National Nanotechnology Initiative (NNI) consensus shows that nanomanufacturing (NM) presents an opportunity for positively influencing the future development of the US economy. In order for this to happen, the outcomes and findings of nano-related research and science need to be effectively translated into innovative products by a qualified NM workforce. An effective workforce capable of handling nanoscale production is also essential to maintaining a competitive advantage in the international market. American universities are developing new ways to address the challenges that the evolution of NM and its emerging use in various industries present in terms of curricular design to the learning content. This study offered a proactive profile of a learning content for a standalone BS in NM in the United States. A BS in NM is defined as a bachelor of science that uses the term NM in a formal degree title. This delineation study aimed at validating and prioritizing the competency areas to be included in the learning content for a standalone BS in NM. The Delphi technique was employed to evaluate the collected data from nano-related programs in five US pioneering universities and to describe what experts from the industry and the academia consider to be important for students to know in order to become qualified in the discipline of NM. A number of experts from different NM-related areas were selected to serve on the Delphi panel. A convergence of opinion on the competency areas provided the basis for validating the body of knowledge for a standalone BS in NM. The study used recommendations made by the Delphi panelists, semi-formal interviews, structured internet searches, and existing nano-related degree programs from the course lists of five universities to identify a potentially appropriate learning content for a BS in NM. The majority of the panelists are directly involved in NM, whether from the academia or the industry. They agreed that a standalone BS in NM will help create a workforce capable of handling the rapidly growing needs of the US market that are related to the booming of the nano-related industry. They also believed that determining the learning content competencies is crucial to prepare a full curriculum for such a program. There seems to be a high level of agreement among the panelists over issues related to the learning content. More than 95% of the panelists agreed on employing the current learning content competencies from five pioneering US institutions. 72 competencies emerged from the study and were included in a prioritized learning content list according to their scholastic level, academic requirement status, and teaching methodology. The competencies were organized in a curriculum format to construct a learning content for a BS in NM that provides students with the knowledge, skills and techniques essential to understand manufacturing at the nano-scale.

Academic Primer Series: Key Papers About Competency-Based Medical Education

PubMed Central

Cooney, Robert; Chan, Teresa M.; Gottlieb, Michael; Abraham, Michael; Alden, Sylvia; Mongelluzzo, Jillian; Pasirstein, Michael; Sherbino, Jonathan

2017-01-01

Introduction Competency-based medical education (CBME) presents a paradigm shift in medical training. This outcome-based education movement has triggered substantive changes across the globe. Since this transition is only beginning, many faculty members may not have experience with CBME nor a solid foundation in the grounding literature. We identify and summarize key papers to help faculty members learn more about CBME. Methods Based on the online discussions of the 2016–2017 ALiEM Faculty Incubator program, a series of papers on the topic of CBME was developed. Augmenting this list with suggestions by a guest expert and by an open call on Twitter for other important papers, we were able to generate a list of 21 papers in total. Subsequently, we used a modified Delphi study methodology to narrow the list to key papers that describe the importance and significance for educators interested in learning about CBME. To determine the most impactful papers, the mixed junior and senior faculty authorship group used three-round voting methodology based upon the Delphi method. Results Summaries of the five most highly rated papers on the topic of CBME, as determined by this modified Delphi approach, are presented in this paper. Major themes include a definition of core CBME themes, CBME principles to consider in the design of curricula, a history of the development of the CBME movement, and a rationale for changes to accreditation with CBME. The application of the study findings to junior faculty and faculty developers is discussed. Conclusion We present five key papers on CBME that junior faculty members and faculty experts identified as essential to faculty development. These papers are a mix of foundational and explanatory papers that may provide a basis from which junior faculty members may build upon as they help to implement CBME programs. PMID:28611893

Assessing nursing clinical skills competence through objective structured clinical examination (OSCE) for open distance learning students in Open University Malaysia.

PubMed

Oranye, Nelson Ositadimma; Ahmad, Che'an; Ahmad, Nora; Bakar, Rosnida Abu

2012-06-01

The objective structured clinical skills examination (OSCE) has over the years emerged as a method of evaluating clinical skills in most medical and allied professions. Although its validity and objectivity has evoked so much debate in the literature, little has been written about its application in non-traditional education systems such as in distance learning. This study examined clinical skills competence among practising nursing students who were enrolled in a distance learning programme. The study examined the effect of work and years of nursing practice on nurses' clinical skills competence. This study used observational design whereby nursing students' clinical skills were observed and scored in five OSCE stations. Two instruments were used for the data collection - A self-administered questionnaire on the students' bio-demographic data, and a check list on the clinical skills which the examiners rated on a four point scale. The findings revealed that 14% of the nurses had level four competence, which indicated that they could perform the tasks correctly and complete. However, 12% failed the OSCE, even though they had more than 10 years experience in nursing and post basic qualifications. Inter-rater reliability was 0.92 for the five examiners. Factor analysis indicated that five participant factors accounted for 74.1% of the variations in clinical skills performance. An OSCE is a necessary assessment tool that should be continuously applied in nursing education, regardless of the mode of the education program, the student's years of experience or his/her clinical placement. This study validates the need for OSCE in both the design of tertiary nursing degree programs and the assessment of nurses' clinical competency level.

Development of a Canadian deceased donation education program for health professionals: a needs assessment survey.

PubMed

Hancock, Jennifer; Shemie, Sam D; Lotherington, Ken; Appleby, Amber; Hall, Richard

2017-10-01

The purpose of this survey was to determine how Canadian healthcare professionals perceive their deficiencies and educational requirements related to organ and tissue donation. We surveyed 641 intensive care unit (ICU) physicians, 1,349 ICU nurses, 1,561 emergency room (ER) physicians, and 1,873 ER nurses. The survey was distributed by the national organization for each profession (the Canadian Association of Emergency Physicians, the Canadian Association of Critical Care Nurses, and the National Emergency Nurses Association). Canadian Blood Services developed the critical care physician list in collaboration with the Canadian Critical Care Society. Survey development included questions related to comfort with, and knowledge of, key competencies in organ and tissue donation. Eight hundred thirty-one (15.3%) of a possible 5,424 respondents participated in the survey. Over 50% of respondents rated the following topics as highly important: knowledge of general organ and tissue donation, neurological determination of death, donation after cardiac death, and medical-legal donation issues. High competency comfort levels ranged from 14.7-50.9% for ICU nurses and 8.0-34.6% for ER nurses. Competency comfort levels were higher for ICU physicians (67.5-85.6%) than for ER physicians who rated all competencies lower. Respondents identified a need for a curriculum on national organ donation and preferred e-learning as the method of education. Both ICU nurses and ER practitioners expressed low comfort levels with their competencies regarding organ donation. Intensive care unit physicians had a much higher level of comfort; however, the majority of these respondents were specialty trained and working in academic centres with active donation and transplant programs. A national organ donation curriculum is needed.

Gardener and Landscape Worker. Student Material. Competency Based Education Curriculum.

ERIC Educational Resources Information Center

Long, Diana

This secondary-level, competency-based curriculum contains modules for Gardener and Landscape Worker. A companion teacher's guide is available separately--see note. Each module contains a number of West Virginia-validated Gardener and Landscape Worker tasks/competencies with a performance guide listing the steps needed to perform each task,…

Nursery and Greenhouse Worker. Student Material. Competency Based Education Curriculum.

ERIC Educational Resources Information Center

Long, Diana

This secondary-level, competency-based curriculum contains 11 modules for Nursery and Greenhouse Worker. A companion teacher's guide is available separately--see note. Each module contains a number of West Virginia-validated Nursery and Greenhouse Worker tasks/competencies with a performance guide listing the steps needed to perform each task,…

New Directions in Library and Information Science Education. Final Report. Volume 2.6: Database Distributor/Service Professional Competencies.

ERIC Educational Resources Information Center

Griffiths, Jose-Marie; And Others

This document contains validated activities and competencies needed by librarians working in a database distributor/service organization. The activities of professionals working in database distributor/service organizations are listed by function: Database Processing; Customer Support; System Administration; and Planning. The competencies are…

Competency-Based Course Outlines for Business and Office Education. Accounting, Business Data Processing, Clerical Accounting, and Record Keeping Occupations.

ERIC Educational Resources Information Center

Ricks, Betty R., Ed.; Schmidt, B. June, Ed.

Designed to assist business educators with the implementation of competency-based instruction, these course outlines identify recommended competencies and skill areas for beginning workers in accounting, business data processing, clerical accounting, and recordkeeping occupations. Each outline contains listings of enabling, terminal, and personal…

Information Competences as Fetishized Theoretical Categories--The Example of Youth Pro-Ana Blogs

ERIC Educational Resources Information Center

Siuda, Piotr

2016-01-01

Scientific reflections on information literacy have emphasized that young people must develop information competences related to using the Internet. Among various approaches, in the generic approach, catalogues of competences are constructed and treated as lists of desired behaviors and skills. The article aims to criticize this approach and its…

Wisconsin VTAE Pipefitting Apprenticeship Curriculum. Instructor Guide, Apprentice Guide, [and] Wisconsin VTAE Pipefitting Competency Profile.

ERIC Educational Resources Information Center

Northeast Wisconsin Technical Inst., Green Bay.

This curriculum guide contains 18 units for a course to assist apprentices in learning the pipefitting trade. Introductory materials include lists of suggested audiovisual materials, competencies, and textbooks and approximate times for each unit. Each instructional unit includes some or all of the following components: competencies, instructional…

Public Safety Core. Integrated Academic and Technical Competencies (ITAC).

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

This document, which lists the public safety core competencies that are part of the Integrated Academic and Technical Competencies (ITAC) in Ohio, is intended to assist individuals and organizations develop a course to provide students with knowledge and skills applicable to public safety careers, including but not limited to firefighter,…

[Supervisors and Employment Counselors in Messidor Transitional Social Firms Supporting People with Psychiatric Disability to Gain Competitive Employment].

PubMed

de Pierrefeu, Inès; Corbière, Marc; Pachoud, Bernard

Objectives Some programs have been developed in France for helping people with a psychiatric disability to get competitive employment, especially prevocational programs such as transitional social firms. However, these programs have not been studied until now. Studies on supported employment programs (evidence-based practices) conducted in other countries demonstrated that variation of work outcomes is due, among other factors, to employment specialists' competencies. These results highlight the need for describing more specifically the work of the two professionals, employment counselors and supervisors, working in transitional social firms in order to better understand their role, tasks and competencies. Therefore, the objective of this study aims at describing the roles, tasks and competencies of these two professionals working in transitional social firms, to better understand how they support people with psychiatric disability for eventually obtaining competitive employment.Methods A qualitative method was used to describe roles, tasks and competencies of employment counselors and supervisors working in the transitional social firms of the Messidor's association (7 regions). In sum, 24 individual interviews with employment counselors and supervisors of these social firms as well as 7 focus groups with the two types of professionals, were conducted.Results This study allowed to define the work of the two professionals (role and tasks) and a list of 110 competencies for employment counselors as well as 155 competencies for supervisors working in these transitional social firms, emerged from qualitative analyses. This "double support" has been defined as a complementary approach helping workers to change their own perceptions, becoming more confident in their work abilities, and thus helping them to gain competitive employment. On the one hand, the employment counselor supports each worker in developing strategies and actions to reach competitive employment, and put in place "job development skills" to coordinate his role with key stakeholders (e.g. psychiatrist, employers) involved in the work integration of people with severe mental disorders. On the other hand, the supervisor is following each worker all day long, training and helping them to overcome potential difficulties regarding the work to do, and building confidence and self-esteem in the workers under their supervision, which are all key elements to gain competitive employment.Conclusion Clinical implications are suggested regarding the recruitment of professionals working in transitional social firms, and thus improving work outcomes for people with a severe mental illness.

Industrial Education Curriculum.

ERIC Educational Resources Information Center

Alaska State Dept. of Education, Juneau. Div. of Adult and Vocational Education.

This handbook contains a competency-based curriculum for teaching industrial education in Alaska. Competencies are listed for the following areas: employability, auto maintenance, building maintenance, commercial fishing, communications, construction, drafting, electronics, energy and power, forestry and logging, graphics, high technology,…

The effects of performance-based assessment criteria on student performance and self-assessment skills

PubMed Central

van der Klink, Marcel R.; van Merriënboer, Jeroen J. G.

2010-01-01

This study investigated the effect of performance-based versus competence-based assessment criteria on task performance and self-assessment skills among 39 novice secondary vocational education students in the domain of nursing and care. In a performance-based assessment group students are provided with a preset list of performance-based assessment criteria, describing what students should do, for the task at hand. The performance-based group is compared to a competence-based assessment group in which students receive a preset list of competence-based assessment criteria, describing what students should be able to do. The test phase revealed that the performance-based group outperformed the competence-based group on test task performance. In addition, higher performance of the performance-based group was reached with lower reported mental effort during training, indicating a higher instructional efficiency for novice students. PMID:20054648

What adult electrocardiogram (ECG) diagnoses and/or findings do residents in emergency medicine need to know?

PubMed

Patocka, Catherine; Turner, Joel; Wiseman, Jeffrey

2015-11-01

There is no evidence-based description of electrocardiogram (ECG) interpretation competencies for emergency medicine (EM) trainees. The first step in defining these competencies is to develop a prioritized list of adult ECG findings relevant to EM contexts. The purpose of this study was to categorize the importance of various adult ECG diagnoses and/or findings for the EM trainee. We developed a list of potentially important adult ECG diagnoses/findings and conducted a Delphi opinion-soliciting process. Participants used a 4-point Likert scale to rate the importance of each diagnosis for EM trainees. Consensus was defined as a minimum of 75% agreement at the second round or later. In the absence of consensus, stability was defined as a shift of 20% or less after successive rounds. A purposive sampling of 22 emergency physicians participated in the Delphi process, and 16 (72%) completed the process. Of those, 15 were from 11 different EM training programs across Canada and one was an expert in EM electrocardiography. Overall, 78 diagnoses reached consensus, 42 achieved stability and one diagnosis achieved neither consensus nor stability. Out of 121 potentially important adult ECG diagnoses, 53 (44%) were considered "must know" diagnoses, 61 (50%) "should know" diagnoses, and 7 (6%) "nice to know" diagnoses. We have categorized adult ECG diagnoses within an EM training context, knowledge of which may allow clinical EM teachers to establish educational priorities. This categorization will also facilitate the development of an educational framework to establish EM trainee competency in ECG interpretation.

