Developing an Objective Structured Clinical Examination to Assess Work-Integrated Learning in Exercise Physiology

ERIC Educational Resources Information Center

Naumann, Fiona; Moore, Keri; Mildon, Sally; Jones, Philip

2014-01-01

This paper aims to develop a valid method to assess the key competencies of the exercise physiology profession acquired through work-integrated learning (WIL). In order to develop a competency-based assessment, the key professional tasks needed to be identified and the test designed so students' competency in different tasks and settings could be…

Bookkeeping and Accounting 1 & 2 Syllabus. 1977 Revision.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Occupational Education Curriculum Development.

The two syllabuses comprising this guide are designed to provide relevant instruction in competencies required by entry-level workers in bookkeeping and accounting. The introductory section covers such features as the objectives of bookkeeping and accounting courses; career opportunities; general objectives; and the design of the syllabuses in…

Developing Workforce Capacity in Public Health Informatics: Core Competencies and Curriculum Design

PubMed Central

Wholey, Douglas R.; LaVenture, Martin; Rajamani, Sripriya; Kreiger, Rob; Hedberg, Craig; Kenyon, Cynthia

2018-01-01

We describe a master’s level public health informatics (PHI) curriculum to support workforce development. Public health decision-making requires intensive information management to organize responses to health threats and develop effective health education and promotion. PHI competencies prepare the public health workforce to design and implement these information systems. The objective for a Master’s and Certificate in PHI is to prepare public health informaticians with the competencies to work collaboratively with colleagues in public health and other health professions to design and develop information systems that support population health improvement. The PHI competencies are drawn from computer, information, and organizational sciences. A curriculum is proposed to deliver the competencies and result of a pilot PHI program is presented. Since the public health workforce needs to use information technology effectively to improve population health, it is essential for public health academic institutions to develop and implement PHI workforce training programs. PMID:29770321

Developing Workforce Capacity in Public Health Informatics: Core Competencies and Curriculum Design.

PubMed

Wholey, Douglas R; LaVenture, Martin; Rajamani, Sripriya; Kreiger, Rob; Hedberg, Craig; Kenyon, Cynthia

2018-01-01

We describe a master's level public health informatics (PHI) curriculum to support workforce development. Public health decision-making requires intensive information management to organize responses to health threats and develop effective health education and promotion. PHI competencies prepare the public health workforce to design and implement these information systems. The objective for a Master's and Certificate in PHI is to prepare public health informaticians with the competencies to work collaboratively with colleagues in public health and other health professions to design and develop information systems that support population health improvement. The PHI competencies are drawn from computer, information, and organizational sciences. A curriculum is proposed to deliver the competencies and result of a pilot PHI program is presented. Since the public health workforce needs to use information technology effectively to improve population health, it is essential for public health academic institutions to develop and implement PHI workforce training programs.

Objective evaluation of surgical competency for minimally invasive surgery with a collection of simple tests

PubMed Central

Gonzalez-Neira, Eliana Maria; Jimenez-Mendoza, Claudia Patricia; Rugeles-Quintero, Saul

2016-01-01

Objective: This study aims at determining if a collection of 16 motor tests on a physical simulator can objectively discriminate and evaluate practitioners' competency level, i.e. novice, resident, and expert. Methods: An experimental design with three study groups (novice, resident, and expert) was developed to test the evaluation power of each of the 16 simple tests. An ANOVA and a Student Newman-Keuls (SNK) test were used to analyze results of each test to determine which of them can discriminate participants' competency level. Results: Four of the 16 tests used discriminated all of the three competency levels and 15 discriminated at least two of the three groups (α= 0.05). Moreover, other two tests differentiate beginners' level from intermediate, and other seven tests differentiate intermediate level from expert. Conclusion: The competency level of a practitioner of minimally invasive surgery can be evaluated by a specific collection of basic tests in a physical surgical simulator. Reduction of the number of tests needed to discriminate the competency level of surgeons can be the aim of future research. PMID:27226664

Competent Systems: Effective, Efficient, Deliverable.

ERIC Educational Resources Information Center

Abramson, Bruce

Recent developments in artificial intelligence and decision analysis suggest reassessing the approaches commonly taken to the design of knowledge-based systems. Competent systems are based on models known as influence diagrams, which graphically capture a domain's basic objects and their interrelationships. Among the benefits offered by influence…

Measures of Cultural Competence in Nurses: An Integrative Review

PubMed Central

2013-01-01

Background. There is limited literature available identifying and describing the instruments that measure cultural competence in nursing students and nursing professionals. Design. An integrative review was undertaken to identify the characteristics common to these instruments, examine their psychometric properties, and identify the concepts these instruments are designed to measure. Method. There were eleven instruments identified that measure cultural competence in nursing. Of these eleven instruments, four had been thoroughly tested in either initial development or in subsequent testing, with developers providing extensive details of the testing. Results. The current literature identifies that the instruments to assess cultural competence in nurses and nursing students are self-administered and based on individuals' perceptions. The instruments are commonly utilized to test the effectiveness of educational programs designed to increase cultural competence. Conclusions. The reviewed instruments measure nurses' self-perceptions or self-reported level of cultural competence but offer no objective measure of culturally competent care from a patient's perspective which can be problematic. Comparison of instruments reveals that they are based on a variety of conceptual frameworks and that multiple factors should be considered when deciding which instrument to use. PMID:23818818

A Research Study Using the Delphi Method to Define Essential Competencies for a High School Game Art and Design Course Framework at the National Level

ERIC Educational Resources Information Center

Mack, Nayo Corenus-Geneva

2011-01-01

This research study reports the findings of a Delphi study conducted to determine the essential competencies and objectives for a high school Game Art and Design course framework at the national level. The Delphi panel consisted of gaming, industry and educational experts from all over the world who were members of the International Game…

Associations between Eating Competence and Cardiovascular Disease Biomarkers

ERIC Educational Resources Information Center

Psota, Tricia L.; Lohse, Barbara; West, Sheila G.

2007-01-01

Objective: Explore the relationship between eating competence (EC) and biomarkers of risk for cardiovascular disease (CVD). Design: Secondary analysis of data collected for a larger, 2-way crossover clinical trial. Setting: Outpatient clinical research center. Participants: Forty-eight hypercholesterolemic (LDL cholesterol [greater than or equal]…

Structural Optimization of a Force Balance Using a Computational Experiment Design

NASA Technical Reports Server (NTRS)

Parker, P. A.; DeLoach, R.

2002-01-01

This paper proposes a new approach to force balance structural optimization featuring a computational experiment design. Currently, this multi-dimensional design process requires the designer to perform a simplification by executing parameter studies on a small subset of design variables. This one-factor-at-a-time approach varies a single variable while holding all others at a constant level. Consequently, subtle interactions among the design variables, which can be exploited to achieve the design objectives, are undetected. The proposed method combines Modern Design of Experiments techniques to direct the exploration of the multi-dimensional design space, and a finite element analysis code to generate the experimental data. To efficiently search for an optimum combination of design variables and minimize the computational resources, a sequential design strategy was employed. Experimental results from the optimization of a non-traditional force balance measurement section are presented. An approach to overcome the unique problems associated with the simultaneous optimization of multiple response criteria is described. A quantitative single-point design procedure that reflects the designer's subjective impression of the relative importance of various design objectives, and a graphical multi-response optimization procedure that provides further insights into available tradeoffs among competing design objectives are illustrated. The proposed method enhances the intuition and experience of the designer by providing new perspectives on the relationships between the design variables and the competing design objectives providing a systematic foundation for advancements in structural design.

Computerized Vocational Objectives Manual and Data Bank for Students with Special Needs. A User's Manual and Comprehensive Data Bank of Over 3000 Vocational Entry and Exit Level Objectives Designed for Special Needs Learners.

ERIC Educational Resources Information Center

Flanagan, W. Malcolm

A project was conducted by Missouri LINC to create a computerized data bank of entry and exit-level competencies that could be applied to special education students in vocational education. The competencies that were developed through that project are contained in this guide. They are expected to be useful for vocational and special education…

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)

Preparing Psychiatric Residents for the "Real World": A Practice Management Curriculum

ERIC Educational Resources Information Center

Wichman, Christina L.; Netzel, Pamela J.; Menaker, Ronald

2009-01-01

Objective: The authors describe a course designed for residents to develop the knowledge and skills necessary to collaborate and successfully compete in today's complex health care environment and to achieve competency in systems-based practice. Methods: Postgraduation surveys demonstrated a need for improvement in preparing residents for practice…

Objectivity of the Subjective Quality: Convergence on Competencies Expected of Doctoral Graduates

ERIC Educational Resources Information Center

Kariyana, Israel; Sonn, Reynold A.; Marongwe, Newlin

2017-01-01

This study assessed the competencies expected of doctoral graduates. Twelve purposefully sampled education experts provided the data. A case study design within a qualitative approach was adopted. Data were gathered through interviews and thematically analysed. Member checking ensured data trustworthiness. Factors affecting the quality of a…

Designing a Competency-Based Program in Veterinary Public Health and Preventive Medicine for the Professional Curriculum

ERIC Educational Resources Information Center

Selby, Lloyd A.; And Others

1976-01-01

A five-day workshop was successful in fulfilling its prime objective, development of a competency-based curriculum for veterinary public health and preventive medicine (VPH & PM). The model now may be used to re-evaluate and, where necessary, revise existing curriculums. (LBH)

Careers in Fashion. Teacher Edition. Marketing Education LAPs.

ERIC Educational Resources Information Center

Hawley, Jana

This learning activity packet is designed to help students to acquire a competency, namely: how to use knowledge of careers in the fashion industry to gain information about their career choices. The unit consists of the competency, three objectives, suggested learning activities, transparency masters, handout materials for activities, and a…

Factors That Affect Academic Performance Among Pharmacy Students

PubMed Central

Sansgiry, Sujit S.; Bhosle, Monali; Sail, Kavita

2006-01-01

Objective The objective of this study was to examine factors such as academic competence, test competence, time management, strategic studying, and test anxiety, and identify whether these factors could distinguish differences among students, based on academic performance and enrollment in the experiential program. Methods A cross-sectional study design utilizing questionnaires measuring previously validated constructs was used to evaluate the effect of these factors on students with low and high cumulative grade point averages (GPAs). Pharmacy students (N = 198) enrolled at the University of Houston participated in the study. Results Academic performance was significantly associated with factors such as academic competence and test competence. Students with a cumulative GPA of 3.0 or greater significantly differed in their level of test competence than those with a GPA of less than 3.0. Students enrolled in their experiential year differed from students enrolled in their second year of curriculum on factors such as test anxiety, academic competence, test competence, and time management skills. Conclusion Test competence was an important factor to distinguish students with low vs. high academic performance. Factors such as academic competence, test competence, test anxiety and time management improve as students' progress in their experiential year. PMID:17149433

Longitudinal Change in the Relationship between Fundamental Motor Skills and Perceived Competence: Kindergarten to Grade 2

PubMed Central

Naylor, Patti-Jean

2017-01-01

As children transition from early to middle childhood, the relationship between motor skill proficiency and perceptions of physical competence should strengthen as skills improve and inflated early childhood perceptions decrease. This study examined change in motor skills and perceptions of physical competence and the relationship between those variables from kindergarten to grade 2. Participants were 250 boys and girls (Mean age = 5 years 8 months in kindergarten). Motor skills were assessed using the Test of Gross Motor Development-2 and perceptions were assessed using a pictorial scale of perceived competence. Mixed-design analyses of variance revealed there was a significant increase in object-control skills and perceptions from kindergarten to grade 2, but no change in locomotor skills. In kindergarten, linear regression showed that locomotor skills and object-control skills explained 10% and 9% of the variance, respectively, in perceived competence for girls, and 7% and 11%, respectively, for boys. In grade 2, locomotor skills predicted 11% and object-control skills predicted 19% of the variance in perceptions of physical competence, but only among the boys. Furthermore, the relationship between motor skills and perceptions of physical competence strengthened for boys only from early to middle childhood. However, it seems that forces other than motor skill proficiency influenced girls’ perceptions of their abilities in grade 2.

Measuring Eating Competence: Psychometric Properties and Validity of the ecSatter Inventory

ERIC Educational Resources Information Center

Lohse, Barbara; Satter, Ellyn; Horacek, Tanya; Gebreselassie, Tesfayi; Oakland, Mary Jane

2007-01-01

Objective: Assess validity of the ecSatter Inventory (ecSI) to measure eating competence (EC). Design: Concurrent administration of ecSI with validated measures of eating behaviors using on-line and paper-pencil formats. Setting: The on-line survey was completed by 370 participants; 462 completed the paper version. Participants: Participants…

Questionnaire Evaluating Teaching Competencies in the University Environment. Evaluation of Teaching Competencies in the University

ERIC Educational Resources Information Center

Moreno-Murcia, Juan Antonio; Silveira Torregrosa, Yolanda; Belando Pedreño, Noelia

2015-01-01

The objective of this study was to design and validate a measuring instrument to evaluate the performance of university professors. The Evaluation of Teaching Performance (CEID [Centro de Estudios e Investigaciones Docentes (Center for Teaching Studies and Research)]) questionnaire was administered to 1297 university students. Various factor…

Competency-Based Teacher Education; Progress, Problems, and Prospects.

ERIC Educational Resources Information Center

Houston, W. Robert, Ed.; Howsam, Robert B., Ed.

This volume is an outgrowth of the 1971 conference on competency-based teacher education at the University of Houston. The authors deal with topics which concern the conference participants. The topics include a) change and challenge in teacher education, b) explicit objectives, c) curriculum design, d) evaluation of teaching behavior, e)…

An Assessment of Business Competencies Needed by Business Education Students for Entrepreneurial Development in Nigeria

ERIC Educational Resources Information Center

Binuomote, M. O.; Okoli, B. E.

2015-01-01

The paper examined the business competencies required by business education students for entrepreneurial development in Nigeria. To achieve the objective, two research questions and two hypotheses were formulated to guide the study. Survey design was adopted for the study. The population comprised 6002 business education students. Six hundred…

Competence and Employment Forum: Linking HRD and HRM

ERIC Educational Resources Information Center

Siikaniemi, Lena

2009-01-01

Purpose: The purpose of this paper is to find a model for the individual employee, the employer, the supervisors and the personnel at HR to manage organizational and individual changes. The objective of the model is to manage the changes in parallel with the competence (HRD) and employment (HRM) aspects. Design/methodology/approach: The research…

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…

20th Century Fashions. Teacher Edition. Marketing Education LAPs.

ERIC Educational Resources Information Center

Hawley, Jana

This learning activity packet is designed to help students to acquire a competency: how to use an understanding of fashion history in preparation for a career in the fashion industry. The unit consists of the competency, three objectives, suggested learning activity, transparency masters, and a pretest/posttest with answer keys. The activity is a…

A Comprehensive Competence-Based Approach in Curriculum Development: Experiences from African and European Contexts

ERIC Educational Resources Information Center

Parent, F.; Baulana, R.; Kahombo, G.; Coppieters, Y.; Garant, M.; De Ketele, J.-M.

2011-01-01

Objective: To describe the methodological steps of developing an integrated reference guide for competences according to the profile of the healthcare professionals concerned. Design: Human resources in healthcare represent a complex issue, which needs conceptual and methodological frameworks and tools to help one understand reality and the limits…

Core Competencies for Pain Management: Results of an Interprofessional Consensus Summit

PubMed Central

Fishman, Scott M; Young, Heather M; Lucas Arwood, Ellyn; Chou, Roger; Herr, Keela; Murinson, Beth B; Watt-Watson, Judy; Carr, Daniel B; Gordon, Debra B; Stevens, Bonnie J; Bakerjian, Debra; Ballantyne, Jane C; Courtenay, Molly; Djukic, Maja; Koebner, Ian J; Mongoven, Jennifer M; Paice, Judith A; Prasad, Ravi; Singh, Naileshni; Sluka, Kathleen A; St Marie, Barbara; Strassels, Scott A

2013-01-01

Objective The objective of this project was to develop core competencies in pain assessment and management for prelicensure health professional education. Such core pain competencies common to all prelicensure health professionals have not been previously reported. Methods An interprofessional executive committee led a consensus-building process to develop the core competencies. An in-depth literature review was conducted followed by engagement of an interprofessional Competency Advisory Committee to critique competencies through an iterative process. A 2-day summit was held so that consensus could be reached. Results The consensus-derived competencies were categorized within four domains: multidimensional nature of pain, pain assessment and measurement, management of pain, and context of pain management. These domains address the fundamental concepts and complexity of pain; how pain is observed and assessed; collaborative approaches to treatment options; and application of competencies across the life span in the context of various settings, populations, and care team models. A set of values and guiding principles are embedded within each domain. Conclusions These competencies can serve as a foundation for developing, defining, and revising curricula and as a resource for the creation of learning activities across health professions designed to advance care that effectively responds to pain. PMID:23577878

Global, Multi-Objective Trajectory Optimization With Parametric Spreading

NASA Technical Reports Server (NTRS)

Vavrina, Matthew A.; Englander, Jacob A.; Phillips, Sean M.; Hughes, Kyle M.

2017-01-01

Mission design problems are often characterized by multiple, competing trajectory optimization objectives. Recent multi-objective trajectory optimization formulations enable generation of globally-optimal, Pareto solutions via a multi-objective genetic algorithm. A byproduct of these formulations is that clustering in design space can occur in evolving the population towards the Pareto front. This clustering can be a drawback, however, if parametric evaluations of design variables are desired. This effort addresses clustering by incorporating operators that encourage a uniform spread over specified design variables while maintaining Pareto front representation. The algorithm is demonstrated on a Neptune orbiter mission, and enhanced multidimensional visualization strategies are presented.

Graphical Tests for Power Comparison of Competing Designs.

PubMed

Hofmann, H; Follett, L; Majumder, M; Cook, D

2012-12-01

Lineups have been established as tools for visual testing similar to standard statistical inference tests, allowing us to evaluate the validity of graphical findings in an objective manner. In simulation studies lineups have been shown as being efficient: the power of visual tests is comparable to classical tests while being much less stringent in terms of distributional assumptions made. This makes lineups versatile, yet powerful, tools in situations where conditions for regular statistical tests are not or cannot be met. In this paper we introduce lineups as a tool for evaluating the power of competing graphical designs. We highlight some of the theoretical properties and then show results from two studies evaluating competing designs: both studies are designed to go to the limits of our perceptual abilities to highlight differences between designs. We use both accuracy and speed of evaluation as measures of a successful design. The first study compares the choice of coordinate system: polar versus cartesian coordinates. The results show strong support in favor of cartesian coordinates in finding fast and accurate answers to spotting patterns. The second study is aimed at finding shift differences between distributions. Both studies are motivated by data problems that we have recently encountered, and explore using simulated data to evaluate the plot designs under controlled conditions. Amazon Mechanical Turk (MTurk) is used to conduct the studies. The lineups provide an effective mechanism for objectively evaluating plot designs.