Competencies Required by Special Librarians: An Analysis by Educational Levels

ERIC Educational Resources Information Center

Peyvand Robati, Alireza; Singh, Diljit

2013-01-01

This paper presents the results of a study conducted with the aim of identifying competencies needed by special librarians in Iran at three different levels of library and information science education. A list of competencies was initially identified from the literature and 21 semi-structured interviews with managers of special libraries in Iran.…

Competency-Based Curriculum Guide for Laser Technology. September 1980-June 1981.

ERIC Educational Resources Information Center

Fioroni, John J.

This document contains materials developed by a project to provide a competency-based curriculum guide for laser technology at the community college level. An abstract of the final report is included. Next, the 17 job competencies determined as necessary to meet the job description of laser technician are listed. A career ladder and qualifications…

DETERMINING COMPETENCIES FOR INITIAL EMPLOYMENT IN THE DAIRY FARM EQUIPMENT BUSINESS.

ERIC Educational Resources Information Center

GARDNER, HARRISON

DEVELOPED WITHIN A LARGER AND MORE INCLUSIVE FRAMEWORK, A METHOD OF IDENTIFYING COMPETENCIES AND INFORMATION ESSENTIAL TO OFF-FARM AGRICULTURE WORKERS WHO HAVE DIRECT CONTACT WITH FARMERS WAS DEMONSTRATED. UPON THE BASIS OF A REVIEW OF LITERATURE, A LIST OF 129 COMPETENCIES BELIEVED NECESSARY FOR THOSE EMPLOYED TO SELL, INSTALL, OR MAINTAIN BULK…

Hotel-Motel Occupations: Hotel-Motel Clerk. Front Office Manager. Competency-Based Education Curriculum.

ERIC Educational Resources Information Center

McKinney, L. S.

A teacher's guide and student curriculum are provided for a hotel-motel occupations competency-based education curriculum designed to facilitate the learning of skills for front office clerks and managers. The teacher's guide contains an explanation of the curriculum and suggested usage, a list of competencies by job title, evaluation aids,…

General Mechanical Repair. Minor Automotive Maintenance, Small Engine [Repair, and] Welding: Competency Test Package.

ERIC Educational Resources Information Center

Hamlin, Larry

This document contains the competency test package for three sections of a general mechanical repair course: minor automotive maintenance, small engine mechanics, and welding. Following a list of the common essential elements for trade and industrial education, competency tests for the three sections are provided. Each test includes unit name,…

Identifying What Student Affairs Professionals Value: A Mixed Methods Analysis of Professional Competencies Listed in Job Descriptions

ERIC Educational Resources Information Center

Hoffman, John L.; Bresciani, Marilee J.

2012-01-01

This mixed method study explored the professional competencies that administrators expect from entry-, mid-, and senior-level professionals as reflected in 1,759 job openings posted in 2008. Knowledge, skill, and dispositional competencies were identified during the qualitative phase of the study. Statistical analysis of the prevalence of…

The benefits of international rotations to resource-limited settings for U.S. surgery residents.

PubMed

Henry, Jaymie A; Groen, Reinou S; Price, Raymond R; Nwomeh, Benedict C; Kingham, T Peter; Hardy, Mark A; Kushner, Adam L

2013-04-01

U.S. surgery residents increasingly are interested in international experiences. Recently, the Residency Review Committee approved international surgery rotations for credit toward graduation. Despite this growing interest, few U.S. surgery residency programs offer formal international rotations. We aimed to present the benefits of international surgery rotations and how these rotations contribute to the attainment of the 6 Accreditation Council for Graduate Medical Education (ACGME) competencies. An e-mail-based survey was sent in November 2011 to the 188 members of Surgeons OverSeas, a group of surgeons, residents, fellows, and medical students with experience working in resource-limited settings. They were asked to list 5 benefits of international rotations for surgery residents. The frequency of benefits was qualitatively grouped into 4 major categories: educational, personal, benefits to the foreign institution/Global Surgery, and benefits to the home institution. The themes were correlated with the 6 ACGME competencies. The 58 respondents (31% response rate) provided a total of 295 responses. Fifty themes were identified. Top benefits included learning to optimally function with limited resources, exposure to a wide variety of operative pathology, exposure to a foreign culture, and forming relationships with local counterparts. All ACGME competencies were covered by the themes. International surgery rotations to locations in which resources are constrained, operative diseases vary, and patient diversity abound provide unique opportunities for surgery residents to attain the 6 ACGME competencies. General surgery residency programs should be encouraged to establish formal international rotations as part of surgery training to promote resident education and assist with necessary oversight. Copyright © 2013 Mosby, Inc. All rights reserved.

The effects and costs of the universal parent group program – all children in focus: a study protocol for a randomized wait-list controlled trial

PubMed Central

2013-01-01

Background In recent decades, parents have been involved in programs that aim to improve parenting style and reduce child behavior problems. Research of preventive parenting programs has shown that these interventions generally have a positive influence on both parents and children. However, to our knowledge there is a gap in the scientific literature when it comes to randomized controlled trials of brief, manual-based structured programs which address general parenting among the population, and focus on promoting health. A four-session universal health promotion parent group program named All Children in Focus was developed. It aims at promoting parental competence and children’s positive development with the parent–child relationship as the target. There is currently no randomized controlled trial existing of the program. Methods/Design A prospective multicenter randomized wait-list controlled trial is being conducted. Approximately 600 parents with children ranging in age from 3–12 years have been recruited in eleven municipalities and city districts in the County of Stockholm, Sweden. Parents are randomized at baseline to an intervention group, which receives the program directly, or to a waiting-list control group, which participates in the program six months later. Changes in parenting and child health and development are assessed with measures immediately post-intervention and six months after the baseline. Observations of a minor group of parents and children are conducted to explore possible relations between parental reports and observed behaviors, as well as changes in the interaction between parent and child. Further, data collected within the evaluation will also be applied to evaluate the possible cost-effectiveness of the program. Discussion This paper describes a study protocol of a randomized controlled trial. Except for the quantitative outcome measures to evaluate the effectiveness of All Children in Focus, this protocol also describes health economic and qualitative analyses to deepen the knowledge of the program. We further discuss some issues regarding the implementation of the program in municipalities and city districts. Trial registration Current Controlled Trials ISRCTN70202532 PMID:23890316

The effects and costs of the universal parent group program - all children in focus: a study protocol for a randomized wait-list controlled trial.

PubMed

Lindberg, Lene; Ulfsdotter, Malin; Jalling, Camilla; Skärstrand, Eva; Lalouni, Maria; Lönn Rhodin, Kajsa; Månsdotter, Anna; Enebrink, Pia

2013-07-29

In recent decades, parents have been involved in programs that aim to improve parenting style and reduce child behavior problems. Research of preventive parenting programs has shown that these interventions generally have a positive influence on both parents and children. However, to our knowledge there is a gap in the scientific literature when it comes to randomized controlled trials of brief, manual-based structured programs which address general parenting among the population, and focus on promoting health. A four-session universal health promotion parent group program named All Children in Focus was developed. It aims at promoting parental competence and children's positive development with the parent-child relationship as the target. There is currently no randomized controlled trial existing of the program. A prospective multicenter randomized wait-list controlled trial is being conducted. Approximately 600 parents with children ranging in age from 3-12 years have been recruited in eleven municipalities and city districts in the County of Stockholm, Sweden. Parents are randomized at baseline to an intervention group, which receives the program directly, or to a waiting-list control group, which participates in the program six months later. Changes in parenting and child health and development are assessed with measures immediately post-intervention and six months after the baseline. Observations of a minor group of parents and children are conducted to explore possible relations between parental reports and observed behaviors, as well as changes in the interaction between parent and child. Further, data collected within the evaluation will also be applied to evaluate the possible cost-effectiveness of the program. This paper describes a study protocol of a randomized controlled trial. Except for the quantitative outcome measures to evaluate the effectiveness of All Children in Focus, this protocol also describes health economic and qualitative analyses to deepen the knowledge of the program. We further discuss some issues regarding the implementation of the program in municipalities and city districts. Current Controlled Trials ISRCTN70202532.

Validated Competency Task Lists for Apparel and Accessories Marketing.

ERIC Educational Resources Information Center

Selke-Kern, Barbara E.

Developed by a project that validated task lists by a variety of teachers and apparel marketing business persons, this guide contains task lists for occupations in the field of apparel and accessories marketing. The guide is organized in three sections. Section 1 includes the following: (1) notes on using the information in the guide; (2) a…

Machine Tool Series. Duty Task List.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This task list is intended for use in planning and/or evaluating a competency-based course to prepare machine tool, drill press, grinding machine, lathe, mill, and/or power saw operators. The listing is divided into six sections, with each one outlining the tasks required to perform the duties that have been identified for the given occupation.…

Employment Opportunities and Training Needs in Agribusiness. Competencies for Cotton Production in the United States.

ERIC Educational Resources Information Center

Holcomb, John W.; And Others

The competencies necessary for entry and advancement in cotton production were determined by surveying people in the cotton production industry from nine of the ten leading cotton producing states. A preliminary listing of competencies was developed from a review of the literature and from a survey of specialized personnel in soil and crop…

Usefulness of a Competency-Based Reflective Portfolio for Student Learning on a Masters Health Promotion Programme

ERIC Educational Resources Information Center

McKenna, Verna; Connolly, Claire; Hodgins, Margaret

2011-01-01

Background: Efforts to identify core competencies within health promotion and health education have been on-going for a number of years. These efforts include work carried out by the International Union for Health Promotion and Education (IUHPE) in drawing up a draft list of 11 core competencies which were incorporated into the practice module on…

Carroll County Competency Based Teacher Certification Project. Librarian's Report.

ERIC Educational Resources Information Center

Coker, Homer; Coker, Joan G.

Reference materials, slides, cassettes, books, pamphlets, materials from other states, and articles used in the Carroll County, Georgia, Competency Based Teacher Certification Project, 1973-74, are listed. Brief annotations are included for both the reference materials and articles. (MJM)

Development of a Quality and Safety Competency Curriculum for Radiation Oncology Residency: An International Delphi Study.

PubMed

Adleman, Jenna; Gillan, Caitlin; Caissie, Amanda; Davis, Carol-Anne; Liszewski, Brian; McNiven, Andrea; Giuliani, Meredith

2017-06-01

To develop an entry-to-practice quality and safety competency profile for radiation oncology residency. A comprehensive list of potential quality and safety competency items was generated from public and professional resources and interprofessional focus groups. Redundant or out-of-scope items were eliminated through investigator consensus. Remaining items were subjected to an international 2-round modified Delphi process involving experts in radiation oncology, radiation therapy, and medical physics. During Round 1, each item was scored independently on a 9-point Likert scale indicating appropriateness for inclusion in the competency profile. Items indistinctly ranked for inclusion or exclusion were re-evaluated through web conference discussion and reranked in Round 2. An initial 1211 items were compiled from 32 international sources and distilled to 105 unique potential quality and safety competency items. Fifteen of the 50 invited experts participated in round 1: 10 radiation oncologists, 4 radiation therapists, and 1 medical physicist from 13 centers in 5 countries. Round 1 rankings resulted in 80 items included, 1 item excluded, and 24 items indeterminate. Two areas emerged more prominently within the latter group: change management and human factors. Web conference with 5 participants resulted in 9 of these 24 items edited for content or clarity. In Round 2, 12 participants rescored all indeterminate items resulting in 10 items ranked for inclusion. The final 90 enabling competency items were organized into thematic groups consisting of 18 key competencies under headings adapted from Deming's System of Profound Knowledge. This quality and safety competency profile may inform minimum training standards for radiation oncology residency programs. Copyright © 2017 Elsevier Inc. All rights reserved.

Development of a Quality and Safety Competency Curriculum for Radiation Oncology Residency: An International Delphi Study

DOE Office of Scientific and Technical Information (OSTI.GOV)

Adleman, Jenna; Gillan, Caitlin; Radiation Medicine Program, Princess Margaret Cancer Centre, Toronto, Ontario

Purpose: To develop an entry-to-practice quality and safety competency profile for radiation oncology residency. Methods and Materials: A comprehensive list of potential quality and safety competency items was generated from public and professional resources and interprofessional focus groups. Redundant or out-of-scope items were eliminated through investigator consensus. Remaining items were subjected to an international 2-round modified Delphi process involving experts in radiation oncology, radiation therapy, and medical physics. During Round 1, each item was scored independently on a 9-point Likert scale indicating appropriateness for inclusion in the competency profile. Items indistinctly ranked for inclusion or exclusion were re-evaluated through webmore » conference discussion and reranked in Round 2. Results: An initial 1211 items were compiled from 32 international sources and distilled to 105 unique potential quality and safety competency items. Fifteen of the 50 invited experts participated in round 1: 10 radiation oncologists, 4 radiation therapists, and 1 medical physicist from 13 centers in 5 countries. Round 1 rankings resulted in 80 items included, 1 item excluded, and 24 items indeterminate. Two areas emerged more prominently within the latter group: change management and human factors. Web conference with 5 participants resulted in 9 of these 24 items edited for content or clarity. In Round 2, 12 participants rescored all indeterminate items resulting in 10 items ranked for inclusion. The final 90 enabling competency items were organized into thematic groups consisting of 18 key competencies under headings adapted from Deming's System of Profound Knowledge. Conclusions: This quality and safety competency profile may inform minimum training standards for radiation oncology residency programs.« less

[Competence based medical education].

PubMed

Bernabó, Jorge G; Buraschi, Jorge; Olcese, Juan; Buraschi, María; Duro, Eduardo

2007-01-01

The strategy of curriculum planning in the majority of the Schools of Medicine has shifted, in the past years, from curriculum models based in contents to outcome oriented curricula. Coincidently the interest in defining and evaluating the clinical competences that a graduate must have has grown. In our country, and particularly in the Associated Hospitals belonging to the Unidad Regional de Enseñanza IV of the UBA School of Medicine, evidence has been gathered showing that the acquisition of clinical competences during the grade is in general insufficient. The foundations and characteristics of PREM (Programa de Requisitos Esenciales Mínimos) are described. PREM is a tool to promote the apprenticeship of abilities and necessary skills for the practice of medicine. The objective of the program is to promote the apprenticeship of a well defined list of core competences considered indispensable for a general practitioner. An outcome oriented curriculum with a clear definition of the expected knowledge, skills and attitudes of a graduate of the programme, the promotion of learning experiences centered in the practice and evaluation tools based in direct observation of the student's performance should contribute to close the gap between what the Medicine Schools traditionally teach and evaluate, and what the doctor needs to know and needs to do to perform correctly its profession.

Competencies for population-based clinical managers. A survey of managed care medical directors.

PubMed

Halbert, R J; Bokor, A; Castrence-Nazareno, R; Parkinson, M D; Lewis, C E

1998-07-01

The evolution of American health care into integrated systems of delivery and finance requires a specialized set of population-based skills for physicians. The field of preventive medicine represents one source of this expertise. Specific competencies for the emerging area of managerial medicine have not been well delineated. Using concept documents from the Residency Review Committee for Preventive Medicine and the American Board of Preventive Medicine, a list of proposed competencies for managerial medicine was identified. Surveys were mailed to medical directors of all members of the American Association of Health Plans and to a random sample of diplomates of the American Board of Preventive Medicine. Respondents were asked to rate the importance of these competencies for a population-oriented clinician manager. Areas rated highly by medical directors included health services research (including outcome research), quality assurance and improvement, health risk assessment and reduction, programmatic skills, and clinical preventive skills. Responses from preventive medicine specialists were similar, but placed lower emphasis on these skills. Despite its limited response rate, this survey may be useful in the implementation of specialty training in managerial medicine. Residency training programs may choose to emphasize specific content area that reflect the priorities expressed by physicians actively involved in management.

Computer-Integrated Manufacturing Technology. Tech Prep Competency Profile.

ERIC Educational Resources Information Center

Lakeland Tech Prep Consortium, Kirtland, OH.

This tech prep competency profile covers these occupations: manufacturing technician, computer-assisted design and drafting (CADD) technician, quality technician, and mechanical technician. Section 1 provides occupation definitions. Section 2 lists development committee members. Section 3 provides the leveling codes---abbreviations for grade level…

Use of Multi-Disciplinary Projects To Develop Competence.

ERIC Educational Resources Information Center

Trotman-Dickenson, Danusia

1992-01-01

Undergraduate technology and business students at the Polytechnic of Wales (United Kingdom) participated in multi-disciplinary team projects to experience real life business challenges and develop competences that employers expect in professionals. Lists characteristics of successful multi-disciplinary projects, discusses cost and industry…

Competencies for Articulation: Electronics.

ERIC Educational Resources Information Center

Southeast Community Coll., Lincoln, NE.

Designed to help articulate vocational education student progress from one level of training to another and to employment, this electronics education guide lists competencies for soldering; performing basic operations with test equipment; servicing basic logic circuits; servicing DC power supplies; servicing solid state amplifiers; and servicing…

The Seneca Babcock Business Plan: A Case Study in Using Service Learning to Meet the AICPA Core Competencies

ERIC Educational Resources Information Center

Tschopp, Daniel J.

2004-01-01

In this article, the author explains the trend toward service learning projects in higher education and justifies their use in the field of accounting. He describes a service learning project that was used to directly address the development of the competencies listed in the Core Competency Framework created by the American Institute of Certified…

[The debate on the development of advanced competences].

PubMed

Dimonte, Valerio; Palese, Alvisa; Chiari, Paolo; Laquintana, Dario; Tognoni, Gianni; Di Giulio, Paola

2016-01-01

. The debate on the development of advanced nursing competences. The dossier aims to describe and disentagle the present Italian and international debate on the development and recognition of advanced nursing competences. Following a general brief description of the legislative national background, the attention is first of all focused on the lack of clarity on the definition of advanced competence, which is further complicated by the issue of their formal, contractual and economic recognition. To explore these issues a list of contributions is presented and some proposals are formulated to favor a better oriented development of the debate: a. A convenience sample of 139 nurses were interviewed asking to describe problems occurred in the last month that could prompt the intervention of an expert nurse and to list the clinical, managerial and educational competences of a specialized nurse in their ward. The results document the quality and the dispersion of the definitions which are perceived and applied in the general settings of care. b. The issue the post basic courses (master, specialization) offered to nurses in 2015-2016 by Italian universities were described and their aims. While the contribution of the courses in increasing the theoretical knowledge is well defined, the aims and the description of the clinical training are badly developed and an acquisition of advanced competences would seem unlikely. c. The definition of advanced competences was explored in the international literature: while evidences are available on the impact of advanced nursing on patients' outcomes, what is advanced nursing is far from being clear, and an impressive list of roles, activities and functions are considered advanced. d. Although at national level there is no formal recognition for nurses with advanced competences (with the exception of the head nurse that holds mostly an organizational rather than clinical role), the opportunities for promoting the role of specialistic/advanced nurses were described. An interview to 20 nursing managers representing 23 Italian hospitals and districts shows the huge variability of what is recognized and considered specialistic/advanced competence. Competences in stoma care, venous catheters, pressure sores, do not necessarily cover the concept of advanced competence. e. Two further contributions explore how the challenge of what is ill-defined (or cannot be defined) can be transformed in a methodological opportunity and how the growth of an health profession may break the delicate balance of the boundaries between professions.

Fundamentals of Welding. Teacher Edition.

ERIC Educational Resources Information Center

Fortney, Clarence; And Others

These instructional materials assist teachers in improving instruction on the fundamentals of welding. The following introductory information is included: use of this publication; competency profile; instructional/task analysis; related academic and workplace skills list; tools, materials, and equipment list; and 27 references. Seven units of…

Orientation based on nursing diagnoses. Old concepts in today's practice.

PubMed

Anderson, L K; Vincent, N

1991-10-01

Although many operating room orientation programs contain content necessary to meet accrediting guidelines, very few tie the nursing process to the content. Our orientation is structured within a nursing framework (ie, Dr Gordon's "Eleven Functional Health Patterns") and emphasizes nursing diagnoses, theory, and clinical competencies. Although the new orientation program has been in effect for only two years, we feel the following list reflects the positive outcomes so far: decreased staff turnover (ie, one nurse out of 26 full-time equivalents in 18 months), increased success in recruiting nurses into the operating room (ie, multiple applicants as positions open), new nurses demonstrate comfort with basic perioperative nursing practice with-in six months, and nurses who did not complete new orientation program are requesting all or portions of the content. By using this plan, essential aspects of perioperative practice are consistent with hospital-wide nursing practice, practice standards for the operating room, and accrediting standards.

Comparison of risk factors and outcomes for pediatric patients listed for heart transplantation after bidirectional Glenn and after Fontan: an analysis from the Pediatric Heart Transplant Study.

PubMed

Kovach, Joshua R; Naftel, David C; Pearce, F Bennett; Tresler, Margaret A; Edens, R Erik; Shuhaiber, Jeffrey H; Blume, Elizabeth D; Fynn-Thompson, Francis; Kirklin, James K; Zangwill, Steven D

2012-02-01

Patients listed for transplant after the bidirectional Glenn (BDG) may have better outcomes than patients listed after Fontan. This study examined and compared outcomes after listing for BDG and Fontan patients. All patients listed for transplant after the BDG in the Pediatric Heart Transplant Study between January 1993 and December 2008 were evaluated. Comparisons were made with Fontan patients and with a matched cohort of congenital heart disease patients. Competing outcomes analysis and actuarial survival were evaluated for the study populations, including an examination of various risk factors. Competing outcomes analysis for BDG and Fontan patients after listing were similar. There was no difference in actuarial survival after listing or transplant among the 3 cohorts. Mechanical ventilation, United Network of Organ Sharing status, and age were risk factors for death after listing in BDG and Fontan patients, but ventilation at the time of transplant was significant only for the Fontan patients. Mortality was increased in Fontan patients listed < 6 months after surgery compared with patients listed > 6 months after surgery, but no difference was observed in BDG patients. There was a trend toward improved survival after listing for both populations across 3 eras of the study, but this did not reach statistical significance. Outcomes after listing for BDG and Fontan patients are similar. Mechanical ventilation at the time of transplant remains a significant risk factor for death in the Fontan population, as does listing for transplant soon after the Fontan, suggesting that some patients may benefit from transplant instead of Fontan completion. Copyright © 2012 International Society for Heart and Lung Transplantation. Published by Elsevier Inc. All rights reserved.

Listening Comprehension: A Cognitive Prerequisite for Communication.

ERIC Educational Resources Information Center

Fischer, Robert A.

Proponents of the cognitive approach to language teaching list linguistic competence as the primary instructional objective and attribute considerable importance to listening comprehension. For the student, linguistic competence would be knowledge of grammatical components of the language and its vocabulary. Understanding oral messages is an…

Agricultural/Industrial Mechanical Technician. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for agricultural/industrial mechanical technician occupations. The list contains units (with and without subunits),…

Graphic Communications. Occupational Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Occupational Competency Analysis Profile (OCAP), which is one of a series of OCAPs developed to identify the skills that Ohio employers deem necessary to entering a given occupation/occupational area, lists the occupational, academic, and employability skills required of individuals entering graphic communications occupations. The…

Effects of Technological Advances in Surgical Education on Quantitative Outcomes From Residency Programs.

PubMed

Dietl, Charles A; Russell, John C

2016-01-01

The purpose of this article is to review the literature on current technology for surgical education and to evaluate the effect of technological advances on the Accreditation Council of Graduate Medical Education (ACGME) Core Competencies, American Board of Surgery In-Training Examination (ABSITE) scores, and American Board of Surgery (ABS) certification. A literature search was obtained from MEDLINE via PubMed.gov, ScienceDirect.com, and Google Scholar on all peer-reviewed studies published since 2003 using the following search queries: technology for surgical education, simulation-based surgical training, simulation-based nontechnical skills (NTS) training, ACGME Core Competencies, ABSITE scores, and ABS pass rate. Our initial search list included the following: 648 on technology for surgical education, 413 on simulation-based surgical training, 51 on simulation-based NTS training, 78 on ABSITE scores, and 33 on ABS pass rate. Further, 42 articles on technological advances for surgical education met inclusion criteria based on their effect on ACGME Core Competencies, ABSITE scores, and ABS certification. Systematic review showed that 33 of 42 and 26 of 42 publications on technological advances for surgical education showed objective improvements regarding patient care and medical knowledge, respectively, whereas only 2 of 42 publications showed improved ABSITE scores, but none showed improved ABS pass rates. Improvements in the other ACGME core competencies were documented in 14 studies, 9 of which were on simulation-based NTS training. Most of the studies on technological advances for surgical education have shown a positive effect on patient care and medical knowledge. However, the effect of simulation-based surgical training and simulation-based NTS training on ABSITE scores and ABS certification has not been assessed. Studies on technological advances in surgical education and simulation-based NTS training showing quantitative evidence that surgery residency program objectives are achieved are still needed. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Leaders produce leaders and managers produce followers. A systematic review of the desired competencies and standard settings for physicians' leadership.

PubMed

Khoshhal, Khaid I; Guraya, Salman Y

2016-10-01

To elaborate the desired qualities, traits, and styles of physician's leadership with a deep insight into the recommended measures to inculcate leadership skills in physicians.   The databases of MEDLINE, EMBASE, CINAHL, and the Cochrane Library were searched for the full-text English-language articles published during the period 2000-2015. Further search, including manual search of grey literature, was conducted from the bibliographic list of all included articles. Medical Subject Headings (MeSH) keywords "Leadership" AND "Leadership traits" AND "Leadership styles" AND "Physicians' leadership" AND "Tomorrow's doctors" were used for the literature search. This search followed a step-wise approach defined by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). The retrieved bibliographic list was analyzed and non-relevant material such as abstracts, conference proceedings, letters to editor, and short communications were excluded. Finally, 21 articles were selected for this review.  The literature search showed a number of leadership courses and formal training programs that can transform doctors to physician leaders. Leaders can inculcate confidence by integrating diverse views and listening; supporting skillful conversations through dialogue and helping others assess their influence and expertise. In addition to their clinical competence, physician leaders need to acquire the industry knowledge (clinical processes, health-care trends, budget), problem-solving skills, and emotional intelligence.    This review emphasizes the need for embedding formal leadership courses in the medical curricula for fostering tomorrow doctors' leadership and organizational skills. The in-house and off-campus training programs and workshops should be arranged for grooming the potential candidates for effective leadership.

What skills should new internal medicine interns have in july? A national survey of internal medicine residency program directors.

PubMed

Angus, Steven; Vu, T Robert; Halvorsen, Andrew J; Aiyer, Meenakshy; McKown, Kevin; Chmielewski, Amy F; McDonald, Furman S

2014-03-01

The transition from medical student to intern may cause stress and burnout in new interns and the delivery of suboptimal patient care. Despite a formal set of subinternship curriculum guidelines, program directors have expressed concern regarding the skill set of new interns and the lack of standardization in that skill set among interns from different medical schools. To address these issues, the Accreditation Council for Graduate Medical Education's Next Accreditation System focuses on the development of a competency-based education continuum spanning undergraduate, graduate, and continuing medical education. In 2010, the Clerkship Directors in Internal Medicine subinternship task force, in collaboration with the Association of Program Directors in Internal Medicine survey committee, surveyed internal medicine residency program directors to determine which competencies or skills they expected from new medical school graduates. The authors summarized the results using categories of interest. In both an item rank list and free-text responses, program directors were nearly uniform in ranking the skills they deemed most important for new interns-organization and time management and prioritization skills; effective communication skills; basic clinical skills; and knowing when to ask for assistance. Stakeholders should use the results of this survey as they develop a milestone-based curriculum for the fourth year of medical school and for the internal medicine subinternship. By doing so, they should develop a standardized set of skills that meet program directors' expectations, reduce the stress of transitions across the educational continuum, and improve the quality of patient care.

Core competencies for scientific editors of biomedical journals: consensus statement.

PubMed

Moher, David; Galipeau, James; Alam, Sabina; Barbour, Virginia; Bartolomeos, Kidist; Baskin, Patricia; Bell-Syer, Sally; Cobey, Kelly D; Chan, Leighton; Clark, Jocalyn; Deeks, Jonathan; Flanagin, Annette; Garner, Paul; Glenny, Anne-Marie; Groves, Trish; Gurusamy, Kurinchi; Habibzadeh, Farrokh; Jewell-Thomas, Stefanie; Kelsall, Diane; Lapeña, José Florencio; MacLehose, Harriet; Marusic, Ana; McKenzie, Joanne E; Shah, Jay; Shamseer, Larissa; Straus, Sharon; Tugwell, Peter; Wager, Elizabeth; Winker, Margaret; Zhaori, Getu

2017-09-11

Scientific editors are responsible for deciding which articles to publish in their journals. However, we have not found documentation of their required knowledge, skills, and characteristics, or the existence of any formal core competencies for this role. We describe the development of a minimum set of core competencies for scientific editors of biomedical journals. The 14 key core competencies are divided into three major areas, and each competency has a list of associated elements or descriptions of more specific knowledge, skills, and characteristics that contribute to its fulfillment. We believe that these core competencies are a baseline of the knowledge, skills, and characteristics needed to perform competently the duties of a scientific editor at a biomedical journal.