University Teacher Competencies in a Virtual Teaching/Learning Environment: Analysis of a Teacher Training Experience

ERIC Educational Resources Information Center

Guasch, Teresa; Alvarez, Ibis; Espasa, Anna

2010-01-01

This paper attempts to shed light on the competencies a university teacher must have in order to teach in virtual learning environments. A teacher training experience was designed by taking into account the methodological criteria established in line with previous theoretical principles. The main objective of our analysis was to identify the…

Effects of Field Instructor Training on Student Competencies and the Supervisory Alliance

ERIC Educational Resources Information Center

Deal, Kathleen Holtz; Bennett, Susanne; Mohr, Jonathan; Hwang, Jeongha

2011-01-01

Objectives: This study of a field instructor (FI) training model, offered at two universities, focused on the relationship between student competencies, the supervisory alliance, and students' attachment styles. Method: The study used a pretest-posttest follow-up design of 100 randomly assigned FIs (training group = 48; control group = 52) and 64…

Pathology Competencies for Medical Education and Educational Cases.

PubMed

Knollmann-Ritschel, Barbara E C; Regula, Donald P; Borowitz, Michael J; Conran, Richard; Prystowsky, Michael B

2017-01-01

Current medical school curricula predominantly facilitate early integration of basic science principles into clinical practice to strengthen diagnostic skills and the ability to make treatment decisions. In addition, they promote life-long learning and understanding of the principles of medical practice. The Pathology Competencies for Medical Education (PCME) were developed in response to a call to action by pathology course directors nationwide to teach medical students pathology principles necessary for the practice of medicine. The PCME are divided into three competencies: 1) Disease Mechanisms and Processes, 2) Organ System Pathology, and 3) Diagnostic Medicine and Therapeutic Pathology. Each of these competencies is broad and contains multiple learning goals with more specific learning objectives. The original competencies were designed to be a living document, meaning that they will be revised and updated periodically, and have undergone their first revision with this publication. The development of teaching cases, which have a classic case-based design, for the learning objectives is the next step in providing educational content that is peer-reviewed and readily accessible for pathology course directors, medical educators, and medical students. Application of the PCME and cases promotes a minimum standard of exposure of the undifferentiated medical student to pathophysiologic principles. The publication of the PCME and the educational cases will create a current educational resource and repository published through Academic Pathology .

National standards in pathology education: developing competencies for integrated medical school curricula.

PubMed

Sadofsky, Moshe; Knollmann-Ritschel, Barbara; Conran, Richard M; Prystowsky, Michael B

2014-03-01

Medical school education has evolved from department-specific memorization of facts to an integrated curriculum presenting knowledge in a contextual manner across traditional disciplines, integrating information, improving retention, and facilitating application to clinical practice. Integration occurs throughout medical school using live data-sharing technologies, thereby providing the student with a framework for lifelong active learning. Incorporation of educational teams during medical school prepares students for team-based patient care, which is also required for pay-for-performance models used in accountable care organizations. To develop learning objectives for teaching pathology to medical students. Given the rapid expansion of basic science knowledge of human development, normal function, and pathobiology, it is neither possible nor desirable for faculty to teach, and students to retain, this vast amount of information. Courses teaching the essentials in context and engaging students in the learning process enable them to become lifelong learners. An appreciation of pathobiology and the role of laboratory medicine underlies the modern practice of medicine. As such, all medical students need to acquire 3 basic competencies in pathology: an understanding of disease mechanisms, integration of mechanisms into organ system pathology, and application of pathobiology to diagnostic medicine. We propose the development of 3 specific competencies in pathology to be implemented nationwide, aimed at disease mechanisms/processes, organ system pathology, and application to diagnostic medicine. Each competency will include learning objectives and a means to assess acquisition, integration, and application of knowledge. The learning objectives are designed to be a living document managed (curated) by a group of pathologists representing Liaison Committee on Medical Education-accredited medical schools nationally. Development of a coherent set of learning objectives will assist medical students nationally to gain the basic competencies in pathology necessary for clinical practice. Having national standards for competencies preserves schools' independence in specific curriculum design while assuring all students meet the evolving needs of medical practice.

A novel approach to assess clinical competence of postgraduate year 1 surgery residents

PubMed Central

Qi, Xin; Ding, Lian; Zhai, Wei; Li, Qiang; Li, Yan; Li, Haichao; Wen, Bing

2017-01-01

ABSTRACT Background: An increased demand for accountability and transparency in medicine have initiated a shift toward a more objective and standardized approach for postgraduate medical training. Objective: To develop and evaluate an objective method to assess clinical competence of postgraduate year 1 surgery residents. Design: Thirty-one postgraduate year 1 surgery residents, who had been trained in the Surgical School of Peking University First Hospital for one year, participated in an objective structured clinical examination as a final assessment of their clinical competence. A test station of irregular wound repair (debridement and suture) was specially designed to test the residents’ surgical integrative competence in a complex-trauma treatment procedure. A modified global rating scale, in combination with wound area measurement, was applied to evaluate residents’ surgical performance. The validity of the subjective global rating scale was evaluated by the objective measurement results from the software. Results: The global rating scale score had no obvious correlation with the area of the removed tissue and the residual wound area after the suture. There was significant difference in the debridement time and the residual wound area between 0–3 and >3 total stitches. There were significant differences in the area of the removed tissue between 0 and 1–2 grey stitches and 0 and 3–4 grey stitches, and in the residual wound area after suture between 0 and 3–4 grey stitches and 1–2 and 3–4 grey stitches. Conclusions: An irregular wound repair procedure could be an effective method to assess the integrative competence of surgery residents. The training for surgical thinking in the early stage of junior residents needs to be strengthened. The entire measurement process was more complex and time-consuming than expected. The possibility of measurement by simply counting the numbers of the key spots might be explored in the future. Abbreviations: ACS/APDS American College of Surgeons/Association of Program Directors in Surgery; GRS Global rating scale; LSD-T Least significant difference-test; OSATS Objective structured assessment of technical skills; OSCE Objective structured clinical examination; PBT Proficiency based training; PGY1 Postgraduate Year 1 PMID:28670976

Statistical considerations in monitoring birds over large areas

USGS Publications Warehouse

Johnson, D.H.

2000-01-01

The proper design of a monitoring effort depends primarily on the objectives desired, constrained by the resources available to conduct the work. Typically, managers have numerous objectives, such as determining abundance of the species, detecting changes in population size, evaluating responses to management activities, and assessing habitat associations. A design that is optimal for one objective will likely not be optimal for others. Careful consideration of the importance of the competing objectives may lead to a design that adequately addresses the priority concerns, although it may not be optimal for any individual objective. Poor design or inadequate sample sizes may result in such weak conclusions that the effort is wasted. Statistical expertise can be used at several stages, such as estimating power of certain hypothesis tests, but is perhaps most useful in fundamental considerations of describing objectives and designing sampling plans.

48 CFR 36.303-1 - Phase One.

Code of Federal Regulations, 2011 CFR

2011-10-01

... OF CONTRACTING CONSTRUCTION AND ARCHITECT-ENGINEER CONTRACTS Two-Phase Design-Build Selection... competence; (B) Capability to perform; (C) Past performance of the offeror's team (including the architect... purposes and objectives of two-phase design-build contracting). (b) After evaluating phase-one proposals...

48 CFR 36.303-1 - Phase One.

Code of Federal Regulations, 2013 CFR

2013-10-01

... OF CONTRACTING CONSTRUCTION AND ARCHITECT-ENGINEER CONTRACTS Two-Phase Design-Build Selection... competence; (B) Capability to perform; (C) Past performance of the offeror's team (including the architect... purposes and objectives of two-phase design-build contracting). (b) After evaluating phase-one proposals...

48 CFR 36.303-1 - Phase One.

Code of Federal Regulations, 2010 CFR

2010-10-01

... OF CONTRACTING CONSTRUCTION AND ARCHITECT-ENGINEER CONTRACTS Two-Phase Design-Build Selection... competence; (B) Capability to perform; (C) Past performance of the offeror's team (including the architect... purposes and objectives of two-phase design-build contracting). (b) After evaluating phase-one proposals...

48 CFR 36.303-1 - Phase One.

Code of Federal Regulations, 2012 CFR

2012-10-01

... OF CONTRACTING CONSTRUCTION AND ARCHITECT-ENGINEER CONTRACTS Two-Phase Design-Build Selection... competence; (B) Capability to perform; (C) Past performance of the offeror's team (including the architect... purposes and objectives of two-phase design-build contracting). (b) After evaluating phase-one proposals...

48 CFR 36.303-1 - Phase One.

Code of Federal Regulations, 2014 CFR

2014-10-01

... OF CONTRACTING CONSTRUCTION AND ARCHITECT-ENGINEER CONTRACTS Two-Phase Design-Build Selection... competence; (B) Capability to perform; (C) Past performance of the offeror's team (including the architect... purposes and objectives of two-phase design-build contracting). (b) After evaluating phase-one proposals...

A Process for Curricular Improvement Based on Evaluation of Student Performance on Milestone Examinations

PubMed Central

Hylton, Ann C.; Justice, Michael

2016-01-01

Objective. To identify and address areas for curricular improvement by evaluating student achievement of expected learning outcomes and competencies on annual milestone examinations. Design. Students were tested each professional year with a comprehensive milestone examination designed to evaluate student achievement of learning outcomes and professional competencies using a combination of multiple-choice questions, standardized patient assessments (SPAs), and objective structured clinical examination (OSCE) questions. Assessment. Based on student performance on milestone examinations, curricular changes were instituted, including an increased emphasis on graded comprehensive cases, OSCE skills days, and use of patient simulation in lecture and laboratory courses. After making these changes, significant improvements were observed in second and third-year pharmacy students’ grades for the therapeutic case and physician interaction/errors and omissions components of the milestone examinations. Conclusion. Results from milestone examinations can be used to identify specific areas in which curricular improvements are needed to foster student achievement of learning outcomes and professional competencies. PMID:28090108

Objective evaluation of surgical competency for minimally invasive surgery with a collection of simple tests.

PubMed

Gonzalez-Neira, Eliana Maria; Jimenez-Mendoza, Claudia Patricia; Suarez, Daniel R; Rugeles-Quintero, Saul

2016-03-30

This study aims at determining if a collection of 16 motor tests on a physical simulator can objectively discriminate and evaluate practitioners' competency level, i.e. novice, resident, and expert. An experimental design with three study groups (novice, resident, and expert) was developed to test the evaluation power of each of the 16 simple tests. An ANOVA and a Student Newman-Keuls (SNK) test were used to analyze results of each test to determine which of them can discriminate participants' competency level. Four of the 16 tests used discriminated all of the three competency levels and 15 discriminated at least two of the three groups (α= 0.05). Moreover, other two tests differentiate beginners' level from intermediate, and other seven tests differentiate intermediate level from expert. The competency level of a practitioner of minimally invasive surgery can be evaluated by a specific collection of basic tests in a physical surgical simulator. Reduction of the number of tests needed to discriminate the competency level of surgeons can be the aim of future research.

Visiting Trainees in Global Settings: Host and Partner Perspectives on Desirable Competencies.

PubMed

Cherniak, William; Latham, Emily; Astle, Barbara; Anguyo, Geoffrey; Beaunoir, Tessa; Buenaventura, Joel; DeCamp, Matthew; Diaz, Karla; Eichbaum, Quentin; Hedimbi, Marius; Myser, Cat; Nwobu, Charles; Standish, Katherine; Evert, Jessica

Current competencies in global health education largely reflect perspectives from high-income countries (HICs). Consequently, there has been underrepresentation of the voices and perspectives of partners in low- and middle-income countries (LMICs) who supervise and mentor trainees engaged in short-term experiences in global health (STEGH). The objective of this study was to better understand the competencies and learning objectives that are considered a priority from the perspective of partners in LMICs. A review of current interprofessional global health competencies was performed to design a web-based survey instrument in English and Spanish. Survey data were collected from a global convenience sample. Data underwent descriptive statistical analysis and logistic regression. The survey was completed by 170 individuals; 132 in English and 38 in Spanish. More than 85% of respondents rated cultural awareness and respectful conduct while on a STEGH as important. None of the respondents said trainees arrive as independent practitioners to fill health care gaps. Of 109 respondents, 65 (60%) reported that trainees gaining fluency in the local language was not important. This study found different levels of agreement between partners across economic regions of the world when compared with existing global health competencies. By gaining insight into host partners' perceptions of desired competencies, global health education programs in LMICs can be more collaboratively and ethically designed to meet the priorities, needs, and expectations of those stakeholders. This study begins to shift the paradigm of global health education program design by encouraging North-South/East-West shared agenda setting, mutual respect, empowerment, and true collaboration. Copyright © 2017 Icahn School of Medicine at Mount Sinai. Published by Elsevier Inc. All rights reserved.

Developing Competency-Based Activities and Evaluation Instruments for the Advertising Service Area of Distribution. Final Report. Leadership Development Series: Advertising Services.

ERIC Educational Resources Information Center

Pittsburgh Univ., PA. Div. of Teacher Development.

To provide materials for a national exchange program and a Pennsylvania activities bank, a project was designed to produce materials for teacher-coordinators of high school distributive education. The project objectives were to (1) review and evaluate competencies necessary for advertising service careers, (2) develop activities and evaluative…

Program Proposal: Certificates of Competence, Certificate of Achievement, Associate in Applied Science Degree in Sustainable Technology.

ERIC Educational Resources Information Center

Pezzoli, Jean A.; Ainsworth, Don

This document proposes a program in sustainable technology at Maui Community College (Hawaii). This new career program would be designed to provide four Certificates of Competence, a Certificate of Achievement, and an Associate in Applied Science degree. The primary objectives of the program are to meet student, county, and state needs for…

The Effects of Consultation on Individualized Education Program Outcomes for Young Children with Autism: The Collaborative Model for Promoting Competence and Success

ERIC Educational Resources Information Center

Ruble, Lisa A.; Dalrymple, Nancy J.; McGrew, John H.

2010-01-01

The effects of a teacher consultation intervention were examined--namely, the collaborative model for promoting competence and success (COMPASS), which was designed to improve objectives of individualized education programs for children with autism. The intervention consists of an initial parent-teacher consultation, followed by four teacher…

Functional relations trump implied motion in recovery from extinction: evidence from the effects of animacy on extinction.

PubMed

Riddoch, M Jane; Riveros, Rodrigo; Humphreys, Glyn W

2011-02-01

Patients with extinction show a characteristic impairment in the identification of objects when two items are presented simultaneously, typically reporting the ipsilesional item only. The effect is thought to be due to a spatial bias advantaging the ipsilesional item under conditions of competing concurrent stimulation. Action relations between objects can result in recovery from extinction as the object pair may be perceived as a single group rather than competing perceptual units. However, objects interacting together can also have implied motion. Here we test whether implied motion is necessary to generate recovery from extinction. We varied orthogonally whether animate and inanimate objects were paired together in positions related or unrelated to action. Implied motion was greater when an animate object was present than when both stimuli were inanimate. Despite this, recovery from extinction was greater when actions were shown between inanimate objects. We suggest that actions between inanimate objects are perceived more easily due to the surfaces of these stimuli being designed for functional goals (e.g., the flat surface of a hammer head is designed to hit the flattened head of a nail). Attention is sensitive to the fit between potential action and the functional properties of objects, and not just to implied motion between stimuli.

Knowledge acquisition and learning process description in context of e-learning

NASA Astrophysics Data System (ADS)

Kiselev, B. G.; Yakutenko, V. A.; Yuriev, M. A.

2017-01-01

This paper investigates the problem of design of e-learning and MOOC systems. It describes instructional design-based approaches to e-learning systems design: IMS Learning Design, MISA and TELOS. To solve this problem we present Knowledge Field of Educational Environment with Competence boundary conditions - instructional engineering method for self-learning systems design. It is based on the simplified TELOS approach and enables a user to create their individual learning path by choosing prerequisite and target competencies. The paper provides the ontology model for the described instructional engineering method, real life use cases and the classification of the presented model. Ontology model consists of 13 classes and 15 properties. Some of them are inherited from Knowledge Field of Educational Environment and some are new and describe competence boundary conditions and knowledge validation objects. Ontology model uses logical constraints and is described using OWL 2 standard. To give TELOS users better understanding of our approach we list mapping between TELOS and KFEEC.

Associations between skill perceptions and young children's actual fundamental movement skills.

PubMed

Liong, Grace H E; Ridgers, Nicola D; Barnett, Lisa M

2015-04-01

Given that children with low movement skill competence engage in less physical activity, it is important to understand how children's perceptions relate to actual movement competence. This study examined relationships between (i) children's self-perception and objective assessments of their movement skills (object control and locomotor) and (ii) parents' perceptions of the children's movement skills and objective assessment. Children's skill perceptions were assessed using the Pictorial Scale of Perceived Movement Skill Competence for Young Children. Parent perceptions of their child's skills were assessed using a modified version of this instrument. The Test of Gross Motor Development-2nd edition assessed children's skills objectively. Participants were 136 Australian children (51% boys; M=6.5 yr., SD=1.1) and 133 parents. Regression analyses (by sex) examined the relationship between perceptions and children's scores for actual skilled performance. Boys' perceptions were associated with their actual object control ability. Parents accurately perceived boys' object control ability and girls' locomotor ability, but not the reverse. This suggests interventions aiming to improve children's movement skills could target parents and be designed to teach parents how to recognize good and poor skill performance in their children.

Defining competency-based evaluation objectives in family medicine

PubMed Central

Allen, Tim; Brailovsky, Carlos; Rainsberry, Paul; Lawrence, Katherine; Crichton, Tom; Carpentier, Marie-Pierre; Visser, Shaun

2011-01-01

Abstract Objective To develop a definition of competence in family medicine sufficient to guide a review of Certification examinations by the Board of Examiners of the College of Family Physicians of Canada. Design Delphi analysis of responses to a 4-question postal survey. Setting Canadian family practice. Participants A total of 302 family physicians who have served as examiners for the College of Family Physicians of Canada’s Certification examination. Methods A survey comprising 4 short-answer questions was mailed to the 302 participating family physicians asking them to list elements that define competence in family medicine among newly certified family physicians beginning independent practice. Two expert groups used a modified Delphi consensus process to analyze responses and generate 2 basic components of this definition of competence: first, the problems that a newly practising family physician should be competent to handle; second, the qualities, behaviour, and skills that characterize competence at the start of independent practice. Main findings Response rate was 54%; total number of elements among all responses was 5077, for an average 31 per respondent. Of the elements, 2676 were topics or clinical situations to be dealt with; the other 2401 were skills, behaviour patterns, or qualities, without reference to a specific clinical problem. The expert groups identified 6 essential skills, the phases of the clinical encounter, and 99 priority topics as the descriptors used by the respondents. More than 20% of respondents cited 30 of the topics. Conclusion Family physicians define the domain of competence in family medicine in terms of 6 essential skills, the phases of the clinical encounter, and priority topics. This survey represents the first level of definition of evaluation objectives in family medicine. Definition of the interactions among these elements will permit these objectives to become detailed enough to effectively guide assessment. PMID:21918130

Development of national standardized all-hazard disaster core competencies for acute care physicians, nurses, and EMS professionals.