LGBT-Competence in Social Work Education: The Relationship of School Contexts to Student Sexual Minority Competence.

PubMed

McCarty-Caplan, David

2018-01-01

This study examined the relationship between master of social work programs' (MSW) support of lesbian, gay, bisexual, and transgender people (LGBT-competence) and the sexual minority competence (LGB-competence) of social work students. Data were gathered from a sample of MSW program directors, faculty members, and students (N = 1385) within 34 MSW programs in the United States. A series of hierarchical linear models tested if a MSW program's LGBT-competence was associated with the LGB-competence of its students. Results showed a significant relationship between organizational LGBT-competence and individual LGB-competence within schools of social work, and that programs with greater LGBT-competence also had students who felt more competent to work with sexual minorities. These findings suggest schools of social work can take substantive action at an organizational level to improve the professional LGB-competence of future social workers. Implications for social work education are discussed.

Administrative/Office Technology. A Guide to Resources.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This guide, which was written for general marketing instructors in Ohio, lists nearly 450 resources for use in conjunction with the Administrative/Office Technology Occupational Competency Analysis Profile. The texts, workbooks, modules, software, videos, and learning activities packets listed are categorized by the following topics:…

Electricity Series. Duty Task List.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This task list is intended for use in planning and/or evaluating a competency-based course in electricity. The guide outlines the tasks entailed in 10 different duties typically required of employees in the following occupations: residential electrician apprentice, material handler/supply clerk, maintenance electrician apprentice,…

General Marketing. A Guide to Resources.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This guide, which was written for general marketing instructors in Ohio, lists more than 600 resources for use in conjunction with the General Marketing Occupational Competency Analysis Profile. The texts, workbooks, modules, software, videos, and learning activities packets listed are categorized by the following topics: human resource…

A review of competencies developed for disaster healthcare providers: limitations of current processes and applicability.

PubMed

Daily, Elaine; Padjen, Patricia; Birnbaum, Marvin

2010-01-01

In order to prepare the healthcare system and healthcare personnel to meet the health needs of populations affected by disasters, educational programs have been developed by numerous academic institutions, hospitals, professional organizations, governments, and non-government organizations. Lacking standards for best practices as a foundation, many organizations and institutions have developed "core competencies" that they consider essential knowledge and skills for disaster healthcare personnel. The Nursing Section of the World Association for Disaster and Emergency Medicine (WADEM) considered the possibility of endorsing an existing set of competencies that could be used to prepare nurses universally to participate in disaster health activities. This study was undertaken for the purpose of reviewing published disaster health competencies to determine commonalities and universal applicability for disaster preparedness. In 2007, a review of the electronic literature databases was conducted using the major keywords: disaster response competencies; disaster preparedness competencies; emergency response competencies; disaster planning competencies; emergency planning competencies; public health emergency preparedness competencies; disaster nursing competencies; and disaster nursing education competencies. A manual search of references and selected literature from public and private sources also was conducted. Inclusion criteria included: English language; competencies listed or specifically referred to; competencies relevant to disaster, mass-casualty incident (MCI), or public health emergency; and competencies relevant to healthcare. Eighty-six articles were identified; 20 articles failed to meet the initial inclusion criteria; 27 articles did not meet the additional criteria, leaving 39 articles for analysis. Twenty-eight articles described competencies targeted to a specific profession/discipline, while 10 articles described competencies targeted to a defined role or function during a disaster. Four of the articles described specific competencies according to skill level, rather than to a specific role or function. One article defined competencies according to specific roles as well as proficiency levels. Two articles categorized disaster nursing competencies according to the phases of the disaster management continuum. Fourteen articles described specified competencies as "core" competencies for various target groups, while one article described "cross-cutting" competencies applicable to all healthcare workers. Hundreds of competencies for disaster healthcare personnel have been developed and endorsed by governmental and professional organizations and societies. Imprecise and inconsistent terminology and structure are evident throughout the reviewed competency sets. Universal acceptance and application of these competencies are lacking and none have been validated. Further efforts must be directed to developing a framework and standardized terminology for the articulation of competency sets for disaster health professionals that can by accepted and adapted universally.

Expectations and outcome skills of a generalist health care administrator.

PubMed

Jones, V B; Taylor, L C

1990-01-01

The question of the degree of technical versus managerial competence to be found in future graduates from health administration programs is not easily resolved. In the HIMSS 1988 survey of CIOs the attributes needed for success are listed in descending rank order as follows: leadership ability, vision/imagination, knowledge of hospital systems, business acumen, decisiveness, and technical competence. CIOs ranked technical competence as less important than other attributes associated with general management success. The expectations for attitudes, knowledge, and skills presented in this article support the greater importance of management abilities relative to pure technical competence. However, it is vital that an appropriate level of technical knowledge and skill be maintained to enable future alumni of health administration programs to function effectively as administrators. Depending on their role in a health care organization, greater or lesser technical knowledge may be needed. Those pursuing a career path toward CIO must, of necessity, have greater technical knowledge and skill. We have discussed necessary and expected attitudes, knowledge, and skills that will be needed by the generalist health administration graduate in the future. It will be important to develop and maintain an attitude that MIS is a strategic tool, that health care technology is a corporate asset, and that information is power. Graduates must recognize the necessity of maintaining and enhancing their knowledge and skills through continuing education. The knowledge base of MIS education should focus on determining information needs to support strategic goals, understanding of general systems theory, principles of systems analysis, design, implementation and maintenance, awareness and exposure to standard application software, and an awareness of external sources of data.(ABSTRACT TRUNCATED AT 250 WORDS)

Precision Machining Technologies. Occupational Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Occupational Competency Analysis Profile (OCAP), which is one of a series of OCAPs developed to identify the skills that Ohio employers deem necessary to entering a given occupation/occupational area, lists the occupational, academic, and employability skills required of individuals entering the occupation of precision machinist. The…

Welding. Occupational Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Occupational Competency Analysis Profile (OCAP), which is one of a series of OCAPs developed to identify the skills that Ohio employers deem necessary to entering a given occupation/occupational area, lists the occupational, academic, and employability skills required of individuals entering the occupation of welder. The introduction explains…

Specific Job Competencies.

ERIC Educational Resources Information Center

Seattle Community Coll. District, Washington.

This document consists of 12 separate folders each listing a set of job competencies for a specific occupation or function area (e.g. television, wood construction) that is the subject of vocational and technical education courses at the middle and high school level in the Seattle (Washington) Public Schools Vocational/Technical Education…

Heating, Ventilation, Air-conditioning, and Refrigeration. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for heating, ventilation, air conditioning, and refrigeration occupations. The list contains units (with and without…

Clothing and Interiors, Production and Services. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for occupations in clothing, fashion merchandising, and interior design. The list contains units (with and without…

Food Production, Management and Services. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for food production, management, and service occupations. The list contains units (with and without subunits),…

Arizona Industrial Arts Manufacturing Technology. Teacher's Curriculum Guide.

ERIC Educational Resources Information Center

Miller, Milton; And Others

This curriculum guide is intended to assist junior and senior high school vocational instructors in presenting a course in manufacturing technology. The package contains a competency/skill and task list, an instructor's guide, and a bibliography. The following competencies are covered: the historical development of manufacturing (the…

[The internationalization of the nursing profession in Taiwan].

PubMed

Chuang, Hsiao-Ling; Wang, Cheng-Ching; Kuo, Pi-Chao

2011-06-01

Globalization, nursing manpower migration, and the multinational nature of the medical industry have increased the level of internationalization in Taiwan's nursing profession. In nursing practice, competencies for the general nursing list (Taiwan version) and ICNP (International Classification for Nursing Practice) have been clinically tested and revised. In academic nursing, significant effort is invested toward achieving the three general objectives of internationalized teaching, internationalized campuses, and international academic exchanges. We should further test and revise Taiwan's competencies for the general nursing list, and the ICNP should be continually tested and revised. Additionally, nursing personnel should strengthen foreign language competencies, appreciate different nursing practice cultures, participate in international exchange activities, and place increasing emphasis on international cooperation in research and nursing education accreditation. Such should further enhance and strengthen international cooperation, which should further encourage internationalization in the domestic nursing profession.

Public health financial management needs: report of a national survey.

PubMed

Costich, Julia F; Honoré, Peggy A; Scutchfield, F Douglas

2009-01-01

The work reported here builds on the identification of public health financial management practice competencies by a national expert panel. The next logical step was to provide a validity check for the competencies and identify priority areas for educational programming. We developed a survey for local public health finance officers based on the public health finance competencies and field tested it with a convenience sample of officials. We asked respondents to indicate the importance of each competency area and the need for training to improve performance; we also requested information regarding respondent education, jurisdiction size, and additional comments. Our local agency survey sample drew on the respondent list from the National Association of County and City Health Officials 2005 local health department survey, stratified by agency size and limited to jurisdiction populations of 25,000 to 1,000,000. Identifying appropriate respondents was a major challenge. The survey was fielded electronically, yielding 112 responses from 30 states. The areas identified as most important and needing most additional training were knowledge of budget activities, financial data interpretation and communication, and ability to assess and correct the organization's financial status. The majority of respondents had some postbaccalaureate education. Many provided additional comments and recommendations. Health department finance officers demonstrated a high level of general agreement regarding the importance of finance competencies in public health and the need for training. The findings point to a critical need for additional training opportunities that are accessible, cost-effective, and targeted to individual needs.

The educational impact of web-based and face-to-face patient deterioration simulation programs: An interventional trial.

PubMed

Chung, Catherine; Cooper, Simon J; Cant, Robyn P; Connell, Cliff; McKay, Angela; Kinsman, Leigh; Gazula, Swapnali; Boyle, Jayne; Cameron, Amanda; Cash, Penny; Evans, Lisa; Kim, Jeong-Ah; Masud, Rana; McInnes, Denise; Norman, Lisa; Penz, Erika; Rotter, Thomas; Tanti, Erin; Breakspear, Tom

2018-05-01

There are international concerns relating to the management of patient deterioration. The "failure to rescue" literature identifies that nursing staff miss cues of deterioration and often fail to call for assistance. Simulation-based educational approaches may improve nurses' recognition and management of patient deterioration. To investigate the educational impact of the First2Act web-based (WB) and face-to-face (F2F) simulation programs. A mixed methods interventional cohort trial with nursing staff from four Australian hospitals. Nursing staff working in four public and private hospital medical wards in the State of Victoria. In 2016, ward nursing staff (n = 74) from a public and private hospital completed three F2F laboratory-based team simulations with a patient actor in teams of three. 56 nursing staff from another public and private hospital individually completed a three-scenario WB simulation program (First2ActWeb) [A 91% participation rate]. Validated tools were used to measure knowledge (multi-choice questionnaire), competence (check-list of actions) and confidence (self-rated) before and after the intervention. Both WB and F2F participants' knowledge, competence and confidence increased significantly after training (p ≤0.001). Skill performance for the WB group increased significantly from 61% to 74% (p ≤ 0.05) and correlated significantly with post-test knowledge (p = 0.014). No change was seen in the F2F groups' performance scores. Course evaluations were positive with median ratings of 4/5 (WB) and 5/5 (F2F). The F2F program received significantly more positive evaluations than the WB program (p < 0.05), particularly with regard to quality of feedback. WB and F2F simulation are effective education strategies with both programs demonstrating positive learning outcomes. WB programs increase ease of access to training whilst F2F enable the development of tactile hands on skills and teamwork. A combined blended learning education strategy is recommended to enhance competence and patient safety. Copyright © 2018 Elsevier Ltd. All rights reserved.

Science and the rules governing anti-doping violations.

PubMed

Bowers, Larry D

2010-01-01

The fight against the use of performance-enhancing drugs in sports has been in effect for nearly 90 years. The formation of the World Anti-Doping Agency in 1999 was a major event because an independent agency was entrusted with harmonization of the antidoping program. In addition to sports governing bodies, governments have endorsed WADA and its programs by signing a United Nations Education, Science, and Cultural Organization Convention on Doping. The first step in the harmonization process was the development of the World Anti-Doping Program. This program consisted of five documents - the Code, the International Standard for Testing, the International Standard for Laboratories, the Prohibited List, and the International Standard for Therapeutic Use Exemptions - which unified the approach of the international federations and national antidoping agencies in applying antidoping rules. For laboratory testing, the International Standard for Laboratories establishes the performance expectations for and competence of laboratories recognized by WADA, including accreditation under ISO/IEC 17025. The antidoping rules are adjudicated by arbitration using the internationally recognized Court of Arbitration for Sport.

Identification of curriculum content for a renewable energy graduate degree program

NASA Astrophysics Data System (ADS)

Haughery, John R.

There currently exists a disconnect between renewable energy industry workforce needs and academic program proficiencies. This is evidenced by an absence of clear curriculum content on renewable energy graduate program websites. The purpose of this study was to identify a set of curriculum content for graduate degrees in renewable energy. At the conclusion, a clear list of 42 content items was identified and statistically ranked. The content items identified were based on a review of literature from government initiatives, professional society's body of knowledge, and related research studies. Leaders and experts in the field of renewable energy and sustainability were surveyed, using a five-point Likert-Scale model. This allowed each item's importance level to be analyzed and prioritized based on non-parametric statistical analysis methods. The study found seven competency items to be very important , 30 to be important, and five to be somewhat important. The results were also appropriate for use as a framework in developing or improving renewable energy graduate programs.

Navigation - Project CAPE Teaching Module.

ERIC Educational Resources Information Center

Caldwell, Nadine; May, Charlaron

Ten lessons are included in this interdisciplinary unit on navigation, designed to supplement fifth and sixth grade social studies and science curricula. Each lesson includes: (1) lesson concepts; (2) competency goals; (3) objectives; (4) materials; (5) list of key vocabulary words; (6) background information; (7) teacher preparation; (8) list of…

Electromechanical Technician.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document contains 25 units to consider for use in a tech prep competency profile for the occupation of electromechanical technician. All the units listed will not necessarily apply to every situation or tech prep consortium, nor will all the competencies within each unit be appropriate. Several units appear within each specific occupation and…

Tool & Die Technician.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document contains 23 units to consider for use in a tech prep competency profile for the occupation of tool and die technician. All the units listed will not necessarily apply to every situation or tech prep consortium, nor will all the competencies within each unit be appropriate. Several units appear within each specific occupation and…

CADD Technician.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document contains 22 units to consider for use in a tech prep competency profile for the occupation of CADD (computer-assisted drafting and design) technician. All the units listed will not necessarily apply to every situation or tech prep consortium, nor will all the competencies within each unit be appropriate. Several units appear within…

Electronics Technician.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document contains 27 units to consider for use in a tech prep competency profile for the occupation of electronics technician. All the units listed will not necessarily apply to every situation or tech prep consortium, nor will all the competencies within each unit be appropriate. Several units appear within each specific occupation and would…

Electronics Technology. Tech Prep Competency Profile.

ERIC Educational Resources Information Center

Lakeland Tech Prep Consortium, Kirtland, OH.

This tech prep competency profile covers the occupation of electronics technician. Section 1 provides the occupation definition. Section 2 lists development committee members. Section 3 provides the leveling codes--abbreviations for grade level, (by the end of grade 12, by the end of associate degree), academic codes (communications, math, or…

Plastics Technician.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document contains 16 units to consider for use in a tech prep competency profile for the occupation of plastics technician. All the units listed will not necessarily apply to every situation or tech prep consortium, nor will all the competencies within each unit be appropriate. Several units appear within each specific occupation and would…

Quality Control Technician.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document contains 18 units to consider for use in a tech prep competency profile for the occupation of quality control technician. All the units listed will not necessarily apply to every situation or tech prep consortium, nor will all the competencies within each unit be appropriate. Several units appear within each specific occupation and…

Electrical Maintenance Technician.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document contains 30 units to consider for use in a tech prep competency profile for the occupation of electrical maintenance technician. All the units listed will not necessarily apply to every situation or tech prep consortium, nor will all the competencies within each unit be appropriate. Several units appear within each specific…

Clinical Laboratory Helper.

ERIC Educational Resources Information Center

Szucs, Susan C.; And Others

This curriculum guide provides competencies and tasks for the position of clinical laboratory helper; it serves as both a career exploration experience and/or entry-level employment training. A list of 25 validated competencies and tasks covers careers from entry level to those that must be mastered to earn an associate degree in clinical…

People Capability Maturity Model (P-CMM) Version 2.0, Second Edition

DTIC Science & Technology

2009-07-01

competency may include a beginner , a novice, a journeyman, a senior practi- tioner, and a master or expert. 1. Competency information is aggregated at the...Textual listings of work activities • Flowcharts or other graphical depictions of work activities • Procedural descriptions of work activities 430

Manufacturing (Industrial) Technician.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document contains 35 units to consider for use in a tech prep competency profile for the occupation of manufacturing (industrial) technician. All the units listed will not necessarily apply to every situation or tech prep consortium, nor will all the competencies within each unit be appropriate. Several units appear within each specific…

Mechanical Technician.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document contains 33 units to consider for use in a tech prep competency profile for the occupation of mechanical technician. All the units listed will not necessarily apply to every situation or tech prep consortium, nor will all the competencies within each unit be appropriate. Several units appear within each specific occupation and would…

Culturally Competent Services: Bibliography of Materials from the NCEMCH Library.

ERIC Educational Resources Information Center

National Center for Education in Maternal and Child Health, Arlington, VA.

Culled from the National Center for Education in Maternal and Child Health reference collection, this list contains 186 materials which focus on assessing current services for cultural sensitivity, developing culturally competent services, or providing services in a multicultural health care context. Audiovisual items are included. Each listing…

Banking and Related Financial Services.

ERIC Educational Resources Information Center

Snyder, Les

This curriculum guide lists competencies for banking and related financial services occupations, validated by educators and experienced persons in the field in Arizona. The competencies describe the skills required of entry-level workers. The guide is in two parts with one focusing on teller or teller-like positions, and the other focusing on…

Residential and Light Commercial HVAC. Teacher Edition and Student Edition. Second Edition.

ERIC Educational Resources Information Center

Stephenson, David

This package contains teacher and student editions of a residential and light commercial heating, ventilation, and air conditioning (HVAC) course of study. The teacher edition contains information on the following: using the publication; national competencies; competency profile; related academic and workplace skills list; tools, equipment, and…

Business Communication Students' Appraisal of Selected Communication Competencies

ERIC Educational Resources Information Center

English, Donald E.; Manton, Edgar J.; Walker, Janet I.

2008-01-01

The purpose of this study was to determine business communication students' perception of selected business communication competencies. Students enrolled in business communication classes at Texas A&M University-Commerce from the summer of 2006 until the spring 2007 were survey. Students were asked to evaluate each of the listed 44…

Instrumentation Control Technician.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document contains 22 units to consider for use in a tech prep competency profile for the occupation of instrumentation control technician. All the units listed will not necessarily apply to every situation or tech prep consortium, nor will all the competencies within each unit be appropriate. Several units appear within each specific…

Transportation Systems. Curriculum Guide for Technology Education.

ERIC Educational Resources Information Center

Chastain, Gary K.

This curriculum guide for a 1-semester or 1-year course in transportation provides activities that show and explain many of the occupations, devices, and systems that are related to transportation on land, water, air, and space. The guide contains competencies (task lists), student competency records, and management sheets. Management sheets,…

13 CFR 125.5 - What is the Certificate of Competency Program?

Code of Federal Regulations, 2014 CFR

2014-01-01

... Competency Program? 125.5 Section 125.5 Business Credit and Assistance SMALL BUSINESS ADMINISTRATION GOVERNMENT CONTRACTING PROGRAMS § 125.5 What is the Certificate of Competency Program? (a) General. (1) The Certificate of Competency (COC) Program is authorized under section 8(b)(7) of the Small Business Act (15 U.S...

Demonstrable Competence: An Assessment Method for Competency Domains in Learning and Leadership Doctoral Program

ERIC Educational Resources Information Center

Rausch, David W.; Crawford, Elizabeth K.

2013-01-01

Through this paper, we describe how a doctoral program in Learning and Leadership combines the best of both worlds from theory based programs and applied programs. Participants work from their embedded professional practice underpinned with the theoretical constructs of the program's seven foundational competency domains. Competencies are…

Aircraft Mechanics Series. Duty Task List.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This task list is intended for use in planning and/or evaluating a competency-based course in aircraft mechanics. The guide outlines the tasks entailed in 24 different duties typically required of employees in the following occupations: airframe mechanic, power plant mechanic, aircraft mechanic, aircraft sheet metal worker, aircraft electrician,…

Responsible Beverage Service Course. Instructor Curriculum [and] Student Workbook.

ERIC Educational Resources Information Center

Moraine Park Technical Coll., Fond du Lac, WI.

This curriculum guide and student workbook provide materials for training for alcoholic beverage servers through a voluntary system that may fulfill local municipal ordinances. The instructor's curriculum guide presents a list of course goals, a list of competencies of the responsible beverage service course, a course format and suggested time…

Food Production, Management, and Services. Baking. Teacher Edition. Second Edition.

ERIC Educational Resources Information Center

Gibson, LeRoy

These instructional materials are intended for a course on food production, management, and services involved in baking. The following introductory information is included: use of this publication; competency profile; instructional/task analysis; related academic and workplace skills list; tools, materials, and equipment list; 13 references; and a…

Principles of Technology, Units 1-7. Curriculum Guide.

ERIC Educational Resources Information Center

Campbell, Robert, Comp.

This Idaho secondary education curriculum guide provides lists of tasks, performance objectives, and enabling objectives for instruction intended to impart entry-level employment skills in industrial technology. The first list is a general job competencies task profile, followed by a sheet on which teachers can evaluate students' general job…

Agribusiness Sales, Marketing, and Management. Instructor Guide [and] Student Reference.

ERIC Educational Resources Information Center

Schneiderheinze, Ronald; Wood, Christina

This curriculum guide incorporates the needed components to aid agriculture teachers in the implementation of the Vocational Instructional Management System in agribusiness sales, marketing, and management. The guide begins with a list of the competencies/objectives found in the nine units; list of references and materials; teaching calendar; and…

Cebuano Language Packet.

ERIC Educational Resources Information Center

Peace Corps, Manila (Philippines).

The materials in this packet were designed for the rapid Cebuano language training of Peace Corps volunteers, focusing on daily communication needs in this context. The packet contains: lists of common phrases, expressions, and vocabulary on a variety of topics related to Peace Corps work; a list of core competencies for specific topics…

Heating, Ventilation, and Air Conditioning Series. Duty Task List.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This task list is intended for use in planning and/or evaluating a competency-based course in heating, ventilation, and air conditioning. The guide outlines the tasks entailed in eight different duties typically required of employees in the following occupations: residential installer, domestic refrigeration technician, air conditioning and…

Small Gas Engine Repair.

ERIC Educational Resources Information Center

Connecticut State Dept. of Education, Hartford. Div. of Vocational-Technical Schools.

Instructional materials are provided for a small gas engine course. A list of objectives appears first, followed by a list of internal parts and skills/competencies related to those parts for engine work, ignition and electrical systems, fuel system, crankcase lubrication system, arc welding skills, and gas welding skills. Outlines are provided…

Education and Research in the SEENET-MTP Regional Framework for Higher Education in Physics

NASA Astrophysics Data System (ADS)

Constantinescu, R.; Djordjevic, G. S.

2010-01-01

Southeastern European countries undergo significant changes in the demand/supply ratio on the labour market and in the structure of professional competences that are necessary for undertaking a professional activity. In addition, brain-drain process and decrease of interest for a career in basic sciences put many challenges for our community. Consequently, based on the activity of the Southeastern European Network in Mathematical and Theoretical Physics (SEENET MTP Network) in connecting groups and persons working in mathematics and theoretical physics, we investigate specific qualifications recognized in these fields in all the countries from the region, and the related competences necessary for practising the respective occupations. A list of new possible occupations will be promoted for inclusion in the National Qualifications Register for Higher Education. Finally, we analyze the vision existing in this region on the higher education qualifications against the European vision and experience, in particular in training of Master students, PhD students, and senior teaching and research staff through the Network, i.e. multilateral and bilateral programs.

76 FR 50164 - Protocol Gas Verification Program and Minimum Competency Requirements for Air Emission Testing...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-12

...-AQ06 Protocol Gas Verification Program and Minimum Competency Requirements for Air Emission Testing... correct certain portions of the Protocol Gas Verification Program and Minimum Competency Requirements for... final rule that amends the Agency's Protocol Gas Verification Program (PGVP) and the minimum competency...

Informatics Competencies for Nursing and Healthcare Leaders

PubMed Central

Westra, Bonnie L.; Delaney, Connie W.

2008-01-01

Historically, educational preparation did not address informatics competencies; thus managers, administrators, or executives may not be prepared to use or lead change in the use of health information technologies. A number of resources for informatics competencies exist, however, a comprehensive list addressing the unique knowledge and skills required in the role of a manager or administrator was not found. The purpose of this study was to develop informatics competencies for nursing leaders. A synthesis of the literature and a Delphi approach using three rounds of surveys with an expert panel resulted in identification of informatics competencies for nursing leaders that address computer skills, informatics knowledge, and informatics skills. PMID:18998803

Spelling for the Office. Competency Test Package. Office Occupations. Instructor's Guide.

ERIC Educational Resources Information Center

Hines, Donna

This competency test package, one of a series of test packages for office occupations education, contains a list of performance objectives; a pool of objective questions matched with these performance objectives; a sample, 50-point objective test; and several performance test activities. The package also includes complete directions for the…

Basic Skills for Word Processing. Competency Test Package. Office Occupations. Instructor's Guide.

ERIC Educational Resources Information Center

Hines, Donna

This competency test package, one of a series of test packages for office occupations education, contains a list of performance objectives; a pool of objective questions matched with these performance objectives; a sample, 50-point objective test; and several performance test activities. The package also includes complete directions for the…

An Investigation of Anatomical Competence in Junior Medical Doctors

ERIC Educational Resources Information Center

Vorstenbosch, Marc A. T. M.; Kooloos, Jan G. M.; Bolhuis, Sanneke M.; Laan, Roland F. J. M.

2016-01-01

Because of a decrease of the time available for anatomy education, decisions need to be made to reduce the relevant content of the anatomy curriculum. Several expert consensus initiatives resulted in lists of structures, lacking analysis of anatomical competence. This study aims to explore the use of anatomical knowledge by medical doctors in an…

Business Economics: Task Analyses. Competency-Based Education.

ERIC Educational Resources Information Center

Henrico County Public Schools, Glen Allen, VA. Virginia Vocational Curriculum Center.

This task analyses guide is designed to be used in combination with the "Business Education Service Area Resource" in order to implement competency-based education in the Business Economics course in Virginia. The task analyses guide contains the task inventory, suggested task sequence list, and content outline for the specific course in business…

Developing a Framework of Facilitator Competencies: Lessons from the Field

ERIC Educational Resources Information Center

Kolb, Judith A.; Jin, Sungmi; Song, Ji Hoon

2008-01-01

People in organizations are increasingly called upon to serve as small group facilitators or to assist in this role. This article uses data collected from practicing facilitators at three points of time and a building block process of collection, analysis, further collection, and consolidation to develop and refine a list of competencies. A…

Consumer's Choice: An Interdisciplinary Approach to Consumer Education. Developed for Grades K-4.

ERIC Educational Resources Information Center

Allegheny Intermediate Unit, Pittsburgh, PA.

This manual suggests teaching strategies for integrating consumer education into art, language arts, mathematics, science/health, and social studies in grades K-4. The guide lists consumer education competencies, interdisciplinary structures for consumer education, and provides a chart which relates competencies to page numbers in the guide.…

Receivers and Transmitters. Electronics Module 6. Instructor's Guide.

ERIC Educational Resources Information Center

Everett, Jim

This module is the sixth of 10 modules in the competency-based electronics series. Introductory materials include a listing of competencies addressed in the module and a cross-reference table of instructional materials. Two instructional units cover: (1) AM/FM transmitter and receiver basics; and (2) satellite systems, antennas, and analyzers.…

COMPETENCIES IN AGRICULTURE NEEDED BY MALES EMPLOYED IN WHOLESALE FARM MACHINERY DISTRIBUTION.