PubMed

Schultz, Carl H; Koenig, Kristi L; Whiteside, Mary; Murray, Rick

2012-03-01

The training of medical personnel to provide care for disaster victims is a priority for the physician community, the federal government, and society as a whole. Course development for such training guided by well-accepted standardized core competencies is lacking, however. This project identified a set of core competencies and performance objectives based on the knowledge, skills, and attitudes required by the specific target audience (emergency department nurses, emergency physicians, and out-of-hospital emergency medical services personnel) to ensure they can treat the injuries and illnesses experienced by victims of disasters regardless of cause. The core competencies provide a blueprint for the development or refinement of disaster training courses. This expert consensus project, supported by a grant from the Robert Wood Johnson Foundation, incorporated an all-hazard, comprehensive emergency management approach addressing every type of disaster to minimize the effect on the public's health. An instructional systems design process was used to guide the development of audience-appropriate competencies and performance objectives. Participants, representing multiple academic and provider organizations, used a modified Delphi approach to achieve consensus on recommendations. A framework of 19 content categories (domains), 19 core competencies, and more than 90 performance objectives was developed for acute medical care personnel to address the requirements of effective all-hazards disaster response. Creating disaster curricula and training based on the core competencies and performance objectives identified in this article will ensure that acute medical care personnel are prepared to treat patients and address associated ramifications/consequences during any catastrophic event. Copyright © 2012 American College of Emergency Physicians. Published by Mosby, Inc. All rights reserved.

Assessing Interprofessional Education Collaborative Competencies in Service-Learning Course

PubMed Central

Hale, Kenneth M.; Brown, Nicole V.; McAuley, James W.

2016-01-01

Objective. To investigate the effect of an interprofessional service-learning course on health professions students’ self-assessment of Interprofessional Education Collaborative (IPEC) competencies. Design. The semester-long elective course consisted of two components: a service component where students provided patient care in an interprofessional student-run free clinic and bi-weekly workshops in which students reflected on their experiences and discussed roles, team dynamics, communication skills, and challenges with underserved patient populations. Assessment. All fifteen students enrolled in the course completed a validated 42-question survey in a retrospective post-then-pre design. The survey instrument assessed IPEC competencies in four domains: Values and Ethics, Roles and Responsibilities, Interprofessional Communication, and Teams and Teamwork. Students’ self-assessment of IPEC competencies significantly improved in all four domains after completion of the course. Conclusion. Completing an interprofessional service-learning course had a positive effect on students’ self-assessment of interprofessional competencies, suggesting service-learning is an effective pedagogical platform for interprofessional education. PMID:27073285

Impact of a contextual intervention on child participation and parent competence among children with autism spectrum disorders: a pretest-posttest repeated-measures design.

PubMed

Dunn, Winnie; Cox, Jane; Foster, Lauren; Mische-Lawson, Lisa; Tanquary, Jennifer

2012-01-01

OBJECTIVE. We tested an occupational therapy contextual intervention for improving participation in children with autism spectrum disorders and for developing parental competence. METHOD. Using a repeated-measures pretest-posttest design, we evaluated the effectiveness of a contextually relevant reflective guidance occupational therapy intervention involving three components: authentic activity settings, family's daily routines, and the child's sensory processing patterns (Sensory Profile). We used these components to coach 20 parents in strategies to support their child's participation. Intervention sessions involved reflective discussion with parents to support them in identifying strategies to meet their goals and make joint plans for the coming week. We measured child participation (Canadian Occupational Performance Measure, Goal Attainment Scaling) and parent competence (Parenting Sense of Competence, Parenting Stress Index). RESULTS. Results indicated that parents felt more competent and children significantly increased participation in everyday life, suggesting that this approach is an effective occupational therapy intervention. Copyright © 2012 by the American Occupational Therapy Association, Inc.

Assessing Interprofessional Education Collaborative Competencies in Service-Learning Course.

PubMed

Sevin, Alexa M; Hale, Kenneth M; Brown, Nicole V; McAuley, James W

2016-03-25

Objective. To investigate the effect of an interprofessional service-learning course on health professions students' self-assessment of Interprofessional Education Collaborative (IPEC) competencies. Design. The semester-long elective course consisted of two components: a service component where students provided patient care in an interprofessional student-run free clinic and bi-weekly workshops in which students reflected on their experiences and discussed roles, team dynamics, communication skills, and challenges with underserved patient populations. Assessment. All fifteen students enrolled in the course completed a validated 42-question survey in a retrospective post-then-pre design. The survey instrument assessed IPEC competencies in four domains: Values and Ethics, Roles and Responsibilities, Interprofessional Communication, and Teams and Teamwork. Students' self-assessment of IPEC competencies significantly improved in all four domains after completion of the course. Conclusion. Completing an interprofessional service-learning course had a positive effect on students' self-assessment of interprofessional competencies, suggesting service-learning is an effective pedagogical platform for interprofessional education.

Core competencies for pharmaceutical physicians and drug development scientists

PubMed Central

Silva, Honorio; Stonier, Peter; Buhler, Fritz; Deslypere, Jean-Paul; Criscuolo, Domenico; Nell, Gerfried; Massud, Joao; Geary, Stewart; Schenk, Johanna; Kerpel-Fronius, Sandor; Koski, Greg; Clemens, Norbert; Klingmann, Ingrid; Kesselring, Gustavo; van Olden, Rudolf; Dubois, Dominique

2013-01-01

Professional groups, such as IFAPP (International Federation of Pharmaceutical Physicians and Pharmaceutical Medicine), are expected to produce the defined core competencies to orient the discipline and the academic programs for the development of future competent professionals and to advance the profession. On the other hand, PharmaTrain, an Innovative Medicines Initiative project, has become the largest public-private partnership in biomedicine in the European Continent and aims to provide postgraduate courses that are designed to meet the needs of professionals working in medicines development. A working group was formed within IFAPP including representatives from PharmaTrain, academic institutions and national member associations, with special interest and experience on Quality Improvement through education. The objectives were: to define a set of core competencies for pharmaceutical physicians and drug development scientists, to be summarized in a Statement of Competence and to benchmark and align these identified core competencies with the Learning Outcomes (LO) of the PharmaTrain Base Course. The objectives were successfully achieved. Seven domains and 60 core competencies were identified and aligned accordingly. The effective implementation of training programs using the competencies or the PharmaTrain LO anywhere in the world may transform the drug development process to an efficient and integrated process for better and safer medicines. The PharmaTrain Base Course might provide the cognitive framework to achieve the desired Statement of Competence for Pharmaceutical Physicians and Drug Development Scientists worldwide. PMID:23986704

Tracking Patient Encounters and Clinical Skills to Determine Competency in Ambulatory Care Advanced Pharmacy Practice Experiences

PubMed Central

Pereira, Chrystian R.; Harris, Ila M.; Moon, Jean Y.; Westberg, Sarah M.; Kolar, Claire

2016-01-01

Objective. To determine if the amount of exposure to patient encounters and clinical skills correlates to student clinical competency on ambulatory care advanced pharmacy practice experiences (APPEs). Design. Students in ambulatory care APPEs tracked the number of patients encountered by medical condition and the number of patient care skills performed. At the end of the APPE, preceptors evaluated students’ competency for each medical condition and skill, referencing the Dreyfus model for skill acquisition. Assessment. Data was collected from September 2012 through August 2014. Forty-six responses from a student tracking tool were matched to preceptor ratings. Students rated as competent saw more patients and performed more skills overall. Preceptors noted minimal impact on workload. Conclusions. Increased exposure to patient encounters and skills performed had a positive association with higher Dreyfus stage, which may represent a starting point in the conversation for more thoughtful design of ambulatory care APPEs. PMID:26941440

Self-perceived versus objectively measured competence in performing clinical practical procedures by final year medical students

PubMed Central

Banda, Sekelani

2016-01-01

Objectives To determine and compare the self-perceived and objectively measured competence in performing 14 core-clinical practical procedures by Final Year Medical Students of the University of Zambia. Methods The study included 56 out of 60 graduating University of Zambia Medical Students of the 2012/2013 academic year. Self-perceived competence: students rated their competence on 14 core- clinical practical procedures using a self-administered questionnaire on a 5-point Likert scale. Objective competence: it was measured by Objective Structured Clinical Examination (OSCE) by faculty using predetermined rating scales. Rank order correlation test was performed for self-perceived and objectively measured competence. Results Two thirds 36 (66.7%) of the participants perceived themselves as moderately competent, 15 (27.8%) rated themselves as highly competent while 3 (5.6%) had low self-perception. With objective competence, the majority 52 (92.8%) were barely competent while 4 (7.2%) were absolutely competent. When overall self-perception was compared to objectively measured competence, there was a discordance which was demonstrated by a negative correlation (Spearman rho -.123). Conclusions Significant numbers of students reported low self-competence in performing procedures such as endotracheal intubation, gastric lavage and cardiopulmonary resuscitation which most never performed during the clinical years of medical education. In addition, the negative correlation between self-perceived and objectively measured competence demonstrated the inability of students to assess and rate themselves objectively due to fear that others may know their weaknesses and realize that they are not as competent as expected at a specific level of training. PMID:27132255

Core Competencies for Injury and Violence Prevention

PubMed Central

Stephens-Stidham, Shelli; Peek-Asa, Corinne; Bou-Saada, Ingrid; Hunter, Wanda; Lindemer, Kristen; Runyan, Carol

2009-01-01

Efforts to reduce the burden of injury and violence require a workforce that is knowledgeable and skilled in prevention. However, there has been no systematic process to ensure that professionals possess the necessary competencies. To address this deficiency, we developed a set of core competencies for public health practitioners in injury and violence prevention programs. The core competencies address domains including public health significance, data, the design and implementation of prevention activities, evaluation, program management, communication, stimulating change, and continuing education. Specific learning objectives establish goals for training in each domain. The competencies assist in efforts to reduce the burden of injury and violence and can provide benchmarks against which to assess progress in professional capacity for injury and violence prevention. PMID:19197083

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.

The competency of internists in holistic global care to support healthy Indonesia 2010.

PubMed

Rudijanto, Achmad

2006-01-01

All patients are entitled to good standards of practice and care from their doctors. The improved health of all peoples is the main goal of medical education, including for the education of internal medicine registrars. The future development of the direction and goal of education, the level of competence of internal medicine specialists, and the process of learning will be related to preparing the internal medicine specialist to have global competitive advantage. Identification of general competencies is the first step in a long-term effort designed to emphasize educational outcome, for assessment in residency programs, and in the accreditation process. To achieve that competence, a variety of learning opportunities need to be provided in order that the resident can achieve the necessary knowledge, skills, attitude, and behaviors. Identification of the role and function of internal medicine specialists is needed prior to the development of the general competencies. As educational objectives, the competencies fall into two main categories: knowledge-based and performance-based. Knowledge-based competency has two components, medical knowledge (bio-science and clinical medicine) and contextual knowledge (epidemiology, health service organization, and human behavior). The performance base has two components, intellectual skills and the interpersonal skills. Besides the two main categories of educational objectives, there are behavioral objectives that residents must achieve through the educational program, to ensure that residents are able to deal with a range of prescribed clinical situations effectively, safely, humanely, and economically. The achievement of behavioral objectives will ensure, at least in part, that the doctor will implement good medical practice. The index clinical/community situations (ICS) on which the educational objectives will be based are taken from diseases and illnesses that occur in clinical and community settings. No resident can master all medicine there is to know, as there are no limits to what can be known about medicine. It is important to make choices in selecting what residents should learn by analyzing the ICS.

Articulated Instruction Objectives Guide for Drafting. Final Document for Articulation of Drafting.

ERIC Educational Resources Information Center

Henderson, Wm. Edward, Jr.

Intended for use in competency-based and criterion-referenced vocational programs, this articulated, performance-based instruction objectives guide for Drafting I is designed for reference use in the articulation of drafting programs at the secondary and postsecondary levels. It consists of a description of the development of the guide, 14…

Advertising Design. Art Education: 6693.07.

ERIC Educational Resources Information Center

Raia, Frank A.

This introductory, secondary level course in advertising design provides a vocational orientation to art education. The concern of the course is the eventual use of commercial art--to persuade consumers to buy goods and services. Objectives of the course include competencies in the technical aspects of commercial art and an awareness of consumer…

Core Competencies for Medical Teachers (KLM)--A Position Paper of the GMA Committee on Personal and Organizational Development in Teaching.

PubMed

Görlitz, Anja; Ebert, Thomas; Bauer, Daniel; Grasl, Matthäus; Hofer, Matthias; Lammerding-Köppel, Maria; Fabry, Götz

2015-01-01

Recent developments in medical education have created increasing challenges for medical teachers which is why the majority of German medical schools already offer educational and instructional skills trainings for their teaching staff. However, to date no framework for educational core competencies for medical teachers exists that might serve as guidance for the qualification of the teaching faculty. Against the background of the discussion about competency based medical education and based upon the international literature, the GMA Committee for Faculty and Organizational Development in Teaching developed a model of core teaching competencies for medical teachers. This framework is designed not only to provide guidance with regard to individual qualification profiles but also to support further advancement of the content, training formats and evaluation of faculty development initiatives and thus, to establish uniform quality criteria for such initiatives in German-speaking medical schools. The model comprises a framework of six competency fields, subdivided into competency components and learning objectives. Additional examples of their use in medical teaching scenarios illustrate and clarify each specific teaching competency. The model has been designed for routine application in medical schools and is thought to be complemented consecutively by additional competencies for teachers with special duties and responsibilities in a future step.

Self-perceived versus objectively measured competence in performing clinical practical procedures by final year medical students.

PubMed

Katowa-Mukwato, Patricia; Banda, Sekelani

2016-04-30

To determine and compare the self-perceived and objectively measured competence in performing 14 core-clinical practical procedures by Final Year Medical Students of the University of Zambia. The study included 56 out of 60 graduating University of Zambia Medical Students of the 2012/2013 academic year. Self-perceived competence: students rated their competence on 14 core- clinical practical procedures using a self-administered questionnaire on a 5-point Likert scale. Objective competence: it was measured by Objective Structured Clinical Examination (OSCE) by faculty using predetermined rating scales. Rank order correlation test was performed for self-perceived and objectively measured competence. Two thirds 36 (66.7%) of the participants perceived themselves as moderately competent, 15 (27.8%) rated themselves as highly competent while 3 (5.6%) had low self-perception. With objective competence, the majority 52 (92.8%) were barely competent while 4 (7.2%) were absolutely competent. When overall self-perception was compared to objectively measured competence, there was a discordance which was demonstrated by a negative correlation (Spearman rho -.123). Significant numbers of students reported low self-competence in performing procedures such as endotracheal intubation, gastric lavage and cardiopulmonary resuscitation which most never performed during the clinical years of medical education. In addition, the negative correlation between self-perceived and objectively measured competence demonstrated the inability of students to assess and rate themselves objectively due to fear that others may know their weaknesses and realize that they are not as competent as expected at a specific level of training.

Physician Beliefs about Physical and Mental Competency of Patients Applying for Concealed Weapon Permits.

PubMed

Goldstein, Adam O; Viera, Anthony J; Pierson, John; Barnhouse, Kathy K; Tulsky, James A; Richman, Barak D

2015-06-01

Law enforcement officials have asked health care providers to evaluate patient applications for concealed weapon permits. The current study was designed to examine physician beliefs regarding competency to carry a concealed weapon for patients with specific physical and mental conditions. Among 222 North Carolina physicians who participated in this survey (40% response rate), large variation and uncertainty existed for determining competency. Physicians most frequently chose mild dementia, post-traumatic stress disorder, and recent depression as conditions that would render a patient not competent to carry a concealed weapon. Male physicians and those owning a gun were more likely to deem a patient competent. Almost a third of physicians were unsure about competence for most conditions. Physicians asked to assess competency of patients to carry a concealed weapon have quite disparate views on competency and little confidence in their decisions. If physicians are expected to assess patient competence to carry a concealed weapon, more objective criteria and training are needed. Copyright © 2015 John Wiley & Sons, Ltd.

Reinforcing Cultural Competency Concepts During Introductory Pharmacy Practice Experiences

PubMed Central

Caligiuri, Frank J

2010-01-01

Objectives To incorporate cultural competency concepts into various introductory pharmacy practice experiences (IPPE) at the University of Missouri - Kansas City, School of Pharmacy. Design A 6-week series, titled “Becoming a Culturally Competent Provider” was developed to provide IPPE students with the opportunity to apply theory regarding cultural competency in a clinical context. Assessment Pre- and post-intervention attitude survey instruments were administered to 25 students in the spring semester of 2009. Several activities within the series were associated with reflection exercises. Student presentations were evaluated and formal feedback was provided by faculty members. A course evaluation was administered to evaluate the series and determine areas of improvement. Conclusion A special series on cultural competency resulted in positive changes in students' attitudes, highlighting the importance of reinforcing cultural competency concepts during IPPEs. PMID:21088735

Development of a Human Behavior and Performance Training Curriculum for ISS Astronauts

NASA Technical Reports Server (NTRS)

VanderArk, Steve; Tomi, Leena; Vassin, Alexander; Inoue, Natsuhiko; Bessone, Lorendana; OConnor, Sharon; Mukai, Chiaki; Coffee, Emily; Sipes, Walter; Salnitskiy, Vyecheslav;

Associations between young children's perceived and actual ball skill competence and physical activity.

PubMed

Barnett, Lisa M; Ridgers, Nicola D; Salmon, Jo

2015-03-01

The relationship between actual and perceived object control competence (ball skills) and the contribution to young children's physical activity is not known. Cross sectional study. The Test Gross Motor Development-2 assessed actual object control competence and a modified version of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children assessed perceived object control competence. Moderate- to vigorous-intensity physical activity was measured via accelerometry. Three mixed regression models were performed: (i) object control competence as the predictor and the outcome as perceived object control, (ii) perceived object control competence as the predictor and the outcome moderate to vigorous physical activity and (iii) actual object control as the predictor and the outcome moderate to vigorous physical activity. Models adjusted for school clustering, monitor wear time, sex and age. Interactions between respective predictor variables and sex were performed if warranted. A total of 102 children (56% boys, 44% girls) aged 4-8 years (M 6.3, SD 0.92) completed assessments. Girls had lower perceived and actual object control competence and were less active than boys. Actual object control competence was positively associated with perceived object control competence (B=0.11, t(96)=2.25, p<0.001, p=0.027) and this relationship did not differ by sex (p=0.449); however, neither actual (p=0.092) nor perceived object control competence (p=0.827) were associated with moderate to vigorous physical activity. Young children's perceived ball skill abilities appear to relate to actual competence; however, these measures were not associated with physical activity. In older children, object control skill is associated with physical activity so targeting young children's object control skills is an intervention priority. Crown Copyright © 2014. Published by Elsevier Ltd. All rights reserved.

Accreditation Council for Graduate Medical Education Core Competencies at a Community Teaching Hospital: Is There a Gap in Awareness?

PubMed Central

Al-Temimi, Mohammed; Kidon, Michael; Johna, Samir

2016-01-01

Context Reports evaluating faculty knowledge of the Accreditation Council for Graduate Medical Education (ACGME) core competencies in community hospitals without a dedicated residency program are uncommon. Objective Faculty evaluation regarding knowledge of ACGME core competencies before a residency program is started. Design Physicians at the Kaiser Permanente Fontana Medical Center (N = 480) were surveyed for their knowledge of ACGME core competencies before starting new residency programs. Main Outcome Measures Knowledge of ACGME core competencies. Results Fifty percent of physicians responded to the survey, and 172 (71%) of respondents were involved in teaching residents. Of physicians who taught residents and had complete responses (N = 164), 65 (39.7%) were unsure of their knowledge of the core competencies. However, most stated that they provided direct teaching to residents related to the knowledge, skills, and attitudes stated in each of the 6 competencies as follows: medical knowledge (96.3%), patient care (95.7%), professionalism (90.7%), interpersonal and communication skills (86.3%), practice-based learning (85.9%), and system-based practice (79.6%). Physician specialty, years in practice (1–10 vs > 10), and number of rotations taught per year (1–6 vs 7–12) were not associated with knowledge of the competencies (p > 0.05); however, full-time faculty (teaching 10–12 rotations per year) were more likely to provide competency-based teaching. Conclusion Objective assessment of faculty awareness of ACGME core competencies is essential when starting a residency program. Discrepancy between knowledge of the competencies and acclaimed provision of competency-based teaching emphasizes the need for standardized teaching methods that incorporate the values of these competencies. PMID:27768565

Do primary health centres and hospitals contribute equally towards achievement of the transversal clinical competencies of medical students? Performance on the Objective Structured Clinical Examination (OSCE) in competency acquisition.

PubMed

Soler-González, Jorge; Buti, Miquel; Boada, Jordi; Ayala, Victoria; Peñascal, Eduard; Rodriguez, Toni

2016-01-01

The adaptation of the educational programmes of European faculties of medicine to the European Higher Education Area guidelines has focused curricula design on competence acquisition. Competencies are defined as the achievements of a predetermined level of efficacy in real-world scenarios. Our objective was to assess whether performance on a common competence evaluation test, the Objective Structured Clinical Examination (OSCE), resulted in different scores for second-year students after a practical medical training course took place in a primary health centre (PHC) or in a hospital. A descriptive study was conducted during the 2010-2014 academic year of the OSCE test scores obtained by all second-year students. Faculty of Medicine at the University of Lleida (Catalonia, Spain). We performed a correlation analysis between students who completed their practical medical training at the PHC and hospitals utilising Student's t-test for comparison of means. 423 students who completed internships at the PHC and at hospitals obtained OSCE mean scores of 7.32 (SD; IC) (0.82; 7.18-7.47) points and 7.17 (0.83; 6.07-7.26) points, respectively (p=0.07). Second-year medical students acquired similar competency levels in the two analysed training scenarios. The two areas both serve their teaching purpose. Copyright © 2014 Elsevier España, S.L.U. All rights reserved.

Student Team Achievement Divisions: Its Effect on Electrical Motor Installation Knowledge Competence

NASA Astrophysics Data System (ADS)

Hanafi, Ahmad; Basuki, Ismet

2018-04-01

Student team achievement division (STAD) was an active learning strategy with the small group inside of the classroom members. The students would work in small heterogeneous groups (of five to six members) and help one another to comprehend the material given. To achieve the objectives of the study, this research aims to know the effect of STAD on competence of electrical motor installation. The objective of the student competence was knowledge competence. The data was collected from 30 students. the participants were the students of second class at electrical installation techniques, SMKN 1 Pungging Indonesia. The design of empirical test in this research was one shot case study. The result of knowledge test would be compared by criteria for minimum competence, which was 75. Knowledge competence was analyzed with one sample t test technique. From the analysis got average 84.93, which meant average of student competence had reached criteria for minimum competence. From that analyze, It could be concluded that STAD was effective on electrical motor installation knowledge competence. STAD could grow student motivation to learn better than other models. But, in the application of cooperative learning teacher should prepare carefully before the learning process to avoid problems that could arise during group learning such as students who were less active in the groups. The problem could be resolved by away the teachers took around to check each group. It was felt could minimize the problems.

Associations of object control motor skill proficiency, game play competence, physical activity and cardiorespiratory fitness among primary school children.

PubMed

Miller, Andrew; Eather, Narelle; Duncan, Mitch; Lubans, David Revalds

2018-06-18

This study investigated if object control relates to children's game play competence, and examined these competencies as correlates of physical activity and cardiorespiratory fitness. Game play (Game Performance Assessment Instrument), object control (The Test Gross Motor Development-3), moderate-to-vigorous physical activity (Accelerometry), and cardiorespiratory fitness (20-metre shuttle) assessments were completed for 107 children (57% Female, 43% Male) aged 9-12 years (M 10.53, SD 0.65). Two-level regression of object control on game play competence, and object control and game play competence on physical activity and cardiorespiratory fitness assessed associations. Object control competence was positively associated with game play competence (Std. B = 0.25, t (104.77) = 2.38, p = 0.001). Game play competence (Std. B = 0.33, t (99.81) = 5.21, p < 0.000) was more strongly associated with moderate-to-vigorous physical activity than object control competence (Std. B = 0.20, t (106.93) = 2.96, p = 0.003). Likewise, game competence (Std. B = 0.39, t (104.41) = 4.36, p < 0.000) was more strongly associated with cardiorespiratory fitness than object control competence (Std. B = 0.22, t (106.69) = 2.63, p = 0.002). Object control and game competence are both important as correlates of physical activity and cardiorespiratory fitness in children.

Effectiveness of a 16 week gymnastics curriculum at developing movement competence in children.

PubMed

Rudd, James R; Barnett, Lisa M; Farrow, Damian; Berry, Jason; Borkoles, Erika; Polman, Remco

2017-02-01

Internationally, children's movement competence levels are low. This study's aim was to evaluate the effectiveness of a 16 week gymnastics curriculum on stability, locomotive and object control skills and general body coordination. It was hypothesised that the gymnastics intervention group would demonstrate significant improvements beyond a PE comparison group. This study used a non-randomised control design. The intervention and comparison groups were drawn from three primary schools. The study followed the transparent reporting of evaluations with nonrandomized designs (TREND) statement for reporting. A total of 333 children (51% girls, 41% intervention) with a mean age of 8.1 years (SD=1.1) participated. Intervention children (16 weeks×2h of gymnastics) were compared to children who received (16×2h) standard PE curriculum. Children's movement competence was assessed using the Test of Gross Motor Development-2, Stability Skills Assessment and the Körper-Koordinationstest für Kinder. Multilevel linear mixed models, accounting for variation at the class level and adjusted for age and sex, were used to assess intervention relative to comparison differences in all aspects of movement competence. Stability and object control skills showed a significant (p<0.05) intervention×time interaction effect. No difference was found in locomotor skills or general coordination. Gymnastics is effective at developing stability skills and object control skills without hindering the development of locomotor skills or general coordination. Accelerated learning of stability skills may support the development of more complex movement skills. Copyright © 2016 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Competence and Responsiveness in Mothers of Late Preterm Infants Versus Term Infants

PubMed Central

Baker, Brenda; McGrath, Jacqueline M.; Pickler, Rita; Jallo, Nancy; Cohen, Stephen

2013-01-01

Objective To compare maternal competence and responsiveness in mothers of late preterm infants (LPIs) with mothers of full-term infants. Design A nonexperimental repeated-measures design was used to compare maternal competence and responsiveness in two groups of postpartum mothers and the relationship of the theoretical antecedents to these outcomes. Setting Urban academic medical center. Participants Mothers of late preterm infants (34–36, 6/7-weeks gestation) and mothers of term infants (≥37-weeks gestation), including primiparas and multiparas. Data were collected after delivery during the postpartum hospital stay and again at 6-weeks postpartum. Methods Descriptive and inferential analysis. Results A total of 70 mothers completed both data collection periods: 49 term mothers and 21 LPI mothers. There were no differences between the two groups related to their perception of competence or responsiveness at delivery or 6-weeks postpartum. At 6-weeks postpartum, none of the assessed factors in the model was significantly related to competence or responsiveness. Conclusions The results, which may have been limited by small sample size, demonstrated no difference in the perceptions of LPI and term mothers related to competence or responsiveness. Maternal stress and support were significantly related to other factors in the model of maternal competence and responsiveness. PMID:23601024

Design review - A tool for all seasons.

NASA Technical Reports Server (NTRS)

Liberman, D. S.

1972-01-01

The origins of design review are considered together with questions of definitions. The main characteristics which distinguish the concept of design review discussed from the basic master-apprentice relationship include competence, objectivity, formality, and a systematic approach. Preliminary, major, and final reviews are the steps used in the management of the design and development process in each company. It is shown that the design review is generically a systems engineering milestone review with certain unique characteristics.

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.

Assessing Integration of Clinical and Public Health Skills in Preventive Medicine Residencies: Using Competency Mapping

PubMed Central

Sarigiannis, Amy N.; Boulton, Matthew L.

2012-01-01

Objectives. We evaluated the utility of a competency mapping process for assessing the integration of clinical and public health skills in a newly developed Community Health Center (CHC) rotation at the University of Michigan School of Public Health Preventive Medicine residency. Methods. Learning objectives for the CHC rotation were derived from the Accreditation Council for Graduate Medical Education core clinical preventive medicine competencies. CHC learning objectives were mapped to clinical preventive medicine competencies specific to the specialty of public health and general preventive medicine. Objectives were also mapped to The Council on Linkages Between Academia and Public Health Practice’s tier 2 Core Competencies for Public Health Professionals. Results. CHC learning objectives mapped to all 4 (100%) of the public health and general preventive medicine clinical preventive medicine competencies. CHC population-level learning objectives mapped to 32 (94%) of 34 competencies for public health professionals. Conclusions. Utilizing competency mapping to assess clinical–public health integration in a new CHC rotation proved to be feasible and useful. Clinical preventive medicine learning objectives for a CHC rotation can also address public health competencies. PMID:22690972

[Clinical competence evaluation using the Objective Structured Clinical Examination (OSCE) in medical internship at UNAM].

PubMed

Trejo Mejía, Juan Andrés; Martínez González, Adrián; Méndez Ramírez, Ignacio; Morales López, Sara; Ruiz Pérez, Leobardo C; Sánchez Mendiola, Melchor

2014-01-01

The Objective Structured Clinical Examination (OSCE) is a widely used measurement tool to assess clinical competence in the health sciences. There is little published evidence of its use in Mexican medical schools. To assess clinical competence in medical students with an OSCE, before and after the Medical Internship. Prospective cohort study, pre- post-test research design. The assessed population was medical students at UNAM Faculty of Medicine in Mexico in their Internship year. The instrument was an 18-stations OSCE, three stations per academic area of the Internship curriculum. We assessed the clinical competence of 278 students in a pretest OSCE when starting the Internship year, and tested them 10 months later with an equivalent post-test OSCE. The sample of students was 30.4% of the total Internship population. Test reliability with Cronbach's alpha was 0.62 in the pre-test and 0.64 in the post-test. The global mean score in the pretest OSCE was 55.6 ± 6.6 and in the post-test 63.2 ± 5.7 (p < 0.001), with a Cohen's d of 1.2. The clinical competence of medical students measured with an OSCE is higher after the medical internship year. This difference suggests that the internship can influence the development of clinical competence in medical students.

Design and Evaluation of a Cross-Cultural Training System

NASA Technical Reports Server (NTRS)

Santarelli, Thomas; Stagl, Kevin C.

2011-01-01

Cross-cultural competency, and the underlying communication and affective skills required to develop such expertise, is becoming increasingly important for a wide variety of domains. To address this need, we developed a blended learning platform which combines virtual role-play with tutorials, assessment and feedback. A Middle-Eastern Curriculum (MEC) exemplar for cross-cultural training U.S. military personnel was developed to guide the refinement of an existing game-based training platform. To complement this curriculum, we developed scenario authoring tools to enable end-users to define training objectives, link performance measures and feedback/remediation to these objectives, and deploy experiential scenarios within a game-based virtual environment (VE). Lessons learned from the design and development of this exemplar cross-cultural competency curriculum, as well as formative evaluation results, are discussed. Initial findings suggest that the underlying training technology promotes deep levels of semantic processing of the key information of relevant cultural and communication skills.

Visions and reality: the idea of competence-oriented assessment for German medical students is not yet realised in licensing examinations

PubMed Central

Huber-Lang, Markus; Palmer, Annette; Grab, Claudia; Boeckers, Anja; Boeckers, Tobias Maria; Oechsner, Wolfgang

2017-01-01

Objective: Competence orientation, often based on the CanMEDS model, has become an important goal for modern curricula in medical education. The National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM) has been adopted in Germany. However, it is currently unknown whether the vision of competence orientation has also reached the licensing examination procedures. Methods: Therefore, a prospective, descriptive, single-centre, exemplary study design was applied to evaluate 4051 questions/tasks (from 28 examiners at 7 two-day licensing oral-practical exams) for undergraduate medical students at the University of Ulm. The oral and practical questions/tasks as well as the real bedside assessment were assigned to specific competence roles (NKLM section I), categories (NKLM section II) and taxonomy levels of learning domains. Results: Numerous questions/tasks were set per candidate (day 1/2: 70±24/86±19 questions) in the licensing oral-practical exam. Competence roles beyond the “medical expert” were scarcely considered. Furthermore, practical and communication skills at the bedside were hardly addressed (less than 3/15 min). Strikingly, there was a significant predominance of questions with a low-level taxonomy. Conclusions: The data indicate a misalignment of competence-oriented frameworks and the “real world” licensing practical-oral medical exam, which needs improvement in both evaluation and education processes. PMID:28584873

Carpentry. Competency Statements/Objectives and Reference Guide. Revised.

ERIC Educational Resources Information Center

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

This curriculum guide provides competency statements/objectives for an 11th- to 12th-grade trade and industrial education course in carpentry. The first half of the guide consists of competency statements for the 35 units of the curriculum. Each competency statement consists of a terminal objective and specific objectives for each unit, referenced…

Mechanical Systems. Competency Statements/Objectives and Reference Guide.

ERIC Educational Resources Information Center

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

This curriculum guide provides competency statements/objectives for an 11th- to 12th-grade trade and industrial education course in mechanical systems. The first half of the guide consists of competency statements for the 53 units of the curriculum. Each competency statement consists of a terminal objective and specific objectives for each unit,…

Do educational outcomes correspond with the requirements of nursing practice: educators' and managers' assessments of novice nurses' professional competence

PubMed Central

Numminen, Olivia; Laine, Tuija; Isoaho, Hannu; Hupli, Maija; Leino-Kilpi, Helena; Meretoja, Riitta

2014-01-01

Objective This study evaluated weather educational outcomes of nurse education meet the requirements of nursing practice by exploring the correspondence between nurse educators' and nurse managers' assessments of novice nurses' professional competence. The purpose was to find competence areas contributing to the acknowledged practice–theory gap. Design A cross-sectional, comparative design using the Nurse Competence Scale was applied. Subjects The sample comprised nurse educators (n = 86) and nurse managers (n = 141). Methods Descriptive and inferential statistics were used in the data analysis. Main outcome measures Educators assessed novice nurses' competence to a significantly higher level than managers in all competence areas (p < 0.001). The biggest correspondence between educators' and mangers' assessments were in competencies related to immediate patient care, commitment to ethical values, maintaining professional skills and nurses' care of the self. The biggest differences were in competencies related to developmental and evaluation tasks, coaching activities, use of evidence-based knowledge and in activities which required mastering a comprehensive view of care situations. However, differences between educators' and managers' assessments were strongly associated with their age and work experience. Active and improved collaboration should be focused on areas in which the differences between educators' and managers' assessments greatly differ in ensuring novice nurses′ fitness for practice. PMID:24512685

Family Medicine Residency Program Directors Attitudes and Knowledge of Family Medicine CAM Competencies

PubMed Central

Gardiner, Paula; Filippelli, Amanda C.; Lebensohn, Patricia; Bonakdar, Robert

2013-01-01

Context Little is known about the incorporation of integrative medicine (IM) and complementary and alternative medicine (CAM) into family medicine residency programs. Objective The Society for Teachers of Family Medicine (STFM) approved a set of CAM/IM competencies for family medicine residencies. We hope to evaluate with an online survey tool, whether residency programs are implementing such competencies into their curriculum. We also hope to assess the knowledge and attitudes of Residency Directors (RDs) on the CAM/IM competencies. Design A survey was distributed by the CAFM (Council of Academic Family Medicine) Educational Research Alliance to RDs via email. The survey was distributed to 431 RDs. Of those who received it, 212 responded for a response rate of 49.1%. Questions assessed the knowledge and attitudes of CAM/IM competencies and incorporation of CAM/IM into residency curriculum. Results Forty-five percent of RDs were aware of the competencies. In term of RD attitudes, 58% reported that CAM/IM is an important component of residents' curriculum yet, 60% report not having specific learning objectives for CAM/IM in their residency curriculum. Among all programs, barriers to CAM/IM implementation included: time in residents' schedules (77%); faculty training (75%); access to CAM experts (43%); lack of reimbursement (43%), and financial resources (29%). Conclusions While many RDs are aware of the STFM CAM/IM competencies and acknowledge their role in residence education, there are many barriers preventing residencies to implementing the STFM CAM/IM competencies. PMID:24021471

Performance evaluation of nursing students following competency-based education.

PubMed

Fan, Jun-Yu; Wang, Yu Hsin; Chao, Li Fen; Jane, Sui-Whi; Hsu, Li-Ling

2015-01-01

Competency-based education is known to improve the match between educational performance and employment opportunities. This study examined the effects of competency-based education on the learning outcomes of undergraduate nursing students. The study used a quasi-experimental design. A convenience sample of 312 second-year undergraduate nursing students from northern and southern Taiwan participated in the study. The experimental group (n=163) received competency-based education and the control group received traditional instruction (n=149) in a medical-surgical nursing course. Outcome measures included students' scores on the Objective Structured Clinical Examination, Self-Evaluated Core Competencies Scale, Metacognitive Inventory for Nursing Students questionnaire, and academic performance. Students who received competency-based education had significantly higher academic performance in the medical-surgical nursing course and practicum than did the control group. Required core competencies and metacognitive abilities improved significantly in the competency-based education group as compared to the control group after adjusting for covariates. Competency-based education is worth implementing and may close the gap between education and the ever-changing work environment. Copyright © 2014 Elsevier Ltd. All rights reserved.

The Effects of Consultation on Individualized Education Program Outcomes for Young Children With Autism: The Collaborative Model for Promoting Competence and Success

PubMed Central

Ruble, Lisa A.; Dalrymple, Nancy J.; McGrew, John H.