ERIC Educational Resources Information Center

MAXWELL, ROBERT HAWORTH

LISTS OF 39 AGRICULTURAL AND 37 NONAGRICULTURAL COMPETENCIES, ABILITIES, AND UNDERSTANDINGS NEEDED BY MALES EMPLOYED IN WHOLESALE FARM MACHINERY DISTRIBUTION WERE DEVELOPED BY 18 SELECTED EMPLOYEES OF WHOLESALE FARM MACHINERY FIRMS AND SENT IN QUESTIONNAIRE FORM TO 180 EMPLOYEES OF WHOLESALE FARM MACHINERY FIRMS THAT WERE COOPERATING MEMBERS OF…

Automotive Technician. A Competency-Based Curriculum Designed To Prepare Students for Entry-Level Employment.

ERIC Educational Resources Information Center

Vocational Curriculum Resource Center of Maine, Fairfield.

This curriculum guide is designed to assist instructors in the development and implementation of a comprehensive, competency-based automotive curriculum. It contains an instructional unit for each task listed on the enclosed job analysis or DACUM (Developing a Curriculum) chart. These units include introduction, performance objectives, suggested…

Capacity Levels of Academic Staff in a Malaysian Public University: Students' Perspective

ERIC Educational Resources Information Center

Tajuddin, Muhammad Jawad; Ghani, Muhammad Faizal A.; Siraj, Saedah; Saifuldin, Mohd Helmi Firdaus; Kenayatulla, Husaina Banu; Elham, Faisol

2013-01-01

This research aims to develop a competency model for staff of higher education institutions in Malaysia. The model involves the listing of the main features and implementation strategy for the development of academic competence. Specifically, this research aims to achieve the following research objectives: a) to identify if there is any…

Machine Shop. Instructor Key. Supplementary Units.

ERIC Educational Resources Information Center

Walden, Charles; Cole, Phyllis

These supplementary units are designed to help students with special needs learn and apply machine shop skills. Nine competencies that are difficult for special needs students to grasp or that would help them get a future job in the field were chosen from the regular machine shop curriculum. Specific objectives for these competencies are listed at…

Hospital Nurse Aide. Revised.

ERIC Educational Resources Information Center

Iowa Univ., Iowa City. Coll. of Education.

This report presents results of a project to revise the current 120-hour advanced nurse aide course to include all recommended minimum competencies. A three-page description of project objectives, activities, and outcomes is followed by a list of the competencies for the 75-hour nurse aide course for long-term care and for the 120-hour advanced…

Preparing Students for Computer Aided Drafting (CAD). A Conceptual Approach.

ERIC Educational Resources Information Center

Putnam, A. R.; Duelm, Brian

This presentation outlines guidelines for developing and implementing an introductory course in computer-aided drafting (CAD) that is geared toward secondary-level students. The first section of the paper, which deals with content identification and selection, includes lists of mechanical drawing and CAD competencies and a list of rationales for…

Gas Metal Arc Welding and Flux-Cored Arc Welding. Teacher Edition. Second Edition.

ERIC Educational Resources Information Center

Fortney, Clarence; Gregory, Mike

These instructional materials are designed to improve instruction in Gas Metal Arc Welding (GMAW) and Flux-Cored Arc Welding (FCAW). The following introductory information is included: use of this publication; competency profile; instructional/task analysis; related academic and workplace skills list; tools, materials, and equipment list; and…

An Introduction to Greenhouse Production.

ERIC Educational Resources Information Center

McMahon, Robert W.

This student manual provides a basic text for those preparing for greenhouse and floriculture work. At the beginning of each chapter, competencies are listed, along with related math and science concepts, and a list of "terms to know"; figures, tables, and photographs may be included. At the end of each chapter, a self-check can be made…

Brick and Stone Masonry Series. Duty Task List.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This task list is intended for use in planning and/or evaluating a competency-based course in brick and stone masonry. The tasks required for 15 different duties performed by bricklayers and 13 different duties typically performed by rocklayers are outlined. The following bricklaying duties are covered: estimating materials for and laying out a…

Derivation of Performance Statements for the Automotive Mechanics Basic Trade Course: Research Documentation.

ERIC Educational Resources Information Center

Fox, A. P.; Kuhl, D. H.

A project was conducted to derive a comprehensive list of the performances of a competence mechanic to satisfy the planning needs of automotive engineering lecturers, curriculum committees, researchers, course designers, and staff developers. A list of 127 tasks together with information about their relative importance and the frequency with which…

Beef Production Unit for Agricultural Science I Core Curriculum. Instructor's Guide. AGDEX 420/10.

ERIC Educational Resources Information Center

Stewart, Bob R.; And Others

This instructor's guide for a beef production unit contains five lessons that are designed to be taught in the Agricultural Science I core curriculum. Introductory materials include lists of performance objectives and competencies for the complete unit, suggestions for motivational technique/interest approach and evaluation, lists of references…

Sheep Production Unit for Agricultural Science I Core Curriculum. Instructor's Guide. AGDEX 430/10.

ERIC Educational Resources Information Center

Brzozowski, Richard J.; Stewart, Bob R.

This instructor's guide for a sheep production unit contains six lessons that are designed to be taught in the Agricultural Science I core curriculum. Introductory materials include lists of performance objectives and competencies for the complete unit, suggestions for motivational technique/interest approach and evaluation, lists of references…

Medical Secretary and Medical Office Assistant Curriculum Guide.

ERIC Educational Resources Information Center

Michigan State Univ., East Lansing. Coll. of Agriculture and Natural Resources Education Inst.

This curriculum guide consists of materials for use in teaching a competency-based course to prepare students for employment as medical secretaries or medical office assistants. The first part of the guide contains introductory information, including a description of the development of the guide, an equipment list, a list of criteria for…

Competency-based tool for evaluation of community-based training in undergraduate medical education in India - a Delphi approach.

PubMed

Shewade, Hemant Deepak; Jeyashree, Kathiresan; Kalaiselvi, Selvaraj; Palanivel, Chinnakali; Panigrahi, Krishna Chandra

2017-01-01

A community-based training (CBT) program, where teaching and training are carried out in the community outside of the teaching hospital, is a vital part of undergraduate medical education. Worldwide, there is a shift to competency-based training, and CBT is no exception. We attempted to develop a tool that uses a competency-based approach for assessment of CBT. Based on a review on competencies, we prepared a preliminary list of major domains with items under each domain. We used the Delphi technique to arrive at a consensus on this assessment tool. The Delphi panel consisted of eight purposively selected experts from the field of community medicine. The panel rated each item for its relevance, sensitivity, specificity, and understandability on a scale of 0-4. Median ratings were calculated at the end of each round and shared with the panel. Consensus was predefined as when 70% of the experts gave a rating of 3 or above for an item under relevance, sensitivity, and specificity. If an item failed to achieve consensus after being rated in 2 consecutive rounds, it was excluded. Anonymity of responses was maintained. The panel arrived at a consensus at the end of 3 rounds. The final version of the self-assessment tool consisted of 7 domains and 74 items. The domains (number of items) were Public health - epidemiology and research methodology (13), Public health - biostatistics (6), Public health administration at primary health center level (17), Family medicine (24), Cultural competencies (3), Community development and advocacy (2), and Generic competence (9). Each item was given a maximum score of 5 and minimum score of 1. This is the first study worldwide to develop a tool for competency-based evaluation of CBT in undergraduate medical education. The competencies identified in the 74-item questionnaire may provide the base for development of authentic curricula for CBT.

A review of general cosmetic surgery training in fellowship programs offered by the American Academy of Cosmetic Surgery.

PubMed

Handler, Ethan; Tavassoli, Javad; Dhaliwal, Hardeep; Murray, Matthew; Haiavy, Jacob

2015-04-01

We sought, first, to evaluate the operative experience of surgeons who have completed postresidency fellowships offered by the American Academy of Cosmetic Surgery (AACS), and second, to compare this cosmetic surgery training to other surgical residency and fellowship programs in the United States. Finally, we suggest how new and existing oral and maxillofacial surgeons can use these programs. We reviewed the completed case logs from AACS-accredited fellowships. The logs were data mined for 7 of the most common cosmetic operations, including the median total number of operations. We then compared the cosmetic case requirements from the different residencies and fellowships. Thirty-nine case logs were reviewed from the 1-year general cosmetic surgery fellowships offered by the AACS from 2007 to 2012. The fellows completed a median of 687 total procedures. The median number of the most common cosmetic procedures performed was 14 rhinoplasties, 31 blepharoplasties, 21 facelifts, 24 abdominoplasties, 28 breast mastopexies, 103 breast augmentations, and 189 liposuctions. The data obtained were compared with the minimum cosmetic surgical requirements in residency and fellowship programs. The minimum residency requirements were as follows: no minimum listed for plastic surgery, 35 for otolaryngology, 20 for oral and maxillofacial surgery, 28 for ophthalmology, 0 for obstetrics and gynecology, and 20 for dermatology. The minimum fellowship requirements were as follows: 300 for the AACS cosmetic surgery fellowship, no minimum listed for facial plastic surgery and reconstruction, no minimum listed for aesthetic surgery, 133 for oculoplastic and reconstructive surgery, and 0 for Mohs dermatology. Dedicating one's practice exclusively to cosmetic surgery requires additional postresidency training owing to the breadth of the field. The AACS created comprehensive fellowship programs to fill an essential part in the continuum of cosmetic surgeons' education, training, and experience. This builds on the foundation of their primary board residency program. The AACS fellowships are a valuable option for additional training for qualified surgeons seeking proficiency and competency in cosmetic surgery. Copyright © 2015 American Association of Oral and Maxillofacial Surgeons. Published by Elsevier Inc. All rights reserved.

Internal medicine rounding practices and the Accreditation Council for Graduate Medical Education core competencies.

PubMed

Shoeb, Marwa; Khanna, Raman; Fang, Margaret; Sharpe, Brad; Finn, Kathleen; Ranji, Sumant; Monash, Brad

2014-04-01

The Accreditation Council for Graduate Medical Education (ACGME) has established the requirement for residency programs to assess trainees' competencies in 6 core domains (patient care, medical knowledge, practice-based learning, interpersonal skills, professionalism, and systems-based practice). As attending rounds serve as a primary means for educating trainees at academic medical centers, our study aimed to identify current rounding practices and attending physician perceived capacity of different rounding models to promote teaching within the ACGME core competencies. We disseminated a 24-question survey electronically using educational and hospital medicine leadership mailing lists. We assessed attending physician demographics and the frequency with which they used various rounding models, as defined by the location of the discussion of the patient and care plan: bedside rounds (BR), hallway rounds (HR), and card-flipping rounds (CFR). Using the ACGME framework, we assessed the perceived educational value of each model. We received 153 completed surveys from attending physicians representing 34 institutions. HR was used most frequently for both new and established patients (61% and 43%), followed by CFR for established patients (36%) and BR for new patients (22%). Most attending physicians indicated that BR and HR were superior to CFR in promoting the following ACGME competencies: patient care, systems-based practice, professionalism, and interpersonal skills. HR is the most commonly employed rounding model. BR and HR are perceived to be valuable for teaching patient care, systems-based practice, professionalism, and interpersonal skills. CFR remains prevalent despite its perceived inferiority in promoting teaching across most of the ACGME core competencies. © 2014 Society of Hospital Medicine.

Greenhouse Facility Management Experts Identification of Competencies and Teaching Methods to Support Secondary Agricultural Education Instructors: A Modified Delphi Study

ERIC Educational Resources Information Center

Franklin, Edward A.

2011-01-01

In this study the Delphi technique has been used to develop a list of educational competencies for preparing secondary agricultural education instructors to effectively manage their school greenhouse facilities. The use of specialized facilities in agricultural education requires appropriate preparation of agricultural education teachers. The…

General Shop Competencies in Vocational Agriculture for 9th and 10th Grade Classes.

ERIC Educational Resources Information Center

Novotny, Ronald; And Others

The document presents unit plans which offer list of experiences and competencies to be learned for general shop occupations in vocational agriculture. The units include: (1) arc welding, (2) oxy-acetylene welding, (3) flat concrete, (4) concrete block, (5) lumber patterns and wood building materials, (6) metal fasteners, (7) wood adhesives, (8)…

Cultural Competence for Evaluators: A Guide for Alcohol and Other Drug Abuse Prevention Practitioners Working with Ethnic/Racial Communities. OSAP Cultural Competence Series 1.

ERIC Educational Resources Information Center

Orlandi, Mario A., Ed.; And Others

As an introduction to a series on the array of issues in the implementation and evaluation of substance abuse prevention programs, this volume attempts to integrate two types of competence for alcohol and other drug abuse prevention program practitioners: program evaluation competence and cultural competence. The chapters in this document provide…

Auto Technician: An Instructional Guide for Teachers.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This guide is designed to help teachers in automotive technician programs for grades 11 and 12 teach the critical competencies of the program. The critical competencies covered are the Priority 1 competencies in Ohio Occupational Competency Assessment Profile (OCAP) for Automotive Technician. Teacher materials include program/instructor resources,…

Relationships between high-stakes clinical skills exam scores and program director global competency ratings of first-year pediatric residents

PubMed Central

Langenau, Erik E.; Pugliano, Gina; Roberts, William L.

2011-01-01

Background Responding to mandates from the Accreditation Council for Graduate Medical Education (ACGME) and American Osteopathic Association (AOA), residency programs have developed competency-based assessment tools. One such tool is the American College of Osteopathic Pediatricians (ACOP) program directors’ annual report. High-stakes clinical skills licensing examinations, such as the Comprehensive Osteopathic Medical Licensing Examination Level 2-Performance Evaluation (COMLEX-USA Level 2-PE), also assess competency in several clinical domains. Objective The purpose of this study is to investigate the relationships between program director competency ratings of first-year osteopathic residents in pediatrics and COMLEX-USA Level 2-PE scores from 2005 to 2009. Methods The sample included all 94 pediatric first-year residents who took COMLEX-USA Level 2-PE and whose training was reviewed by the ACOP for approval of training between 2005 and 2009. Program director competency ratings and COMLEX-USA Level 2-PE scores (domain and component) were merged and analyzed for relationships. Results Biomedical/biomechanical domain scores were positively correlated with overall program director competency ratings. Humanistic domain scores were not significantly correlated with overall program director competency ratings, but did show moderate correlation with ratings for interpersonal and communication skills. The six ACGME or seven AOA competencies assessed empirically by the ACOP program directors’ annual report could not be recovered by principal component analysis; instead, three factors were identified, accounting for 86% of the variance between competency ratings. Discussion A few significant correlations were noted between COMLEX-USA Level 2-PE scores and program director competency ratings. Exploring relationships between different clinical skills assessments is inherently difficult because of the heterogeneity of tools used and overlap of constructs within the AOA and ACGME core competencies. PMID:21927550

Training to Work with the Disadvantaged Rural, Tribal and Urban Slum Child.