2011-01-01

The effects of a teacher consultation intervention were examined—namely, the collaborative model for promoting competence and success (COMPASS), which was designed to improve objectives of individualized education programs for children with autism. The intervention consists of an initial parent–teacher consultation, followed by four teacher consultations across the school year. Thirty-five teachers and a randomly selected child with autism (M age = 6.1 years) from each classroom participated. Compared to the nonintervention teacher–child dyads, the intervention teacher–child dyads showed improvements in individualized education program objectives, with a large effect size (d = 1.51). PMID:21691449

Documenting Student Competence through Effective Performance Assessment: Employability Skills. Workshop Summary.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Agricultural Curriculum Materials Service.

This report contains 26 performance assessments for documenting student employability skills. Each performance assessment consists of the following: a competency; a terminal performance objective (outcome); competency builders and pupil performance objectives (criteria for documenting mastery of the objective); applied academic competencies;…

Judging the gender of the inanimate: Benevolent sexism and gender stereotypes guide impressions of physical objects.

PubMed

Meagher, Benjamin R

2017-09-01

Within a given culture, sexist ideologies and stereotypes are largely characterized by their prescriptive expectations for the types of social and behavioural domains men and women occupy. The activities that take place within these respective domains, however, frequently involve designed, physical artefacts. This study reports a pair of studies that test whether sexist schemas are capable of guiding not only impressions of men and women as social groups, but also their impressions of the inanimate objects associated with these groups. In Study 1, benevolent sexism was found to predict a greater willingness to classify physical objects as being either highly feminine or highly masculine, even when these objects had a neutral rating by the sample as a whole. In Study 2, stereotypes consistent with legitimizing ideologies (i.e., competence and warmth) predicted rating associated objects in complementary ways, in terms of greater liking of feminine objects but greater presumed competence needed for using masculine objects. These results demonstrate how sexist beliefs and attitudes are capable of bleeding into people's impressions of the physical world. © 2017 The British Psychological Society.

Evaluation of safe performance secondary school driver education curriculum demonstration project

DOT National Transportation Integrated Search

1983-06-01

The primary objective of this Project was to determine the crash reduction potential of a quality, competency-based driver training program known as the Safe Performance Curriculum (SPC). The experimental design called for the random assignment of 18...

The ambiguous and bewitching power of knowledge, skills and attitudes leads to confusing statements of learning objectives.

PubMed

Guilbert, J-J

2002-01-01

The words "knowledge", "skills" and "attitudes" are given different meanings by health personnel when discussing educational issues. Ambiguity is known as a handicap to efficient communication. In the design of a curriculum the quality of the definition of learning objectives plays a fundamental role. If learning objectives lack clarity, learners and teachers will face operational difficulties. As Robert Mager said, "If you are not certain of where you are going you may very well end up somewhere else and not even know it". Knowledge is not only memory of facts but what you do with it. The complexity of human behaviour should not be underestimated. This is why educational objectives need active non-ambiguous verbs in order to achieve better communication between teachers and learners and to assess that complexity. This is why I suggest using the expression intellectual skill (or competence) as meaning "a rational decision or act". Sensomotor skill (or competence) would replace "skills" as presently used and cover only "acts which require a neuromuscular coordination". Interpersonal communication skill (or competence) would replace "attitude(s)" and be limited to "verbal and non-verbal relation between persons". As the level of validity of assessment of learners' competencies is linked to the clarity of learning objectives, it is hoped that the above suggestions will raise the overall level of validity of the evaluation system. This is why it is important that everybody understands, in the same manner, the meaning of a learning objective. It will help learners to focus their learning efforts on the right target. It will help teachers to ensure the relevance to health needs of their teaching and the validity of assessment instruments. In both cases it will be beneficial to the health of the population.

Validation of time to task performance assessment method in simulation: A comparative design study.

PubMed

Shinnick, Mary Ann; Woo, Mary A

2018-05-01

There is a lack of objective and valid measures for assessing nursing clinical competence which could adversely impact patient safety. Therefore, we evaluated an objective assessment of clinical competence, Time to Task (ability to perform specific, critical nursing care activities within 5 min), and compared it to two subjective measures, (Lasater Clinical Judgement Rubric [LCJR] and common "pass/fail" assessment). Using a prospective, "Known Groups" (Expert vs. Novice nurses) comparative design, Expert nurses (ICU nurses with >5 years of ICU experience) and Novice nurses (senior prelicensure nursing students) participated individually in a simulation of a patient in decompensated heart failure. Fourteen nursing instructors or preceptors, blinded to group assignment, reviewed 28 simulation videos (15 Expert and 13 Novice) and scored them using the LCJR and pass/fail assessments. Time to Task assessment was scored based on time thresholds for specific nursing actions prospectively set by an expert clinical panel. Statistical analysis consisted of Medians Test and sensitivity and specificity analyses. The LCJR total score was significantly different between Experts and Novices (p < 0.01) and revealed adequate sensitivity (ability to correctly identify "Expert" nurses; 0.72) but had a low specificity (ability to correctly identify "Novice" nurses; 0.40). For the subjective measure 'pass/fail', sensitivity was high (0.90) but specificity was low (0.47). The Time to Task measure had statistical significance between Expert and Novice groups (p < 0.01) and sensitivity (0.80) and specificity (0.85) were good. Commonly used subjective measures of clinical nursing competence have difficulties with achieving acceptable specificity. However, an objective measure, Time to Task, had good sensitivity and specificity in differentiating between groups. While more than one assessment instrument should be used to determine nurse competency, an objective measure, such as Time to Task, warrants further study. Copyright © 2018 Elsevier Ltd. All rights reserved.

Parents’ Optimism, Positive Parenting, and Child Peer Competence in Mexican-Origin Families

PubMed Central

Castro-Schilo, Laura; Ferrer, Emilio; Taylor, Zoe E.; Robins, Richard W.; Conger, Rand D.; Widaman, Keith F.

2012-01-01

SYNOPSIS Objective This study examined how parents’ optimism influences positive parenting and child peer competence in Mexican-origin families. Design A sample of 521 families (521 mothers, 438 fathers, and 521 11-year-olds) participated in the cross-sectional study. We used structural equation modeling to assess whether effective parenting would mediate the effect of parents’ optimism on child peer competence and whether mothers’ and fathers’ optimism would moderate the relation between positive parenting and child social competence. Results Mothers’ and fathers’ optimism were associated with effective parenting, which in turn was related to children’s peer competence. Mothers’ and fathers’ optimism also moderated the effect of parenting on child peer competence. High levels of parental optimism buffered children against poor parenting; at low levels of parental optimism, positive parenting was more strongly related to child peer competence. Conclusions Results are consistent with the hypothesis that positive parenting is promoted by parents’ optimism and is a proximal driver of child social competence. Parental optimism moderates effects of parenting on child outcomes. PMID:23526877

Factors that affect academic performance among pharmacy students.

PubMed

Sansgiry, Sujit S; Bhosle, Monali; Sail, Kavita

2006-10-15

The objective of this study was to examine factors such as academic competence, test competence, time management, strategic studying, and test anxiety, and identify whether these factors could distinguish differences among students, based on academic performance and enrollment in the experiential program. A cross-sectional study design utilizing questionnaires measuring previously validated constructs was used to evaluate the effect of these factors on students with low and high cumulative grade point averages (GPAs). Pharmacy students (N = 198) enrolled at the University of Houston participated in the study. Academic performance was significantly associated with factors such as academic competence and test competence. Students with a cumulative GPA of 3.0 or greater significantly differed in their level of test competence than those with a GPA of less than 3.0. Students enrolled in their experiential year differed from students enrolled in their second year of curriculum on factors such as test anxiety, academic competence, test competence, and time management skills. Test competence was an important factor to distinguish students with low vs. high academic performance. Factors such as academic competence, test competence, test anxiety and time management improve as students' progress in their experiential year.

Development of national competency-based learning objectives "Medical Informatics" for undergraduate medical education.

PubMed

Röhrig, R; Stausberg, J; Dugas, M

2013-01-01

The aim of this project is to develop a catalogue of competency-based learning objectives "Medical Informatics" for undergraduate medical education (abbreviated NKLM-MI in German). The development followed a multi-level annotation and consensus process. For each learning objective a reason why a physician needs this competence was required. In addition, each objective was categorized according to the competence context (A = covered by medical informatics, B = core subject of medical informatics, C = optional subject of medical informatics), the competence level (1 = referenced knowledge, 2 = applied knowledge, 3 = routine knowledge) and a CanMEDS competence role (medical expert, communicator, collaborator, manager, health advocate, professional, scholar). Overall 42 objectives in seven areas (medical documentation and information processing, medical classifications and terminologies, information systems in healthcare, health telematics and telemedicine, data protection and security, access to medical knowledge and medical signal-/image processing) were identified, defined and consented. With the NKLM-MI the competences in the field of medical informatics vital to a first year resident physician are identified, defined and operationalized. These competencies are consistent with the recommendations of the International Medical Informatics Association (IMIA). The NKLM-MI will be submitted to the National Competence-Based Learning Objectives for Undergraduate Medical Education. The next step is implementation of these objectives by the faculties.

[New frontiers of education in healthcare].

PubMed

Consorti, Fabrizio

2014-01-01

Competency is the ability to use a structured set of knowledge, skills, and attitudes in a specific professional context, or in professional training. Over the past 10 years there has been an acceleration of the trend towards a competency-based design of the education of healthcare professionals, rather than just defining learning objectives or relying on the content of disciplinary programs. The choice for a competency-based curriculum is not only the result of a changed pedagogical vision, but also an answer to the request of accountability toward society about how are the professionals trained and also to allow comparability between universities and nations. In recent years, many international initiatives have defined competency models for medicine and more specifically for public health. This article summarizes these initiatives, putting them in the context of the evolving Italian legislation.

A model of professional competences in mathematics to update mathematical and didactic knowledge of teachers

NASA Astrophysics Data System (ADS)

Díaz, Verónica; Poblete, Alvaro

2017-07-01

This paper describes part of a research and development project carried out in public elementary schools. Its objective was to update the mathematical and didactic knowledge of teachers in two consecutive levels in urban and rural public schools of Region de Los Lagos and Region de Los Rios of southern Chile. To that effect, and by means of an advanced training project based on a professional competences model, didactic interventions based on types of problems and types of mathematical competences with analysis of contents and learning assessment were designed. The teachers' competence regarding the didactic strategy used and its results, as well as the students' learning achievements are specified. The project made possible to validate a strategy of lifelong improvement in mathematics, based on the professional competences of teachers and their didactic transposition in the classroom, as an alternative to consolidate learning in areas considered vulnerable in two regions of the country.

Marketing Education Curriculum Guide.

ERIC Educational Resources Information Center

Michigan State Univ., East Lansing. Coll. of Agriculture and Natural Resources Education Inst.

This curriculum guide is intended to provide a common core of competencies from which to design an effective secondary marketing education program. Introductory materials include a definition of marketing education, objectives, outline of instructional content, and questions and answers regarding the curriculum guide. These practical materials are…

Fashion Merchandising Guide.

ERIC Educational Resources Information Center

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

Developed to address the needs of the apparel industry, this fashion merchandising curriculum guide is designed to assist marketing educators in effective instructional delivery. Introductory materials include the following: a course blueprint that illustrates units of instruction, core competencies in each unit, and specific objectives for each…

An Elective Course in Cultural Competence for Healthcare Professionals

PubMed Central

Evans, Emily

2006-01-01

Objectives To develop and assess a cultural competence elective course used to increase students’ levels of awareness, acceptance, and understanding of the role of culture on healthcare perceptions. Design Classroom and at-home assignments were designed, small group discussions were conducted, and guest speakers were recruited to allow students to explore different viewpoints about other cultures. Assessment Student performance was assessed based on assignments and participation in class discussions. Student satisfaction with the course was assessed using a standard course evaluation form. Conclusion Participation in the course resulted in greater student understanding of cultural issues facing healthcare providers and in students feeling more capable of integrating cultural factors into patient care. PMID:17136176

Family Medicine Global Health Fellowship Competencies: A Modified Delphi Study.

PubMed

Rayess, Fadya El; Filip, Anna; Doubeni, Anna; Wilson, Calvin; Haq, Cynthia; Debay, Marc; Anandarajah, Gowri; Heffron, Warren; Jayasekera, Neil; Larson, Paul; Dahlman, Bruce; Valdman, Olga; Hunt, Vince

2017-02-01

Many US medical schools and family medicine departments have responded to a growing interest in global health by developing global health fellowships. However, there are no guidelines or consensus statements outlining competencies for global health fellows. Our objective was to develop a mission and core competencies for Family Medicine Global Health Fellowships. A modified Delphi technique was used to develop consensus on fellowship competencies. A panel, comprised of 13 members with dual expertise in global health and medical education, undertook an iterative consensus process, followed by peer review, from April to December 2014. The panel developed a mission statement and identified six domains for family medicine global health fellowships: patient care, medical knowledge, professionalism, communication and leadership, teaching, and scholarship. Each domain includes a set of core and program-specific competencies. The family medicine global health competencies are intended to serve as an educational framework for the design, implementation, and evaluation of individual family medicine global health fellowship programs.

Core competencies for pain management: results of an interprofessional consensus summit.

PubMed

Fishman, Scott M; Young, Heather M; Lucas Arwood, Ellyn; Chou, Roger; Herr, Keela; Murinson, Beth B; Watt-Watson, Judy; Carr, Daniel B; Gordon, Debra B; Stevens, Bonnie J; Bakerjian, Debra; Ballantyne, Jane C; Courtenay, Molly; Djukic, Maja; Koebner, Ian J; Mongoven, Jennifer M; Paice, Judith A; Prasad, Ravi; Singh, Naileshni; Sluka, Kathleen A; St Marie, Barbara; Strassels, Scott A

2013-07-01

The objective of this project was to develop core competencies in pain assessment and management for prelicensure health professional education. Such core pain competencies common to all prelicensure health professionals have not been previously reported. An interprofessional executive committee led a consensus-building process to develop the core competencies. An in-depth literature review was conducted followed by engagement of an interprofessional Competency Advisory Committee to critique competencies through an iterative process. A 2-day summit was held so that consensus could be reached. The consensus-derived competencies were categorized within four domains: multidimensional nature of pain, pain assessment and measurement, management of pain, and context of pain management. These domains address the fundamental concepts and complexity of pain; how pain is observed and assessed; collaborative approaches to treatment options; and application of competencies across the life span in the context of various settings, populations, and care team models. A set of values and guiding principles are embedded within each domain. These competencies can serve as a foundation for developing, defining, and revising curricula and as a resource for the creation of learning activities across health professions designed to advance care that effectively responds to pain. Wiley Periodicals, Inc.

Does playing a sports active video game improve young children's ball skill competence?

PubMed

Johnson, Tara M; Ridgers, Nicola D; Hulteen, Ryan M; Mellecker, Robin R; Barnett, Lisa M

2016-05-01

Actual and perceived object control (commonly ball) skill proficiency is associated with higher physical activity in children and adolescents. Active video games (AVGs) encourage whole body movement to control/play the electronic gaming system and therefore provide an opportunity for screen time to become more active. The purpose of this study was to determine whether playing sports AVGs has a positive influence on young children's actual and perceived object control skills. Two group pre/post experimental design study. Thirty-six children aged 6-10 years old from one school were randomly allocated to a control or intervention condition. The Test of Gross Motor Development-3 assessed object control skill. The Pictorial Scale of Perceived Competence for Young Children assessed perceived object control skill. The intervention consisted of 6×50min lunchtime AVG sessions on the Xbox Kinect. Two to three sport games were chosen for participants to play each session. General linear models with either perceived object control or actual object control skill as the outcome variables were conducted. Each base model adjusted for intervention status and pre-score of the respective outcome variable. Additional models adjusted for potential confounding variables (sex of child and game at home). No significant differences between the control and intervention groups were observed for both outcomes. This study found that playing the Xbox Kinect does not significantly influence children's perceived or actual object control skills, suggesting that the utility of the Xbox Kinect for developing perceived and actual object control skill competence is questionable. Copyright © 2015 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Development and Assessment of a Horizontally Integrated Biological Sciences Course Sequence for Pharmacy Education

PubMed Central

Wright, Nicholas J.D.; Alston, Gregory L.

2015-01-01

Objective. To design and assess a horizontally integrated biological sciences course sequence and to determine its effectiveness in imparting the foundational science knowledge necessary to successfully progress through the pharmacy school curriculum and produce competent pharmacy school graduates. Design. A 2-semester course sequence integrated principles from several basic science disciplines: biochemistry, molecular biology, cellular biology, anatomy, physiology, and pathophysiology. Each is a 5-credit course taught 5 days per week, with 50-minute class periods. Assessment. Achievement of outcomes was determined with course examinations, student lecture, and an annual skills mastery assessment. The North American Pharmacist Licensure Examination (NAPLEX) results were used as an indicator of competency to practice pharmacy. Conclusion. Students achieved course objectives and program level outcomes. The biological sciences integrated course sequence was successful in providing students with foundational basic science knowledge required to progress through the pharmacy program and to pass the NAPLEX. The percentage of the school’s students who passed the NAPLEX was not statistically different from the national percentage. PMID:26430276

Interprofessional Online Global Health Course

PubMed Central

Devraj, Radhika; Blankson, Faustina; Xin, Huaibo

2016-01-01

Objective. The design and evaluation of an online global health course targeted for pharmacy and other undergraduates is presented. Design. Enrolled students represented nursing, health education, pharmacy and a variety of other disciplines. The course was designed as an entirely online one with no class meetings. The course consisted of eight modules addressing global health competencies and interprofessional education competencies. Readings, quizzes, study question and team projects were tailored to the goals of each module. Students worked in interprofessional teams for their team projects. Assessment. Assessments consisted of pre and post course perceptions and course evaluation. Rubrics were designed to evaluate team assignments and peer assessment of team participation. Conclusion. Course was successful in enhancing perceptions of global health knowledge and understanding of roles and responsibilities of various health disciplines in addressing challenges of global health. No changes in teamwork perceptions were documented after completing the course. The overall course structure was successful in meeting course goals. PMID:28090104

Competency-Based Achievement System

PubMed Central

Ross, Shelley; Poth, Cheryl N.; Donoff, Michel; Humphries, Paul; Steiner, Ivan; Schipper, Shirley; Janke, Fred; Nichols, Darren

2011-01-01

Abstract Problem addressed Family medicine residency programs require innovative means to assess residents’ competence in “soft” skills (eg, patient-centred care, communication, and professionalism) and to identify residents who are having difficulty early enough in their residency to provide remedial training. Objective of program To develop a method to assess residents’ competence in various skills and to identify residents who are having difficulty. Program description The Competency-Based Achievement System (CBAS) was designed to measure competence using 3 main principles: formative feedback, guided self-assessment, and regular face-to-face meetings. The CBAS is resident driven and provides a framework for meaningful interactions between residents and advisors. Residents use the CBAS to organize and review their feedback, to guide their own assessment of their progress, and to discern their future learning needs. Advisors use the CBAS to monitor, guide, and verify residents’ knowledge of and competence in important skills. Conclusion By focusing on specific skills and behaviour, the CBAS enables residents and advisors to make formative assessments and to communicate their findings. Feedback indicates that the CBAS is a user-friendly and helpful system to assess competence. PMID:21918129

Internet Competency Predicts Practical Hearing Aid Knowledge and Skills in First-Time Hearing Aid Users.