ERIC Educational Resources Information Center

D'Silva, Loretta; And Others

1984-01-01

Describes a comprehensive list of skills, personal qualities, and competencies considered essential for a child-care worker in India. This list was created by interviewing 30 training instructors from 10 agencies. It was found that these skills could be developed in the field worker through field-based, on-the-job training. (Author/CB)

Curso: Procesamiento de Informacion. Prontuario. Revisado (Information Processing Course Handbook. Revised).

ERIC Educational Resources Information Center

Puerto Rico State Dept. of Education, Hato Rey. Area for Vocational and Technical Education.

This handbook is intended for use in teaching the concepts and applications of information processing to secondary and technical institute students preparing to be secretaries, typists, and office clerks. The guide begins with a list of the competencies to be developed, followed by lists of the terminal and enabling objectives for the two phases…

A structural equation model on the attributes of a skills enhancement program affecting clinical competence of pre-graduate nursing students.

PubMed

Rebueno, Ma Carina D R; Tiongco, Dyan Dee D; Macindo, John Rey B

2017-02-01

Clinical competence remains an issue in nursing and has received greater emphasis than academic competence. Although skill enhancement programs are recommended and beneficial, there is limited evidence on its influence on the clinical competence of pre-graduate nursing students. This study explored the attributes of a skills enhancement program that affect the perceived clinical competence of pre-graduate nursing students. A cross-sectional study was conducted in a private higher education institution in the Philippines from April to May 2016. A total of 245 pre-graduate nursing students participated and completed a three-part survey composed of the respondent's robotfoto, the Skills Enhancement Program Questionnaire, and the Clinical Competence Questionnaire. Factor analysis explicated the attributes of the skills enhancement program while structural equation modeling and path analysis analyzed the variables' relationship. Findings showed that a skills enhancement program has 4 attributes: supportive clinical instructor, comprehensive orientation, formative goals and objectives, and conducive learning environment. Although all attributes of the program positively affected clinical competence, a supportive clinical instructor had the strongest influence on all clinical competency dimensions. A skills enhancement program that has a supportive clinical instructor, comprehensive orientation, formative goals and objectives, and conducive learning environment facilitates clinical competency development among pre-graduate nursing students. This knowledge provides momentum for nursing educators to review and refine their skills and the existing design of their skills enhancement program to further develop clinical competency among pre-graduate nursing students. Copyright © 2016 Elsevier Ltd. All rights reserved.

Advanced competencies mapping of critical care nursing: a qualitative research in two Intensive Care Units.

PubMed

Alfieri, Emanuela; Mori, Marina; Barbui, Valentina; Sarli, Leopoldo

2017-07-18

Nowadays, in Italy, the nursing profession has suffered important changes in response to the needs of citizens' health and to improve the quality of the health service in the country.  At the basis of this development there is an increase of the nurses' knowledge, competencies and responsibilities. Currently, the presence of nurses who have followed post-basic training paths, and the subsequent acquisition of advanced clinical knowledge and specializations, has made it essential for the presence of competencies mappings for each specialty, also to differentiate them from general care nurses. The objective is to get a mapping of nurse's individual competencies working in critical care, to analyze the context of the Parma Hospital and comparing it with the Lebanon Heart Hospital in Lebanon. The survey has been done through a series of interviews involving some of the hospital staff, in order to collect opinions about the ICU nurses' competencies. What emerged from the data allowed us to get a list of important abilities, competencies, character traits and  intensive care nurse activities. Italians and Lebanese nurses appear to be prepared from a technical point of view, with a desire for improvement through specializations, masters and enabling courses in advanced health maneuvers. By respondents nurses can seize a strong desire for professional improvement. At the end of our research we were able to draw a list of different individual competencies, behavioral and moral characteristics. The nurse figure has a high potential and large professional improvement prospects, if more taken into account by the health system.

Competencies for 2020: Revalidation of the Curricular Competencies of the Emory University Doctor of Physical Therapy Program

ERIC Educational Resources Information Center

Bridges, Patricia H.; Carter, Vincent M.; Phillips, Tami; Chong, Hyun; Conwell, Ryan; Hensley, Brittany; Kimbrell, Alyson; Sigle, Mallory

2013-01-01

Background: Transformation in the healthcare environment prompted Emory University's Doctor of Physical Therapy Program (DPT) to revalidate its competency-based education program. The goal was to revalidate the essentialness of its curricular competencies: Provision of Patient Care, Interpersonal Relationships, Teaching and Learning, Research,…

Competency assessment in laboratory medicine: Standardization and utility for technical staff assessment and recertification in Saudi Arabia.

PubMed

Nemenqani, Dalal M; Tekian, Ara; Park, Yoon Soo

2017-04-01

The assessment of technical staff members' competency has been a challenge for laboratory workers, to ensure patient safety and high quality services. The aim of this study was to (1) investigate awareness on best ways to assess lab competencies; (2) identify existing institutional methods of competency assessment and how staff perceptions; and (3) gather opinions of respondents about a proposed program for competency assessment in laboratory medicine. A cross-sectional survey was conducted, followed by an interview and discussion with laboratory stakeholders about a proposed competency assessment program that included all the six procedural elements of laboratory personnel competency assessment. An online questionnaire was sent via email to different hospitals in Saudi Arabia through survey monkey. A proposed competency assessment program was circulated via email to laboratory stakeholders who agreed to be enrolled in structured interviews. A total of 47 out of the 168 (25.3%) laboratory workers responded to the emailed survey administered via survey monkey. Among the survey respondents, 16 out of the 47 (34%) participated in the structured interview and the discussion and formed the community of practice group that provided insight and opinion about the proposed competency program. Among stakeholders, 87.2% practiced in accredited laboratories. Over half (52%) of respondents positively rated the proposed program. Results of interviews and discussions revealed suggestions about continuous ongoing assessment, such as the inclusion of laboratory quality management and safety as separate items to be unified for all sections. The proposed competency assessment program overcomes challenges noted in competency assessment and has been positively received by stakeholders. This program will be validated by a group of experts then implemented as part of a core curriculum for laboratory staff, in their assessment, certification, recertification, registration, evaluation and licensure in sample laboratories in Saudi Arabia. The program will be monitored and evaluated during and after implementation for processes and outcomes. Conclusions will be utilized for national competency program. This study represents an important step towards the implementation of a standardized laboratory competence assessment program at a national level.

25 CFR 1000.132 - How will the Secretary consult with Tribes/Consortia in developing the list of available programs?

Code of Federal Regulations, 2011 CFR

2011-04-01

... developing the list of available programs? 1000.132 Section 1000.132 Indians OFFICE OF THE ASSISTANT... in developing the list of available programs? (a) On, or as near as possible to, October 1 of each... year's list of available programs in accordance with section 405(c)(4) of the Act. The list must...

25 CFR 1000.132 - How will the Secretary consult with Tribes/Consortia in developing the list of available programs?

Code of Federal Regulations, 2010 CFR

2010-04-01

... developing the list of available programs? 1000.132 Section 1000.132 Indians OFFICE OF THE ASSISTANT... in developing the list of available programs? (a) On, or as near as possible to, October 1 of each... year's list of available programs in accordance with section 405(c)(4) of the Act. The list must...

Evaluating the Competency Mismatch between Master of Engineering Graduates and Industry Needs in China

ERIC Educational Resources Information Center

Peng, Lijun; Zhang, Shulin; Gu, Jibao

2016-01-01

This study investigates the mismatch between the educational attainment of a graduate with a Master of Engineering (MEng) degree and the industry needs in China. A competency list for MEng graduates from the perspective of industry needs was constructed. And a survey was conducted among MEng graduate students, alumni, and employers to assess the…

A Study of Entry-Level Employment Technological Competencies for the Junior College Graduates Majoring in Electronic Engineering.

ERIC Educational Resources Information Center

Chen, Woei-Kae; Chang, Liang-Te

A study examined the technological competencies of the electronic engineering departments of junior colleges in Taiwan. It used a combination of two methods--a revised DACUM (Developing a Curriculum) process and a revised V-TECS (Vocational-Technical Education Consortium of States) process--to analyze the duty/task profile and task/element list of…

Competency-Based Course Outlines for Business and Office Education. Accounting, Business Data Processing, Clerical Accounting, and Recordkeeping Occupations. Revised.

ERIC Educational Resources Information Center

Henrico County Public Schools, Glen Allen, VA. Virginia Vocational Curriculum Center.

The course outlines contained in this book were developed to assist business educators with the implementation of competency-based instruction in Virginia. The outlines are for courses in accounting, business data processing, clerical accounting, and recordkeeping occupations. Each outline is composed of a course description; a listing of skill…

Horticulture I--Course No. 6841. Horticulture II--Course No. 6842. Agricultural Education Curriculum Guide.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh. Div. of Vocational Education.

This curriculum guide is designed to help horticulture teachers in North Carolina high schools plan and deliver instruction. The guide contains a list of the 39 competencies included in Horticulture I and the 44 competencies included in Horticulture II. It also contains five units of instruction for Horticulture I and eight units for Horticulture…

A Successful Bootstrap Program for Infusion of Computer Competencies into a School of Education Curriculum.

ERIC Educational Resources Information Center

Van Dusseldorp, Ralph

1984-01-01

Describes the successful, low-cost program for infusion of computer competencies into the curriculum of the School of Education at the University of Alaska, Anchorage, where all students are required to become computer competent prior to graduation. Computer competency goals for students in school's certification programs are outlined. (MBR)

Cultural Competency Training Requirements in Graduate Medical Education

PubMed Central

Ambrose, Adrian Jacques H.; Lin, Susan Y.; Chun, Maria B. J.

2013-01-01

Background Cultural competency is an important skill that prepares physicians to care for patients from diverse backgrounds. Objective We reviewed Accreditation Council for Graduate Medical Education (ACGME) program requirements and relevant documents from the ACGME website to evaluate competency requirements across specialties. Methods The program requirements for each specialty and its subspecialties were reviewed from December 2011 through February 2012. The review focused on the 3 competency domains relevant to culturally competent care: professionalism, interpersonal and communication skills, and patient care. Specialty and subspecialty requirements were assigned a score between 0 and 3 (from least specific to most specific). Given the lack of a standardized cultural competence rating system, the scoring was based on explicit mention of specific keywords. Results A majority of program requirements fell into the low- or no-specificity score (1 or 0). This included 21 core specialties (leading to primary board certification) program requirements (78%) and 101 subspecialty program requirements (79%). For all specialties, cultural competency elements did not gravitate toward any particular competency domain. Four of 5 primary care program requirements (pediatrics, obstetrics-gynecology, family medicine, and psychiatry) acquired the high-specificity score of 3, in comparison to only 1 of 22 specialty care program requirements (physical medicine and rehabilitation). Conclusions The degree of specificity, as judged by use of keywords in 3 competency domains, in ACGME requirements regarding cultural competency is highly variable across specialties and subspecialties. Greater specificity in requirements is expected to benefit the acquisition of cultural competency in residents, but this has not been empirically tested. PMID:24404264

A scoping review of competencies for scientific editors of biomedical journals.

PubMed

Galipeau, James; Barbour, Virginia; Baskin, Patricia; Bell-Syer, Sally; Cobey, Kelly; Cumpston, Miranda; Deeks, Jon; Garner, Paul; MacLehose, Harriet; Shamseer, Larissa; Straus, Sharon; Tugwell, Peter; Wager, Elizabeth; Winker, Margaret; Moher, David

2016-02-02

Biomedical journals are the main route for disseminating the results of health-related research. Despite this, their editors operate largely without formal training or certification. To our knowledge, no body of literature systematically identifying core competencies for scientific editors of biomedical journals exists. Therefore, we aimed to conduct a scoping review to determine what is known on the competency requirements for scientific editors of biomedical journals. We searched the MEDLINE®, Cochrane Library, Embase®, CINAHL, PsycINFO, and ERIC databases (from inception to November 2014) and conducted a grey literature search for research and non-research articles with competency-related statements (i.e. competencies, knowledge, skills, behaviors, and tasks) pertaining to the role of scientific editors of peer-reviewed health-related journals. We also conducted an environmental scan, searched the results of a previous environmental scan, and searched the websites of existing networks, major biomedical journal publishers, and organizations that offer resources for editors. A total of 225 full-text publications were included, 25 of which were research articles. We extracted a total of 1,566 statements possibly related to core competencies for scientific editors of biomedical journals from these publications. We then collated overlapping or duplicate statements which produced a list of 203 unique statements. Finally, we grouped these statements into seven emergent themes: (1) dealing with authors, (2) dealing with peer reviewers, (3) journal publishing, (4) journal promotion, (5) editing, (6) ethics and integrity, and (7) qualities and characteristics of editors. To our knowledge, this scoping review is the first attempt to systematically identify possible competencies of editors. Limitations are that (1) we may not have captured all aspects of a biomedical editor's work in our searches, (2) removing redundant and overlapping items may have led to the elimination of some nuances between items, (3) restricting to certain databases, and only French and English publications, may have excluded relevant publications, and (4) some statements may not necessarily be competencies. This scoping review is the first step of a program to develop a minimum set of core competencies for scientific editors of biomedical journals which will be followed by a training needs assessment, a Delphi exercise, and a consensus meeting.

A Study of Minimum Competency Programs. Final Comprehensive Report. Vol. 1. Vol. 2.

ERIC Educational Resources Information Center

Gorth, William Phillip; Perkins, Marcy R.

The status of minimum competency testing programs, as of June 30, 1979, is given through descriptions of 31 state programs and 20 local district programs. For each program, the following information is provided: legislative and policy history; implementation phase; goals; competencies to be tested; standards and standard setting; target groups and…

After-School Program Engagement: Links to Child Competence and Program Quality and Content

ERIC Educational Resources Information Center

Mahoney, Joseph L; Parente, Maria E.; Lord, Heather

2007-01-01

This 2-year study assessed program-level differences in after-school program (ASP) engagement in relation to child competencies (effectance motivation, social competence, school grades) and program quality and content. Participants were 141 children (M age = 8.4 years) who attended 9 ASPs in an urban, disadvantaged city in the United States.…

Auto Collision Technician: An Instructional Guide for Teachers.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This guide is designed to help teachers in auto collision technician programs for grades 11 and 12 teach the critical competencies of the program. The critical competencies covered are the High Priority-Individual (HP-I) competencies in Ohio's Occupational Competency Assessment Profile (OCAP) for Auto Collision Technician. HP-I competencies are…

Integrating Digital Humanities into the Library and Information Science Curriculum

ERIC Educational Resources Information Center

Moazeni, Sarah Leila

2015-01-01

Digital Humanities (DH) is a hot topic, in demand and on the rise. This article begins with excerpts from job listings that were posted to the American Library Association's job list in a two-month span in spring 2015 and they seem to indicate that DH is an increasingly important competency and interest for academic librarians who perform…

Examining the Role of Multicultural Competence in Leadership Program Design

ERIC Educational Resources Information Center

Wilson, Amy B.