PubMed

Maidment, David; Brassington, William; Wharrad, Heather; Ferguson, Melanie

2016-10-01

The purpose of the study was to assess whether Internet competency predicted practical hearing aid knowledge and handling skills in first-time hearing aid users. The design was a prospective, randomized controlled trial of a multimedia educational intervention consisting of interactive video tutorials (or reusable learning objects [RLOs]). RLOs were delivered through DVD for TV or PC, and online. Internet competency was measured at the hearing aid fitting appointment, whereas hearing aid knowledge and practical handling skills were assessed 6 weeks postfitting. Internet competency predicted practical hearing aid knowledge and handling skills, controlling for age, hearing sensitivity, educational status, and gender for the group that received the RLOs. Internet competency was inversely related to the number of times the RLOs were watched. Associations between Internet competency and practical hearing aid knowledge, handling skills, and watching the RLOs fewer times may have arisen because of improved self-efficacy. Therefore, first-time hearing aid users who are more competent Internet users may be better equipped to apply newly learned information to effectively manage their hearing loss.

A Pharmacogenetics Service Experience for Pharmacy Students, Residents, and Fellows

PubMed Central

Drozda, Katarzyna; Labinov, Yana; Jiang, Ruixuan; Thomas, Margaret R.; Wong, Shan S.; Patel, Shitalben; Nutescu, Edith A.

2013-01-01

Objective. To utilize a comprehensive, pharmacist-led warfarin pharmacogenetics service to provide pharmacy students, residents, and fellows with clinical and research experiences involving genotype-guided therapy. Design. First-year (P1) through fourth-year (P4) pharmacy students, pharmacy residents, and pharmacy fellows participated in a newly implemented warfarin pharmacogenetics service in a hospital setting. Students, residents, and fellows provided genotype-guided dosing recommendations as part of clinical care, or analyzed samples and data collected from patients on the service for research purposes. Assessment. Students’, residents’, and fellows’ achievement of learning objectives was assessed using a checklist based on established core competencies in pharmacogenetics. The mean competency score of the students, residents, and fellows who completed a clinical and/or research experience with the service was 97% ±3%. Conclusion. A comprehensive warfarin pharmacogenetics service provided unique experiential and research opportunities for pharmacy students, residents, and fellows and sufficiently addressed a number of core competencies in pharmacogenetics. PMID:24159216

Insights From the Defining Issues Test on Moral Reasoning Competencies Development in Community Pharmacists.

PubMed

Roche, Cicely; Thoma, Steve

2017-10-01

Objective. To investigate whether a profession-specific educational intervention affected the development of moral reasoning competencies in community pharmacists, as measured by the Defining Issues Test (DIT2). Methods. This research used a repeated measures pre-post educational intervention design as a quasi-randomized, controlled, crossover study to evaluate changes in the moral reasoning scores of 27 volunteer community pharmacists in Ireland. Results. Changes in pharmacists' moral reasoning competencies development, as reported by P-Scores and N2-Scores, were found to be significant. In addition, interaction effects were observed between developmental scores on the DIT2 and whether participants were determined to be consolidated in their reasoning pre- and post-engagement with the educational intervention. Conclusion. Short profession-specific educational interventions have the potential to positively affect the development of moral reasoning competencies of community pharmacists.

Incorporating quality and safety education for nurses competencies in simulation scenario design.

PubMed

Jarzemsky, Paula; McCarthy, Jane; Ellis, Nadege

2010-01-01

When planning a simulation scenario, even if adopting prepackaged simulation scenarios, faculty should first conduct a task analysis to guide development of learning objectives and cue critical events. The authors describe a strategy for systematic planning of simulation-based training that incorporates knowledge, skills, and attitudes as defined by the Quality and Safety Education for Nurses (QSEN) initiative. The strategy cues faculty to incorporate activities that target QSEN competencies (patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, informatics, and safety) before, during, and after simulation scenarios.

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…

Teaching Scholarly Activity in Psychiatric Training: Years 6 and 7

ERIC Educational Resources Information Center

Zisook, Sidney; Boland, Robert; Cowley, Deborah; Cyr, Rebecca L.; Pato, Michele T.; Thrall, Grace

2013-01-01

Objective: To address nationally recognized needs for increased numbers of psychiatric clinician-scholars and physician-scientists, the American Association of Directors of Psychiatric Residency Training (AADPRT) has provided a series of full-day conferences of psychiatry residency training directors designed to increase their competence in…

The America's Cup & PACT 95: An Example of Technology Education Leadership.

ERIC Educational Resources Information Center

Nannay, Robert W.

1995-01-01

Partners for America's Cup Technology--Maine (PACT 95) emphasizes the educational linkages associated with the famous sailboat race. The learning activities used relate to problem solving, communication skills, and cooperative learning. These activities can be designed to reinforce established goals, objectives, and competencies. (JOW)

42 CFR Appendix B to Part 75 - Standards for Accreditation of Dental Radiography Training for Dental Hygienists

Code of Federal Regulations, 2014 CFR

2014-10-01

...: defining the curriculum in terms of program goals, instructional objectives, learning experiences designed... making radiographs. Faculty supervision must be provided during a student's radiographic technique experience. Students must demonstrate competence in making diagnostically acceptable radiographs prior to...

42 CFR Appendix B to Part 75 - Standards for Accreditation of Dental Radiography Training for Dental Hygienists

Code of Federal Regulations, 2013 CFR

2013-10-01

...: defining the curriculum in terms of program goals, instructional objectives, learning experiences designed... making radiographs. Faculty supervision must be provided during a student's radiographic technique experience. Students must demonstrate competence in making diagnostically acceptable radiographs prior to...

42 CFR Appendix B to Part 75 - Standards for Accreditation of Dental Radiography Training for Dental Hygienists

Code of Federal Regulations, 2011 CFR

2011-10-01

...: defining the curriculum in terms of program goals, instructional objectives, learning experiences designed... making radiographs. Faculty supervision must be provided during a student's radiographic technique experience. Students must demonstrate competence in making diagnostically acceptable radiographs prior to...

42 CFR Appendix B to Part 75 - Standards for Accreditation of Dental Radiography Training for Dental Hygienists

Code of Federal Regulations, 2012 CFR

2012-10-01

...: defining the curriculum in terms of program goals, instructional objectives, learning experiences designed... making radiographs. Faculty supervision must be provided during a student's radiographic technique experience. Students must demonstrate competence in making diagnostically acceptable radiographs prior to...

Agribusiness Management. The Connecticut Vocational Agriculture Curriculum.

ERIC Educational Resources Information Center

EASTCONN Regional Educational Services Center, North Windham, CT.

These materials in agribusiness management for the Connecticut Vocational Agriculture Curriculum were designed for use in the following areas: Animal Science; Plant Science; Agricultural Mechanics; and Natural Resources and Aquaculture. Each unit of this competency-based guide contains title of unit, unit length, grade level, objectives, teacher…

Defining competency-based evaluation objectives in family medicine

PubMed Central

Lawrence, Kathrine; Allen, Tim; Brailovsky, Carlos; Crichton, Tom; Bethune, Cheri; Donoff, Michel; Laughlin, Tom; Wetmore, Stephen; Carpentier, Marie-Pierre; Visser, Shaun

2011-01-01

Abstract Objective To develop key features for priority topics previously identified by the College of Family Physicians of Canada that, together with skill dimensions and phases of the clinical encounter, broadly describe competence in family medicine. Design Modified nominal group methodology, which was used to develop key features for each priority topic through an iterative process. Setting The College of Family Physicians of Canada. Participants An expert group of 7 family physicians and 1 educational consultant, all of whom had experience in assessing competence in family medicine. Group members represented the Canadian family medicine context with respect to region, sex, language, community type, and experience. Methods The group used a modified Delphi process to derive a detailed operational definition of competence, using multiple iterations until consensus was achieved for the items under discussion. The group met 3 to 4 times a year from 2000 to 2007. Main findings The group analyzed 99 topics and generated 773 key features. There were 2 to 20 (average 7.8) key features per topic; 63% of the key features focused on the diagnostic phase of the clinical encounter. Conclusion This project expands previous descriptions of the process of generating key features for assessment, and removes this process from the context of written examinations. A key-features analysis of topics focuses on higher-order cognitive processes of clinical competence. The project did not define all the skill dimensions of competence to the same degree, but it clearly identified those requiring further definition. This work generates part of a discipline-specific, competency-based definition of family medicine for assessment purposes. It limits the domain for assessment purposes, which is an advantage for the teaching and assessment of learners. A validation study on the content of this work would ensure that it truly reflects competence in family medicine. PMID:21998245

Analysis and Evaluation of Processes and Equipment in Tasks 2 and 4 of the Low-cost Solar Array Project

NASA Technical Reports Server (NTRS)

Wolf, M.

1979-01-01

To facilitate the task of objectively comparing competing process options, a methodology was needed for the quantitative evaluation of their relative cost effectiveness. Such a methodology was developed and is described, together with three examples for its application. The criterion for the evaluation is the cost of the energy produced by the system. The method permits the evaluation of competing design options for subsystems, based on the differences in cost and efficiency of the subsystems, assuming comparable reliability and service life, or of competing manufacturing process options for such subsystems, which include solar cells or modules. This process option analysis is based on differences in cost, yield, and conversion efficiency contribution of the process steps considered.

The Hannover Patient University: Advanced Mini-Med School Concept and Evaluation Results

ERIC Educational Resources Information Center

Seidel, Gabriele; Kaiser, Birgit; Lander, Jonas; Dierks, Marie-Luise

2017-01-01

Objective: To determine whether Hannover Medical School's Patient University, which was developed as the first university-based health education institution in Germany, offers a valuable means of conveying health-related knowledge, competencies and the ability to reflect on health information to its participants. Design: Participatory health…

Children's Spirit: Leadership Standards and Chief School Executives

ERIC Educational Resources Information Center

Boske, Christa

2009-01-01

Purpose: The purpose of this study is to increase awareness of the interactions among school leadership standards, cultural competence, and decision-making practices for chief school executives. Design/methodology/approach: To achieve this objective, 1,087 chief school executives, who were members of the American Association of School…

Introduction to Surgical Technology. Teacher Edition.

ERIC Educational Resources Information Center

Bushey, Vicki; And Others

This instructor's manual contains 14 units of instruction for a course on surgical technology designed to include the entry-level competencies students need to enter any of the more advanced surgical technology courses. Each unit includes some or all of the following basic components of a unit of instruction: objective sheet, suggested activities…

Know Your Laws.

ERIC Educational Resources Information Center

Watson, Joan Q.

These 24 self-contained competency-based modules are designed to acquaint Florida adult students with laws they will meet in everyday life; fundamentals of local, state, and federal governments; and the criminal and juvenile justice systems. (The 130 objectives are categorized in the first three levels of the Cognitive Domain and parallel the…

Computer Problem-Solving Coaches for Introductory Physics: Design and Usability Studies

ERIC Educational Resources Information Center

Ryan, Qing X.; Frodermann, Evan; Heller, Kenneth; Hsu, Leonardo; Mason, Andrew

2016-01-01

The combination of modern computing power, the interactivity of web applications, and the flexibility of object-oriented programming may finally be sufficient to create computer coaches that can help students develop metacognitive problem-solving skills, an important competence in our rapidly changing technological society. However, no matter how…

Athletic Training Educators' Pedagogical Strategies for Preparing Students to Address Sudden Death in Sport

ERIC Educational Resources Information Center

Mazerolle, Stephanie M.; Pagnotta, Kelly D.; Salvatore, Anthony C.; Casa, Douglas J.

2013-01-01

Context: Educational training programs both impart knowledge and allow students to practice skills to gain clinical competence. Objective: Understand the educational training provided to athletic training students regarding sudden death in sport beyond exertional heat stroke. Design: An exploratory, qualitative study using telephone interviews and…

Retailing I: A Foundation for Marketing and Distributive Education Curriculum Development.

ERIC Educational Resources Information Center

Smith, Kathryn Scruggs

Designed to serve as a foundation for competency-based marketing and distributive education curriculum development, this package consists of task lists, performance objectives, and performance guides for use in planning an introductory level retailing course. Job descriptions are given for receiving clerks, stock clerks, and salespersons/sales…

Learning amongst Norwegian Fire-Fighters

ERIC Educational Resources Information Center

Sommer, Morten; Nja, Ove

2011-01-01

Purpose: The purpose of this study is to reveal and analyse dominant learning processes in emergency response work from the fire-fighters' point of view, and how fire-fighters develop their competence. Design/methodology/approach: This study adopted an explorative approach using participant observation. The objective of this open-minded approach…

A Sea Creature Treasury. Project CAPE Teaching Module K-2b.

ERIC Educational Resources Information Center

Gray, Carmen P.; Forrest, Diane W.

Fifteen interdisciplinary lessons on marine invertebrates (mollusks, echinoderms, and jellyfish) are provided in this unit designed for students in kindergarten and in grades 1 and 2. Each lesson includes lesson concept, competency goals, objectives, materials needed, background information, teacher preparation, and activities suitable for use in…

Surgical Techniques. Second Edition. Teacher Edition.

ERIC Educational Resources Information Center

Bushey, Vicki; And Others

This instructor's manual contains 18 units of instruction for a course on surgical technology designed to include the entry-level competencies students need as a surgical technologist. Each unit includes some or all of the following basic components of a unit of instruction: objective sheet, suggested activities for the teacher, assignment sheets…

Indiana in the World.

ERIC Educational Resources Information Center

Erickson, Robert; Lowrie, Jane

This handbook for secondary teachers contains activities, exercises, and strategies designed to make more obvious and concrete the opportunities local communities and states provide for students to learn about and to participate in global affairs. A major objective is to help high school students develop the competencies needed to identify and to…

Parenting, Child Behavior, and Academic and Social Functioning: Does Ethnicity Make a Difference?

ERIC Educational Resources Information Center

Bae, Hyo; Hopkins, Joyce; Gouze, Karen R.; Lavigne, John V.

2014-01-01

Background: Most research on the relation between parenting behaviors and child outcomes has not focused on cross-ethnic variation in these relations. Objective: This study examined if ethnicity moderates associations between parenting, child agency/persistence, and child academic achievement and social competence. Design: Participants included…

Application of fuzzy theories to formulation of multi-objective design problems. [for helicopters

NASA Technical Reports Server (NTRS)

Dhingra, A. K.; Rao, S. S.; Miura, H.

1988-01-01

Much of the decision making in real world takes place in an environment in which the goals, the constraints, and the consequences of possible actions are not known precisely. In order to deal with imprecision quantitatively, the tools of fuzzy set theory can by used. This paper demonstrates the effectiveness of fuzzy theories in the formulation and solution of two types of helicopter design problems involving multiple objectives. The first problem deals with the determination of optimal flight parameters to accomplish a specified mission in the presence of three competing objectives. The second problem addresses the optimal design of the main rotor of a helicopter involving eight objective functions. A method of solving these multi-objective problems using nonlinear programming techniques is presented. Results obtained using fuzzy formulation are compared with those obtained using crisp optimization techniques. The outlined procedures are expected to be useful in situations where doubt arises about the exactness of permissible values, degree of credibility, and correctness of statements and judgements.

Developing asynchronous online interprofessional education.

PubMed

Sanborn, Heidi

2016-09-01

For many health programmes, developing interprofessional education (IPE) has been a challenge. Evidence on the best method for design and implementation of IPE has been slow to emerge, with little research on how to best incorporate IPE in the asynchronous online learning environment. This leaves online programmes with no clear guidance when embarking upon an initiative to integrate IPE into the curriculum. One tool that can be effective at guiding the incorporation of IPE across all learning platforms is the Interprofessional Education Collaborative (IPEC) competencies. A project was designed to integrate the nationally defined IPEC competencies throughout an asynchronous, online baccalaureate nursing completion programme. A programme-wide review led to targeted revision of course and unit-level objectives, learning experiences, and assessments based on the IPEC framework. As a result of this effort, the programme curriculum now provides interprofessional learning activities across all courses. This report provides a method for using the IPEC competencies to incorporate IPE within various asynchronous learning assessments, assuring students learn about, with, and from other professions.

Mars aerobrake assembly simulation

NASA Technical Reports Server (NTRS)

Filatovs, G. J.; Lee, Gordon K. F.; Garvey, John

1992-01-01

On-orbit assembly operation simulations in neutral buoyancy conditions are presently undertaken by a partial/full-scale Mars mission aerobrake mockup, whose design, conducted in the framework of an engineering senior students' design project, involved several levels of constraints for critical physical and operational features. Allowances had to be made for the auxiliary constraints introduced by underwater testing, as well as the subsegmenting required for overland shipment to the neutral-buoyancy testing facility. This mockup aerobrake's fidelity is determined by the numerous, competing design objectives.

Trainees' Perceptions of a Final Oral Competency Examination

ERIC Educational Resources Information Center

Goldberg, Robert W.; Young, Kevin R.

2016-01-01

Objective(s): The focus on competency attainment by professional psychology trainees obligates training programs to assess these competencies prior to completion of an internship. However, little is known about how trainees may perceive such testing. This study examines relationships between performance on an Oral Final Competency Examination of a…

How to Improve Engineering Competencies for Students with Special Needs?

NASA Astrophysics Data System (ADS)

Maknun, J.; Barliana, M. S.; Cahyani, D.

2018-02-01

The problem of vocational education for Children with Special Needs (CSN) is not only about the service profile, spectrum relevance and competency level, but also the carrying capacity of educational facilities. In this regard, two important things are highlighted. First, the different characteristics of the design of educational facilities between regular and exceptional schools. Second, the distinctive characteristics of the design of the school facilities are extraordinary for general education (academic) and vocational education. The purpose of this study is to describe the level of suitability of the architectural design of educational facilities with the needs of vocational learning behavior for children with special needs in West Java, Indonesia. The entire research used the Education Research and Development (R & D) method of Developing the Architectural Facility Design Guide to Support the Vocational Competence of Crew Competence in accordance with the stages developed by Thiagarajan (1974) known as Four-D Model. To achieve the above objectives, then the stages of the R & D method that is done is the define, design and develop stage. Evaluation results show the infrastructure of education of Special School (SLB) Cicendo, Indonesia has met the standards set by the government, especially on aspects of land and building areas have met the standards. Most aspects of accessibility such as the basic size of space, pedestrian pathways, and doors have been met. But other aspects such as guiding lines, ram, ladders, toilets, showers, sinks, furniture and signs do not meet accessibility requirements. The conclusion is the educational infrastructure of the school in general has met the standards set by the government.

Development of a competency framework for evidence-based practice in nursing.

PubMed

Leung, Kat; Trevena, Lyndal; Waters, Donna

2016-04-01

The measurement of competence in evidence-based practice (EBP) remains challenging to many educators and academics due to the lack of explicit competency criteria. Much uncertainty exists about what specific EBP competencies nurses should meet and how these should be measured. The objectives of this study are to develop a competency framework for measuring evidence-based knowledge and skills in nursing and to elicit the views of health educators/researchers about elements within the framework. A descriptive survey design with questionnaire. Between August and December 2013, forty-two health academics/educators, clinicians; and researchers from the medical and nursing schools at the University of Sydney and the Nurse Teacher's Society in Australia were invited to comment on proposed elements for measuring evidence-based knowledge and skills. The EBP competency framework was designed to measure nurses' knowledge and skills for using evidence in practice. Participants were invited to rate their agreement on the structure and relevance of the framework and to state their opinion about the measurement criteria for evidence-based nursing practice. Participant agreement on the structure and relevance of the framework was substantial, ICC: 0.80, 95% CI: 0.67-0.88, P<0.0001. Qualitative analysis of two open-ended survey questions revealed three common themes in participants' opinion of the competency elements: (1) a useful EBP framework; (2) varying expectations of EBP competence; and (3) challenges to EBP implementation. The findings of this study suggested that the EBP competency framework is of credible value for facilitating evidence-based practice education and research in nursing. However, there remains some uncertainty and disagreement about the levels of EBP competence required for nurses. These challenges further implicate the need for setting a reasonable competency benchmark with a broader group of stakeholders in nursing. Copyright © 2016 Elsevier Ltd. All rights reserved.

Competency-Based Objectives for the Student Teaching Experience.

ERIC Educational Resources Information Center

Johnson, Ann Randolph; And Others

1982-01-01

The article examines a competency-based objectives system for evaluating the student teaching experience for majors in speech-language pathology and audiology programs. It is composed of 89 competencies which cover the broad range of knowledge, skill, and value objectives that a student is likely to experience during student teaching. (Author/SW)

Wireless Sensor Network Optimization: Multi-Objective Paradigm.

PubMed

Iqbal, Muhammad; Naeem, Muhammad; Anpalagan, Alagan; Ahmed, Ashfaq; Azam, Muhammad

2015-07-20

Optimization problems relating to wireless sensor network planning, design, deployment and operation often give rise to multi-objective optimization formulations where multiple desirable objectives compete with each other and the decision maker has to select one of the tradeoff solutions. These multiple objectives may or may not conflict with each other. Keeping in view the nature of the application, the sensing scenario and input/output of the problem, the type of optimization problem changes. To address different nature of optimization problems relating to wireless sensor network design, deployment, operation, planing and placement, there exist a plethora of optimization solution types. We review and analyze different desirable objectives to show whether they conflict with each other, support each other or they are design dependent. We also present a generic multi-objective optimization problem relating to wireless sensor network which consists of input variables, required output, objectives and constraints. A list of constraints is also presented to give an overview of different constraints which are considered while formulating the optimization problems in wireless sensor networks. Keeping in view the multi facet coverage of this article relating to multi-objective optimization, this will open up new avenues of research in the area of multi-objective optimization relating to wireless sensor networks.

Development of learning objectives for neurology in a veterinary curriculum: part II: postgraduates.

PubMed

Lin, Yu-Wei; Volk, Holger A; Penderis, Jacques; Anderson, Thomas J; Añor, Sonia; Lujan-Feliu-Pascual, Alejandro; Stein, Veronika M; Tipold, Andrea; Ehlers, Jan P

2015-01-27

Specialization in veterinary medicine in Europe is organized through the Colleges of the European Board of Veterinary Specialization. To inform updating of the curriculum for residents of the European College of Veterinary Neurology (ECVN) job analysis was used. Defining job competencies of diploma holders in veterinary neurology can be used as references for curriculum design of resident training. With the support of the diplomates of the ECVN and the members of the European Society of Veterinary Neurology (ESVN) a mixed-method research, including a qualitative search of objectives and quantitative ranking with 149 Likert scale questions and 48 free text questions in 9 categories in a survey was conducted. In addition, opinions of different groups were subjected to statistical analysis and the result compared. A return rate of 62% (n = 213/341) was achieved. Of the competencies identified by the Delphi process, 75% objectives were expected to attain expert level; 24% attain advanced level; 1% entry level. In addition, the exercise described the 11 highly ranked competencies, the 3 most frequently seen diseases of the central and peripheral nervous systems and the most frequently used immunosuppressive, antiepileptic and chemotherapeutic drugs. The outcomes of this "Delphi job analysis" provide a powerful tool to align the curriculum for ECVN resident training and can be adapted to the required job competencies, based on expectations. The expectation is that for majority of these competencies diplomates should attain an expert level. Besides knowledge and clinical skills, residents and diplomates are expected to demonstrate high standards in teaching and communication. The results of this study will help to create a European curriculum for postgraduate education in veterinary neurology.

School Television for Social Studies: A Competency-Based Matrix, Grades K-3.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh.

This matrix keys the objectives of the school television programs to the objectives of the grades K-3 competency-based curriculum. Eight programs of the "Out and About" series address science and social studies competency goals and objectives for kindergarten and grade 1. Titles of the lessons are: "Making Friends"; "Keeping Friends"; "Ways to…

Bringing "Internationalization at Home" Opportunities to Community Colleges: Design and Assessment of an Online Exchange Activity between U.S. and Japanese Students

ERIC Educational Resources Information Center

Custer, Lindsay; Tuominen, Anne

2017-01-01

Increasing college students' exposure to global contexts and improving their intercultural competency remain challenging educational objectives, especially at the community college level. Fortunately, the recent shift in higher education from study abroad opportunities toward so-called "internationalization at home" initiatives, where…

Food and Nutrition (Intermediate). Performance Objectives and Criterion-Referenced Test Items.

ERIC Educational Resources Information Center

Missouri Univ., Columbia. Instructional Materials Lab.

This document contains competencies and criterion-referenced test items for the Intermediate Food and Nutrition semester course in Missouri that were derived from the duties and tasks of the Missouri homemaker and identified and validated by home economics teachers and subject matter specialists. The guide is designed to assist home economics…

New V I E W; Vocational Internship Education for Women.

ERIC Educational Resources Information Center

Davidson, S. H.; Shoenhair, Margaret T.

New VIEW (The New Vocational Education for Women Program) is an educational experiment undertaken by the Foothill-De Anza Community College district, designed to help mature women entering the labor force prepare for, and acquire, responsible careers. Objectives of the program are to raise each student's level of confidence and competence, prepare…

Guide for the Training and Qualification of Welding Personnel. Level III - Expert Welders.

ERIC Educational Resources Information Center

American Welding Society, Miami, FL.

This guide is designed to help education and training facilities develop and administer competency-based training programs to qualify and certify trainees in accordance with American Welding Society (AWS) requirements for level III (expert) welders. Presented first are the scope/objectives/requirements of the AWS qualification/certification…

Guide for the Training and Qualification of Welding Personnel. Level II - Advanced Welders.

ERIC Educational Resources Information Center

American Welding Society, Miami, FL.

This guide is designed to help education and training facilities develop and administer competency-based training programs to qualify and certify trainees in accordance with the American Welding Society (AWS) requirements for level II (advanced) welders. Presented first are the scope, objectives, and requirements of the AWS…

Head Start of North Dakota, 1997-1998.

ERIC Educational Resources Information Center

North Dakota Dept. of Human Services, Bismark. Div. of Children and Family Services.

The Head Start program, a comprehensive child development program designed to increase the social competence of children in low-income families and children with disabilities and to improve their chances of school success, has been in North Dakota since 1965. This report describes the objectives of the Head Start program, the North Dakota Head…

Head Start of North Dakota, 1998-99.

ERIC Educational Resources Information Center

North Dakota Dept. of Human Services, Bismark. Div. of Children and Family Services.

The Head Start program, a comprehensive child development program designed to increase the social competence of children in low-income families and children with disabilities and to improve their chances of school success, has been in North Dakota since 1965. This report describes the objectives of the Head Start program, the North Dakota Head…

Head Start of North Dakota, 1999-2000.

ERIC Educational Resources Information Center

North Dakota Dept. of Human Services, Bismark. Div. of Children and Family Services.

The Head Start program, a comprehensive child development program designed to increase the social competence of children in low-income families and children with disabilities and to improve their chances of school success, has been in North Dakota since 1965. This report describes the objectives of the Head Start and Early Head Start programs, the…

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…

Using Motivational Interviewing to Meet Core Competencies in Psychiatric Resident Training

ERIC Educational Resources Information Center

Kaplan, Sebastian; Elliott, Harold

2011-01-01

Objective: The authors propose that motivational interviewing (MI), a brief intervention designed to manage ambivalence regarding complex behavior change, is well suited for integration into psychiatric residency training programs. Methods: The authors provide a brief description of MI. In addition, based on a review of the literature the authors…

An Evaluation Model for Competency Based Teacher Preparatory Programs.

ERIC Educational Resources Information Center

Denton, Jon J.

This discussion describes an evaluation model designed to complement a curriculum development project, the primary goal of which is to structure a performance based program for preservice teachers. Data collected from the implementation of this four-phase model can be used to make decisions for developing and changing performance objectives and…

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…

In silico design of ligand triggered RNA switches.

PubMed

Findeiß, Sven; Hammer, Stefan; Wolfinger, Michael T; Kühnl, Felix; Flamm, Christoph; Hofacker, Ivo L

2018-04-13

This contribution sketches a work flow to design an RNA switch that is able to adapt two structural conformations in a ligand-dependent way. A well characterized RNA aptamer, i.,e., knowing its K d and adaptive structural features, is an essential ingredient of the described design process. We exemplify the principles using the well-known theophylline aptamer throughout this work. The aptamer in its ligand-binding competent structure represents one structural conformation of the switch while an alternative fold that disrupts the binding-competent structure forms the other conformation. To keep it simple we do not incorporate any regulatory mechanism to control transcription or translation. We elucidate a commonly used design process by explicitly dissecting and explaining the necessary steps in detail. We developed a novel objective function which specifies the mechanistics of this simple, ligand-triggered riboswitch and describe an extensive in silico analysis pipeline to evaluate important kinetic properties of the designed sequences. This protocol and the developed software can be easily extended or adapted to fit novel design scenarios and thus can serve as a template for future needs. Copyright © 2018. Published by Elsevier Inc.

Elective Self-Care Course Emphasizing Critical Reasoning Principles

PubMed Central

2011-01-01

Objectives. To create, implement, and assess a self-directed online course based on 3 critical reasoning principles to develop pharmacy students’ skills in literature appraisal, content, metacognition, and assessment. Design. Students completed 3 assignments for the course: compile a literature appraisal on a healthcare topic; plan learning objectives and meta-cognitive skills for a learning module; and create a case-based online lesson with multi-structured feedback. Assessment. An online exit survey evaluated students’ perceptions regarding development of ACE (agency, collaboration, expertise) principles and preparation for competency. Students reported acquisition of ACE principles and noted improvements in their learning approaches, sense of responsibility for individual and community learning, skills, and confidence. Conclusions. An online elective course in self-care addressed practice standards for patient safety, maintenance of competency, and interprofessional education by emphasizing critical reasoning skills. PMID:22171110

An evaluation of the effect of an educational intervention for Australian social workers on competence in delivering brief cognitive behavioural strategies: a randomised controlled trial.

PubMed

Armstrong, G; Blashki, G; Joubert, L; Bland, R; Moulding, R; Gunn, J; Naccarella, L

2010-11-05

Broad community access to high quality evidence-based primary mental health care is an ongoing challenge around the world. In Australia one approach has been to broaden access to care by funding psychologists and other allied health care professionals to deliver brief psychological treatments to general practitioners' patients. To date, there has been a scarcity of studies assessing the efficacy of social worker delivered psychological strategies. This study aims to build the evidence base by evaluating the impact of a brief educational intervention on social workers' competence in delivering cognitive behavioural strategies (strategies derived from cognitive behavioural therapy). A randomised controlled trial design was undertaken with baseline and one-week follow-up measurement of both objective and self-perceived competence. Simulated consultations with standardised depressed patients were recorded on videotape and objective competence was assessed by blinded reviewers using the Cognitive Therapy Scale. Questionnaires completed by participants were used to measure self-perceived competence. The training intervention was a 15 hour face-to-face course involving presentations, video example consultations, written materials and rehearsal of skills in pairs. 40 Melbourne-based (Australia) social workers enrolled and were randomised and 9 of these withdrew from the study before the pre training simulated consultation. 30 of the remaining 31 social workers (97%) completed all phases of the intervention and evaluation protocol (16 from intervention and 14 from control group). The intervention group showed significantly greater improvements than the control group in objective competence (mean improvement of 14.2 (7.38-21.02) on the 66 point Cognitive Therapy Scale) and in subjective confidence (mean improvement of 1.28 (0.84-1.72) on a 5 point Likert scale). On average, the intervention group improved from below to above the base competency threshold on the Cognitive Therapy Scale whilst the control group remained below. Social workers can attain significant improvements in competency in delivering cognitive behavioural strategies from undertaking brief face to face training. This is relevant in the context of health reforms that involve social worker delivery of evidence based psychological care. Further research is required to assess how these improvements in competence translate into performance in practice and clinical outcomes for patients.

An evaluation of the effect of an educational intervention for Australian social workers on competence in delivering brief cognitive behavioural strategies: A randomised controlled trial

PubMed Central

2010-01-01

Background Broad community access to high quality evidence-based primary mental health care is an ongoing challenge around the world. In Australia one approach has been to broaden access to care by funding psychologists and other allied health care professionals to deliver brief psychological treatments to general practitioners' patients. To date, there has been a scarcity of studies assessing the efficacy of social worker delivered psychological strategies. This study aims to build the evidence base by evaluating the impact of a brief educational intervention on social workers' competence in delivering cognitive behavioural strategies (strategies derived from cognitive behavioural therapy). Methods A randomised controlled trial design was undertaken with baseline and one-week follow-up measurement of both objective and self-perceived competence. Simulated consultations with standardised depressed patients were recorded on videotape and objective competence was assessed by blinded reviewers using the Cognitive Therapy Scale. Questionnaires completed by participants were used to measure self-perceived competence. The training intervention was a 15 hour face-to-face course involving presentations, video example consultations, written materials and rehearsal of skills in pairs. Results 40 Melbourne-based (Australia) social workers enrolled and were randomised and 9 of these withdrew from the study before the pre training simulated consultation. 30 of the remaining 31 social workers (97%) completed all phases of the intervention and evaluation protocol (16 from intervention and 14 from control group). The intervention group showed significantly greater improvements than the control group in objective competence (mean improvement of 14.2 (7.38-21.02) on the 66 point Cognitive Therapy Scale) and in subjective confidence (mean improvement of 1.28 (0.84-1.72) on a 5 point Likert scale). On average, the intervention group improved from below to above the base competency threshold on the Cognitive Therapy Scale whilst the control group remained below. Conclusions Social workers can attain significant improvements in competency in delivering cognitive behavioural strategies from undertaking brief face to face training. This is relevant in the context of health reforms that involve social worker delivery of evidence based psychological care. Further research is required to assess how these improvements in competence translate into performance in practice and clinical outcomes for patients. PMID:21050497

Competency-Based Objectives in Global Underserved Women's Health for Medical Trainees.

PubMed

Chen, Chi Chiung Grace; Dougherty, Anne; Whetstone, Sara; Mama, Saifuddin T; Larkins-Pettigrew, Margaret; Raine, Susan P; Autry, Amy M

2017-10-01

The Association of Professors of Gynecology and Obstetrics Committee on Global Health developed an inclusive definition of global women's health and competency-based objectives that reflected work internationally, as well as with U.S. vulnerable and underserved populations, such as refugee and immigrant populations or those who would otherwise have compromised access to health care. The knowledge, skill, and attitude-based competencies required to fulfill each learning objective were mapped to the Accreditation Council for Graduate Medical Education Outcomes Project's educational domains and the Consortium of Universities for Global Health competency domains. The proposed global women's health definition and competency-based learning objective framework is a first step in ensuring quality standards for educating trainees to address global women's health needs. By proposing these objectives, we hope to guide future program development and spark a broader conversation that will improve health for vulnerable women and shape educational, ethical, and equitable global health experiences for medical trainees.

A Virtual Patient Software Program to Improve Pharmacy Student Learning in a Comprehensive Disease Management Course

PubMed Central

Casale, Jillian P.; Skirvin, J. Andrew; DiVall, Margarita V.

2013-01-01

Objective. To implement and assess the impact of a virtual patient pilot program on pharmacy students’ clinical competence skills. Design. Pharmacy students completed interactive software-based patient case scenarios embedded with drug-therapy problems as part of a course requirement at the end of their third year. Assessment. Assessments included drug-therapy problem competency achievement, performance on a pretest and posttest, and pilot evaluation survey instrument. Significant improvements in students’ posttest scores demonstrated advancement of clinical skills involving drug-therapy problem solving. Students agreed that completing the pilot program improved their chronic disease management skills and the program summarized the course series well. Conclusion. Using virtual patient technology allowed for assessment of student competencies and improved learning outcomes. PMID:24159213

Validation of public health competencies and impact variables for low- and middle-income countries.

PubMed

Zwanikken, Prisca Ac; Alexander, Lucy; Huong, Nguyen Thanh; Qian, Xu; Valladares, Laura Magana; Mohamed, Nazar A; Ying, Xiao Hua; Gonzalez-Robledo, Maria Cecilia; Linh, Le Cu; Wadidi, Marwa Se Abuzaid; Tahir, Hanan; Neupane, Sunisha; Scherpbier, Albert

2014-01-20

The number of Master of Public Health (MPH) programmes in low- and middle-income countries (LMICs) is increasing, but questions have been raised regarding the relevance of their outcomes and impacts on context. Although processes for validating public health competencies have taken place in recent years in many high-income countries, validation in LMICs is needed. Furthermore, impact variables of MPH programmes in the workplace and in society have not been developed. A set of public health competencies and impact variables in the workplace and in society was designed using the competencies and learning objectives of six participating institutions offering MPH programmes in or for LMICs, and the set of competencies of the Council on Linkages Between Academia and Public Health Practice as a reference. The resulting competencies and impact variables differ from those of the Council on Linkages in scope and emphasis on social determinants of health, context specificity and intersectoral competencies. A modified Delphi method was used in this study to validate the public health competencies and impact variables; experts and MPH alumni from China, Vietnam, South Africa, Sudan, Mexico and the Netherlands reviewed them and made recommendations. The competencies and variables were validated across two Delphi rounds, first with public health experts (N = 31) from the six countries, then with MPH alumni (N = 30). After the first expert round, competencies and impact variables were refined based on the quantitative results and qualitative comments. Both rounds showed high consensus, more so for the competencies than the impact variables. The response rate was 100%. This is the first time that public health competencies have been validated in LMICs across continents. It is also the first time that impact variables of MPH programmes have been proposed and validated in LMICs across continents. The high degree of consensus between experts and alumni suggests that these public health competencies and impact variables can be used to design and evaluate MPH programmes, as well as for individual and team assessment and continuous professional development in LMICs.