2015-01-01

Research examining the multicultural competence of leadership educators across a variety of institutions demonstrated variance based on leadership program structure, program elements, and the ways in which diversity was addressed in the program. The Multicultural Competence in Student Affairs-Preliminary 2 (MCSA-P2) scale was used to measure…

RF model of the distribution system as a communication channel, phase 2. Volume 4: Sofware source program and illustrations ASCII database listings

NASA Technical Reports Server (NTRS)

Rustay, R. C.; Gajjar, J. T.; Rankin, R. W.; Wentz, R. C.; Wooding, R.

1982-01-01

Listings of source programs and some illustrative examples of various ASCII data base files are presented. The listings are grouped into the following categories: main programs, subroutine programs, illustrative ASCII data base files. Within each category files are listed alphabetically.

A European Competence Framework for Industrial Pharmacy Practice in Biotechnology.

PubMed

Atkinson, Jeffrey; Crowley, Pat; De Paepe, Kristien; Gennery, Brian; Koster, Andries; Martini, Luigi; Moffat, Vivien; Nicholson, Jane; Pauwels, Gunther; Ronsisvalle, Giuseppe; Sousa, Vitor; van Schravendijk, Chris; Wilson, Keith

2015-07-29

The PHAR-IN (" Competences for industrial pharmacy practice in biotechnology ") looked at whether there is a difference in how industrial employees and academics rank competences for practice in the biotechnological industry. A small expert panel consisting of the authors of this paper produced a biotechnology competence framework by drawing up an initial list of competences then ranking them in importance using a three-stage Delphi process. The framework was next evaluated and validated by a large expert panel of academics ( n = 37) and industrial employees ( n = 154). Results show that priorities for industrial employees and academics were similar. The competences for biotechnology practice that received the highest scores were mainly in: "Research and Development", '"Upstream" and "Downstream" Processing', "Product development and formulation", "Aseptic processing", "Analytical methodology", "Product stability", and "Regulation". The main area of disagreement was in the category "Ethics and drug safety" where academics ranked competences higher than did industrial employees.

Noise reduction improves memory for target language speech in competing native but not foreign language speech.

PubMed

Ng, Elaine Hoi Ning; Rudner, Mary; Lunner, Thomas; Rönnberg, Jerker

2015-01-01

A hearing aid noise reduction (NR) algorithm reduces the adverse effect of competing speech on memory for target speech for individuals with hearing impairment with high working memory capacity. In the present study, we investigated whether the positive effect of NR could be extended to individuals with low working memory capacity, as well as how NR influences recall performance for target native speech when the masker language is non-native. A sentence-final word identification and recall (SWIR) test was administered to 26 experienced hearing aid users. In this test, target spoken native language (Swedish) sentence lists were presented in competing native (Swedish) or foreign (Cantonese) speech with or without binary masking NR algorithm. After each sentence list, free recall of sentence final words was prompted. Working memory capacity was measured using a reading span (RS) test. Recall performance was associated with RS. However, the benefit obtained from NR was not associated with RS. Recall performance was more disrupted by native than foreign speech babble and NR improved recall performance in native but not foreign competing speech. Noise reduction improved memory for speech heard in competing speech for hearing aid users. Memory for native speech was more disrupted by native babble than foreign babble, but the disruptive effect of native speech babble was reduced to that of foreign babble when there was NR.

Developing a Peer Mentorship Program to Increase Competence in Clinical Supervision in Clinical Psychology Doctoral Training Programs.

PubMed

Foxwell, Aleksandra A; Kennard, Beth D; Rodgers, Cynthia; Wolfe, Kristin L; Cassedy, Hannah F; Thomas, Anna

2017-12-01

Supervision has recently been recognized as a core competency for clinical psychologists. This recognition of supervision as a distinct competency has evolved in the context of an overall focus on competency-based education and training in health service psychology, and has recently gained momentum. Few clinical psychology doctoral programs offer formal training experiences in providing supervision. A pilot peer mentorship program (PMP) where graduate students were trained in the knowledge and practice of supervision was developed. The focus of the PMP was to develop basic supervision skills in advanced clinical psychology graduate students, as well as to train junior doctoral students in fundamental clinical and practical skills. Advanced doctoral students were matched to junior doctoral students to gain experience in and increase knowledge base in best practices of supervision skills. The 9-month program consisted of monthly mentorship meetings and three training sessions. The results suggested that mentors reported a 30% or more shift from the category of not competent to needs improvement or competent, in the following supervision competencies: theories of supervision, improved skill in supervision modalities, acquired knowledge in supervision, and supervision experience. Furthermore, 50% of the mentors reported that they were not competent in supervision experience at baseline and only 10% reported that they were not competent at the end of the program. Satisfaction data suggested that satisfaction with the program was high, with 75% of participants indicating increased knowledge base in supervision, and 90% indicating that it was a positive addition to their training program. This program was feasible and acceptable and appears to have had a positive impact on the graduate students who participated. Students reported both high satisfaction with the program as well as an increase in knowledge base and experience in supervision skills.

Therapist and supervisor competencies in cognitive behavioural therapy.

PubMed

Prasko, Jan; Vyskocilová, Jana; Mozny, Petr; Novotny, Miroslav; Slepecky, Milos

2011-01-01

For cognitive behavioural therapy, acquisition and maintenance of psychotherapeutic and supervisory competencies is crucial. The PubMed, Web of Science and Scopus databases were searched for articles containing the following keywords: cognitive-behavioural therapy, competencies, therapeutic relationship, intervention, technique, training, supervision, self-reflection, empirically supported, transference, countertransference, scheme of therapy, dialectical behaviour therapy. The search was performed by repeating the words in different combinations with no language or time limitations. The articles were sorted and key articles listed in reference lists were searched. In addition, original texts by A.T. Beck, J. Beck, C. Padesky, M. Linehan, R. Leahy, J. Young, W. Kuyken and others were used. The resources were confronted with our own psychotherapeutic and supervisory experiences and only most relevant information was included in the text. Thus, the article is a review with conclusions concerned with competencies in cognitive behavioural therapy. For cognitive behavioural therapy, four domains of competencies in psychotherapy are crucial - relationship, case assessment and conceptualization, self-reflection and intervention. These may be divided into foundational, specific and supervisory. The foundational competencies include recognition of empirical basis for a clinical approach, good interpersonal skills, ability to establish and maintain the therapeutic relationship, self-reflection, sensitivity to a difference and ethical behaviour. The specific competencies involve the skill of case conceptualization in terms of maladaptive beliefs and patterns of behaviour, ability to think scientifically and teach this to the patient, structure therapy and sessions, assign and check homework, etc. The supervisor's competencies include multiple responsibilities in supporting the supervisee, identification and processing of the therapist's problems with the patient, continuous development, increasing the supervisee's self-reflection, serving as an example and being as effective as possible in the role of a clinical instructor. Both the literature and our own experiences underline the importance of competencies in cognitive behavioural therapy and supervision.

Health plan approach to operationalizing a specialty drug management program.

PubMed

Tegenu, Mesfin

2008-05-01

Expenditures related to specialty drugs consume a significant percentage of available health care resources. Explain the process of transitioning the management of specialty drugs from medical services to pharmacy services in 2 managed care plans and provide insight into the issues encountered and solutions implemented based on 6 years of experience using traditional and innovative pharmacy utilization management tools to insure appropriate specialty drug use and reimbursement. The level of involvement in a specialty management program varies from managing only products dispensed by the retail, mail, and specialty pharmacy vendor to encompassing a broad list of specialty drugs distributed through a variety of channels. Efficient administrative, operational, and clinical processes are critical to the success of the program. Additionally, an accurate and timely claims processing procedure is also essential for success as is the ability to mine data and effectively report on the use of specialty products. A clinically sound, cost-effective, and patient-friendly program requires input from health plan members, pharmacy service leaders, and physician providers, and must overcome challenges associated with disrupting current relationships and removing competing incentives. A well-constructed and properly funded specialty drug management program results in clinical and financial benefits for the plan.

Developing a comprehensive resident education evaluation system in the era of milestone assessment.

PubMed

Gardner, Aimee K; Scott, Daniel J; Choti, Michael A; Mansour, John C

2015-01-01

In an effort to move training programs toward competency-based education, the Accreditation Council for Graduate Medical Education (ACGME) introduced the Next Accreditation System (NAS), which organizes specific milestones regarding resident skills, knowledge, and abilities along a continuum. In order to foster innovation and creativity, the ACGME has provided programs with minimal guidelines regarding the optimal way to approach these milestones. The education team at UT Southwestern embraced the milestones and developed a process in which performance assessment methods were critically evaluated, mapped onto an extrapolated performance list corresponding to the areas required by the ACGME milestones, and filled gaps in the previous system by modifying evaluation tools and creating new program components. Although the authors are early in the evolution of applying the new milestones system, this approach has thus far allowed them to comprehensively evaluate the residents and the program in an efficient and effective fashion, with notable improvements compared to the prior approach. The authors hope that these experiences can inform others embarking upon similar journeys with the milestones. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Cultural Competency Training in Emergency Medicine.

PubMed

Mechanic, Oren J; Dubosh, Nicole M; Rosen, Carlo L; Landry, Alden M

2017-09-01

The Emergency Department is widely regarded as the epicenter of medical care for diverse and largely disparate types of patients. Physicians must be aware of the cultural diversity of their patient population to appropriately address their medical needs. A better understanding of residency preparedness in cultural competency can lead to better training opportunities and patient care. The objective of this study was to assess residency and faculty exposure to formal cultural competency programs and assess future needs for diversity education. A short survey was sent to all 168 Accreditation Council for Graduate Medical Education program directors through the Council of Emergency Medicine Residency Directors listserv. The survey included drop-down options in addition to open-ended input. Descriptive and bivariate analyses were used to analyze data. The response rate was 43.5% (73/168). Of the 68.5% (50/73) of residency programs that include cultural competency education, 90% (45/50) utilized structured didactics. Of these programs, 86.0% (43/50) included race and ethnicity education, whereas only 40.0% (20/50) included education on patients with limited English proficiency. Resident comfort with cultural competency was unmeasured by most programs (83.6%: 61/73). Of all respondents, 93.2% (68/73) were interested in a universal open-source cultural competency curriculum. The majority of the programs in our sample have formal resident didactics on cultural competency. Some faculty members also receive cultural competency training. There are gaps, however, in types of cultural competency training, and many programs have expressed interest in a universal open-source tool to improve cultural competency for Emergency Medicine residents. Copyright © 2017 Elsevier Inc. All rights reserved.

Users manual for the IMA program. Appendix C: Profile design program listing

NASA Technical Reports Server (NTRS)

1991-01-01

The source code for the Profile Design Program (PDP) for the Impulsive Mission Analysis (IMA) program is divided into several files. In a similar manner, the FORTRAN listings of the PDP's subroutines and function routines are organized into several groups in this appendix. Within each group, the FORTRAN listings are ordered alphabetically by routine name. Names and brief descriptions of each routine are listed in the same order as the Fortran listings.

Competencies in Science Teaching

ERIC Educational Resources Information Center

Mathelitsch, Leopold

2013-01-01

The role of competencies is discussed with respect to science teaching. In particular, competence models from Germany, Switzerland and Austria are presented and compared. A special topical program, "Competencies in Mathematics and Science Teaching", was started in Austria three years ago. Initial experiences with this program are…

Guide to Marketing Course Competencies.

ERIC Educational Resources Information Center

Henrico County Public Schools, Glen Allen, VA. Virginia Vocational Curriculum and Resource Center.

This curriculum guide was developed as a model for schools in Virginia to prepare local programs of studies for the marketing program. In addition to marketing competencies for developing occupational expertise, this curriculum includes foundational competencies important for successful performance in marketing. These baseline competencies address…

Automated Assessment of Medical Students' Clinical Exposures according to AAMC Geriatric Competencies.

PubMed

Chen, Yukun; Wrenn, Jesse; Xu, Hua; Spickard, Anderson; Habermann, Ralf; Powers, James; Denny, Joshua C

2014-01-01

Competence is essential for health care professionals. Current methods to assess competency, however, do not efficiently capture medical students' experience. In this preliminary study, we used machine learning and natural language processing (NLP) to identify geriatric competency exposures from students' clinical notes. The system applied NLP to generate the concepts and related features from notes. We extracted a refined list of concepts associated with corresponding competencies. This system was evaluated through 10-fold cross validation for six geriatric competency domains: "medication management (MedMgmt)", "cognitive and behavioral disorders (CBD)", "falls, balance, gait disorders (Falls)", "self-care capacity (SCC)", "palliative care (PC)", "hospital care for elders (HCE)" - each an American Association of Medical Colleges competency for medical students. The systems could accurately assess MedMgmt, SCC, HCE, and Falls competencies with F-measures of 0.94, 0.86, 0.85, and 0.84, respectively, but did not attain good performance for PC and CBD (0.69 and 0.62 in F-measure, respectively).

Entrepreneurship Education in Vocational Agriculture.

ERIC Educational Resources Information Center

Williams, Jamie C.; Powell, Ronald

1988-01-01

The authors address the need for instruction in entrepreneurship within the vocational agriculture curriculum. They list various competencies and skills needed by agricultural entrepreneurs and discucss available curriculum materials. (CH)

40 CFR 195.20 - Fee payments.

Code of Federal Regulations, 2011 CFR

2011-07-01

... organization or individual who is not a listed participant in EPA's radon proficiency programs on the effective... and RCP programs shall pay fees according to the following fee schedule: (1) Organizations Listed for... listed participant, each organization that is listed for primary measurement services in the RMP program...

Opinions of In-Service and Pre-Service Special Education Teachers on the Competencies of the Undergraduate Special Education Programs

ERIC Educational Resources Information Center

Ergul, Cevriye; Baydik, Berrin; Demir, Seyda

2013-01-01

The purpose of this study was to examine the opinions of in-service and pre-service special education teachers on the undergraduate special education programs, field competencies, and their own professional competence. Participants' suggestions for improving undergraduate special education programs and in-service training programs including topics…