Validation of public health competencies and impact variables for low- and middle-income countries

PubMed Central

2014-01-01

Background The number of Master of Public Health (MPH) programmes in low- and middle-income countries (LMICs) is increasing, but questions have been raised regarding the relevance of their outcomes and impacts on context. Although processes for validating public health competencies have taken place in recent years in many high-income countries, validation in LMICs is needed. Furthermore, impact variables of MPH programmes in the workplace and in society have not been developed. Method A set of public health competencies and impact variables in the workplace and in society was designed using the competencies and learning objectives of six participating institutions offering MPH programmes in or for LMICs, and the set of competencies of the Council on Linkages Between Academia and Public Health Practice as a reference. The resulting competencies and impact variables differ from those of the Council on Linkages in scope and emphasis on social determinants of health, context specificity and intersectoral competencies. A modified Delphi method was used in this study to validate the public health competencies and impact variables; experts and MPH alumni from China, Vietnam, South Africa, Sudan, Mexico and the Netherlands reviewed them and made recommendations. Results The competencies and variables were validated across two Delphi rounds, first with public health experts (N = 31) from the six countries, then with MPH alumni (N = 30). After the first expert round, competencies and impact variables were refined based on the quantitative results and qualitative comments. Both rounds showed high consensus, more so for the competencies than the impact variables. The response rate was 100%. Conclusion This is the first time that public health competencies have been validated in LMICs across continents. It is also the first time that impact variables of MPH programmes have been proposed and validated in LMICs across continents. The high degree of consensus between experts and alumni suggests that these public health competencies and impact variables can be used to design and evaluate MPH programmes, as well as for individual and team assessment and continuous professional development in LMICs. PMID:24438672

Can professionalism be taught? Encouraging evidence.

PubMed

Hochberg, Mark S; Kalet, Adina; Zabar, Sondra; Kachur, Elizabeth; Gillespie, Colleen; Berman, Russell S

2010-01-01

Teaching and assessing the Accreditation Council for Graduate Medical Education (ACGME) competencies of Professionalism and Communication have proven to be a challenge for surgical residency training programs. This study used innovative pedagogic approaches and tools in teaching these two competencies. The purpose of this study was to determine whether the learners actually are assimilating and using the concepts and values communicated through this curriculum. A six-station Objective Structured Clinical Examination (OSCE) was designed using standardized patients to create varying Professionalism and Communication scenarios. The surgical resident learners were evaluated using these OSCEs as a baseline. The faculty then facilitated a specially designed curriculum consisting of six interactive sessions focusing on information gathering, rapport building, patient education, delivering bad news, responding to emotion, and interdisciplinary respect. At the conclusion of this curriculum, the surgical resident learners took the same six-station OSCE to determine if their professionalism and communication skills had improved. The surgical resident learners were rated by the standardized patients according to a strict task checklist of criteria at both the precurricular and postcurricular OSCEs. Improvement in the competencies of Professionalism and Communication did achieve statistical significance (P = .029 and P = .011, respectively). This study suggests that the Communication and Professionalism ACGME competencies can be taught to surgical resident learners through a carefully crafted curriculum. Furthermore, these newly learned competencies can affect surgical resident interactions with their patients positively.

Design search and optimization in aerospace engineering.

PubMed

Keane, A J; Scanlan, J P

2007-10-15

In this paper, we take a design-led perspective on the use of computational tools in the aerospace sector. We briefly review the current state-of-the-art in design search and optimization (DSO) as applied to problems from aerospace engineering, focusing on those problems that make heavy use of computational fluid dynamics (CFD). This ranges over issues of representation, optimization problem formulation and computational modelling. We then follow this with a multi-objective, multi-disciplinary example of DSO applied to civil aircraft wing design, an area where this kind of approach is becoming essential for companies to maintain their competitive edge. Our example considers the structure and weight of a transonic civil transport wing, its aerodynamic performance at cruise speed and its manufacturing costs. The goals are low drag and cost while holding weight and structural performance at acceptable levels. The constraints and performance metrics are modelled by a linked series of analysis codes, the most expensive of which is a CFD analysis of the aerodynamics using an Euler code with coupled boundary layer model. Structural strength and weight are assessed using semi-empirical schemes based on typical airframe company practice. Costing is carried out using a newly developed generative approach based on a hierarchical decomposition of the key structural elements of a typical machined and bolted wing-box assembly. To carry out the DSO process in the face of multiple competing goals, a recently developed multi-objective probability of improvement formulation is invoked along with stochastic process response surface models (Krigs). This approach both mitigates the significant run times involved in CFD computation and also provides an elegant way of balancing competing goals while still allowing the deployment of the whole range of single objective optimizers commonly available to design teams.

Object grouping based on real-world regularities facilitates perception by reducing competitive interactions in visual cortex

PubMed Central

Kaiser, Daniel; Stein, Timo; Peelen, Marius V.

2014-01-01

In virtually every real-life situation humans are confronted with complex and cluttered visual environments that contain a multitude of objects. Because of the limited capacity of the visual system, objects compete for neural representation and cognitive processing resources. Previous work has shown that such attentional competition is partly object based, such that competition among elements is reduced when these elements perceptually group into an object based on low-level cues. Here, using functional MRI (fMRI) and behavioral measures, we show that the attentional benefit of grouping extends to higher-level grouping based on the relative position of objects as experienced in the real world. An fMRI study designed to measure competitive interactions among objects in human visual cortex revealed reduced neural competition between objects when these were presented in commonly experienced configurations, such as a lamp above a table, relative to the same objects presented in other configurations. In behavioral visual search studies, we then related this reduced neural competition to improved target detection when distracter objects were shown in regular configurations. Control studies showed that low-level grouping could not account for these results. We interpret these findings as reflecting the grouping of objects based on higher-level spatial-relational knowledge acquired through a lifetime of seeing objects in specific configurations. This interobject grouping effectively reduces the number of objects that compete for representation and thereby contributes to the efficiency of real-world perception. PMID:25024190

The two-week pediatric surgery rotation: is it time wasted?

PubMed

Dutta, S; Wales, P W; Fecteau, A

2004-05-01

With increasing medical school emphasis on generalist training and decreasing enrollment in surgical residency, the authors assessed the adequacy of a 2-week pediatric surgery rotation on meeting the learning and competency objectives outlined in The Canadian Association of Pediatric Surgeons' Self-Directed Evaluation Tool. A prospective survey was conducted of 39 clinical clerks. An anonymous self-assessment scale measuring competency objectives (medical and psychosocial) was administered pre-and postrotation. Also, exposure to pediatric surgical conditions from a list of "essential" and "nonessential" learning objectives was measured. Statistical analysis was performed using paired t test with significance at.05 level. Response rate was 77% and 54% for the competency and learning objectives, respectively. Students reported improvement in medical (P <.00001; 95% CI, 1.30, 1.90) and psychosocial (P =.00036; 95% CI 0.64, 1.28) competency objectives after the rotation. Almost all "essential" learning objectives were met. Overall, students reported an increased awareness of the breadth of pediatric surgical practice (P <.0001; 95% CI 2.06, 3.18). A 2-week rotation in pediatric surgery appears adequate in fulfilling most competency and learning objectives, but discussion is needed about how to best assess student competency, which topics are considered essential, and the long-term effect on recruitment to the profession.

Surrogate-based Analysis and Optimization

NASA Technical Reports Server (NTRS)

Queipo, Nestor V.; Haftka, Raphael T.; Shyy, Wei; Goel, Tushar; Vaidyanathan, Raj; Tucker, P. Kevin

2005-01-01

A major challenge to the successful full-scale development of modem aerospace systems is to address competing objectives such as improved performance, reduced costs, and enhanced safety. Accurate, high-fidelity models are typically time consuming and computationally expensive. Furthermore, informed decisions should be made with an understanding of the impact (global sensitivity) of the design variables on the different objectives. In this context, the so-called surrogate-based approach for analysis and optimization can play a very valuable role. The surrogates are constructed using data drawn from high-fidelity models, and provide fast approximations of the objectives and constraints at new design points, thereby making sensitivity and optimization studies feasible. This paper provides a comprehensive discussion of the fundamental issues that arise in surrogate-based analysis and optimization (SBAO), highlighting concepts, methods, techniques, as well as practical implications. The issues addressed include the selection of the loss function and regularization criteria for constructing the surrogates, design of experiments, surrogate selection and construction, sensitivity analysis, convergence, and optimization. The multi-objective optimal design of a liquid rocket injector is presented to highlight the state of the art and to help guide future efforts.

Training in intensive care medicine. A challenge within reach.

PubMed

Castellanos-Ortega, A; Rothen, H U; Franco, N; Rayo, L A; Martín-Loeches, I; Ramírez, P; Cuñat de la Hoz, J

2014-01-01

The medical training model is currently immersed in a process of change. The new paradigm is intended to be more effective, more integrated within the healthcare system, and strongly oriented towards the direct application of knowledge to clinical practice. Compared with the established training system based on certification of the completion of a series or rotations and stays in certain healthcare units, the new model proposes a more structured training process based on the gradual acquisition of specific competences, in which residents must play an active role in designing their own training program. Training based on competences guarantees more transparent, updated and homogeneous learning of objective quality, and which can be homologated internationally. The tutors play a key role as the main directors of the process, and institutional commitment to their work is crucial. In this context, tutors should receive time and specific formation to allow the evaluation of training as the cornerstone of the new model. New forms of objective summative and training evaluation should be introduced to guarantee that the predefined competences and skills are effectively acquired. The free movement of specialists within Europe is very desirable and implies that training quality must be high and amenable to homologation among the different countries. The Competency Based training in Intensive Care Medicine in Europe program is our main reference for achieving this goal. Scientific societies in turn must impulse and facilitate all those initiatives destined to improve healthcare quality and therefore specialist training. They have the mission of designing strategies and processes that favor training, accreditation and advisory activities with the government authorities. Copyright © 2013 Elsevier España, S.L. y SEMICYUC. All rights reserved.

Fundamental movement skills and physical activity among children living in low-income communities: a cross-sectional study.

PubMed

Cohen, Kristen E; Morgan, Philip J; Plotnikoff, Ronald C; Callister, Robin; Lubans, David R

2014-04-08

Although previous studies have demonstrated that children with high levels of fundamental movement skill competency are more active throughout the day, little is known regarding children's fundamental movement skill competency and their physical activity during key time periods of the school day (i.e., lunchtime, recess and after-school). The purpose of this study was to examine the associations between fundamental movement skill competency and objectively measured moderate-to-vigorous physical activity (MVPA) throughout the school day among children attending primary schools in low-income communities. Eight primary schools from low-income communities and 460 children (8.5 ± 0.6 years, 54% girls) were involved in the study. Children's fundamental movement skill competency (TGMD-2; 6 locomotor and 6 object-control skills), objectively measured physical activity (ActiGraph GT3X and GT3X + accelerometers), height, weight and demographics were assessed. Multilevel linear mixed models were used to assess the cross-sectional associations between fundamental movement skills and MVPA. After adjusting for age, sex, BMI and socio-economic status, locomotor skill competency was positively associated with total (P=0.002, r=0.15) and after-school (P=0.014, r=0.13) MVPA. Object-control skill competency was positively associated with total (P<0.001, r=0.20), lunchtime (P=0.03, r=0.10), recess (P=0.006, r=0.11) and after-school (P=0.022, r=0.13) MVPA. Object-control skill competency appears to be a better predictor of children's MVPA during school-based physical activity opportunities than locomotor skill competency. Improving fundamental movement skill competency, particularly object-control skills, may contribute to increased levels of children's MVPA throughout the day. Australian New Zealand Clinical Trials Registry No: ACTRN12611001080910.

Systematic design for trait introgression projects.

PubMed

Cameron, John N; Han, Ye; Wang, Lizhi; Beavis, William D

2017-10-01

Using an Operations Research approach, we demonstrate design of optimal trait introgression projects with respect to competing objectives. We demonstrate an innovative approach for designing Trait Introgression (TI) projects based on optimization principles from Operations Research. If the designs of TI projects are based on clear and measurable objectives, they can be translated into mathematical models with decision variables and constraints that can be translated into Pareto optimality plots associated with any arbitrary selection strategy. The Pareto plots can be used to make rational decisions concerning the trade-offs between maximizing the probability of success while minimizing costs and time. The systematic rigor associated with a cost, time and probability of success (CTP) framework is well suited to designing TI projects that require dynamic decision making. The CTP framework also revealed that previously identified 'best' strategies can be improved to be at least twice as effective without increasing time or expenses.

Development and validation of the TOCO-TURBT tool: a summative assessment tool that measures surgical competency in transurethral resection of bladder tumour.

PubMed

de Vries, Anna H; Muijtjens, Arno M M; van Genugten, Hilde G J; Hendrikx, Ad J M; Koldewijn, Evert L; Schout, Barbara M A; van der Vleuten, Cees P M; Wagner, Cordula; Tjiam, Irene M; van Merriënboer, Jeroen J G

2018-06-05

The current shift towards competency-based residency training has increased the need for objective assessment of skills. In this study, we developed and validated an assessment tool that measures technical and non-technical competency in transurethral resection of bladder tumour (TURBT). The 'Test Objective Competency' (TOCO)-TURBT tool was designed by means of cognitive task analysis (CTA), which included expert consensus. The tool consists of 51 items, divided into 3 phases: preparatory (n = 15), procedural (n = 21), and completion (n = 15). For validation of the TOCO-TURBT tool, 2 TURBT procedures were performed and videotaped by 25 urologists and 51 residents in a simulated setting. The participants' degree of competence was assessed by a panel of eight independent expert urologists using the TOCO-TURBT tool. Each procedure was assessed by two raters. Feasibility, acceptability and content validity were evaluated by means of a quantitative cross-sectional survey. Regression analyses were performed to assess the strength of the relation between experience and test scores (construct validity). Reliability was analysed by generalizability theory. The majority of assessors and urologists indicated the TOCO-TURBT tool to be a valid assessment of competency and would support the implementation of the TOCO-TURBT assessment as a certification method for residents. Construct validity was clearly established for all outcome measures of the procedural phase (all r > 0.5, p < 0.01). Generalizability-theory analysis showed high reliability (coefficient Phi ≥ 0.8) when using the format of two assessors and two cases. This study provides first evidence that the TOCO-TURBT tool is a feasible, valid and reliable assessment tool for measuring competency in TURBT. The tool has the potential to be used for future certification of competencies for residents and urologists. The methodology of CTA might be valuable in the development of assessment tools in other areas of clinical practice.

Maximizing Human Fotential: A Curriculum Design for Human Development and Interpersonal Relationships, Kindergarten through Adult Education.

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento. Bureau of Homemaking Education.

This publication was prepared to assist schools in developing curriculum to help children solve complex social problems and achieve their highest potential as human beings in a world society. A major objective is to provide students with competencies and skills necessary to cope with the interpersonal relationships and stresses faced by…

Comparing Alternative Slashing Techniques on a Mixed Hardwood Forest: 2-Year Results

Treesearch

Donald G. Hodges; Richard M. Evans; Wayne K. Clatterbuck

2002-01-01

Regenerating commercially important species following the harvest of an existing mixed hardwood stand requires adequate advance regeneration of the desired species and control of competing vegetation. These objectives can be achieved by removing the noncommercial stems before or after harvesting. This study was designed to evaluate the efficacy of pre- and post...

A Quantitative Assessment of the Cultural Knowledge, Attitudes, and Experiences of Junior and Senior Dietetics Students

ERIC Educational Resources Information Center

McArthur, Laura H.; Greathouse, Karen R.; Smith, Erskine R.; Holbert, Donald

2011-01-01

Objective: To assess the cultural competence of dietetics majors. Design: Self-administered questionnaire. Setting: Classrooms at 7 universities. Participants: Two hundred eighty-three students--98 juniors (34.6%) and 185 seniors (65.4%)--recruited during class time. Main Outcome Measures: Knowledge was measured using a multiple-choice test,…

Supplement for Teaching Distributive Education II: Course of Study.

ERIC Educational Resources Information Center

Oklahoma State Univ., Stillwater.

This supplement is designed to provide motivational ideas for teaching the competencies in the curriculum guide, D.E. II--Course of Study (see note). Effort is made to provide ideas for teaching specific objectives for which there was not already a method recommended. Many of the suggested activities are ready to duplicate, trace, or implement…

Developing Vocational Practice in the Jewellery Sector through the Incubation of a New "Project-Object"

ERIC Educational Resources Information Center

Guile, David; Okumoto, Kaori

2008-01-01

This paper analyses a work placement scheme established to create the conditions to: (i) incubate new designs in the jewellery sector in Birmingham; (ii) support a jewellery company compete more effectively in the global market; (iii) assist a newly qualified graduate jeweller to enter the jewellery sector. It introduces a new theoretical…

Criterion Referenced Inventory. Grade 7 Skill Clusters, Objectives, and Illustrations.

ERIC Educational Resources Information Center

Montgomery County Public Schools, Rockville, MD.

Part of a series of competency-based test materials for grades six through ten, this test booklet for seventh graders contains multiple-choice questions designed to aid in the evaluation of the pupils' library skills. Accompanied by a separate booklet of illustrations which are to be used in conjunction with the questions, the test covers the…

"Gamestar Mechanic": Learning a Designer Mindset through Communicational Competence with the Language of Games

ERIC Educational Resources Information Center

Games, Ivan Alex

2010-01-01

This article presents the results of a three-year study of "Gamestar Mechanic" (www.gamestarmechanic.com), a flash-based multiplayer online role-playing game developed for the MacArthur Foundation's digital media learning initiative by the University of Wisconsin-Madison, and Gamelab in New York. The game's objective is to help children…

Mathematics Curriculum Guide Algebra I. Bulletin 1987, No. 48.

ERIC Educational Resources Information Center

Alabama State Dept. of Education, Montgomery.

This guide is designed to help classroom teachers implement the Alabama Course of Study: Mathematics K-12. It is inclusive also of the objectives tested by the Stanford Achievement Tests and the Alabama Basic Competency Tests. One characteristic of the curriculum guide is that it clearly states what students should learn in each grade level. These…

Expanding the Psychological Wellness Threshold for Black College Women: An Examination of the Claiming Your Connections Intervention

ERIC Educational Resources Information Center

Jones, Lani V.; Ahn, Suran; Chan, Keith T.

2016-01-01

Objectives: This study investigated the effectiveness of a culturally congruent group intervention program entitled ''Claiming Your Connections (CYC)'' aimed at reducing stress and enhancing psychosocial competence (i.e., locus of control and active coping) among Black college women. Method: Using an experimental design, a total of 96…

Perceived core competency achievements of fellowship and non-fellowship-trained early career pediatric hospitalists.

PubMed

Librizzi, Jamie; Winer, Jeffrey C; Banach, Laurie; Davis, Aisha

2015-06-01

The pediatric hospital medicine (PHM) core competencies were established in 2010 to identify the specific knowledge base and skill set needed to provide the highest quality of care for hospitalized children. The objectives of this study were to examine the perceived core competency achievements of fellowship-trained and non-fellowship-trained early career pediatric hospitalists and identify perceived gaps in our current training models. An anonymous Web-based survey was distributed in November 2013. Hospitalists within 5 years of their residency graduation reported their perceived competency in select PHM core competencies. χ(2) and multiprobit regression analyses were utilized. One hundred ninety-seven hospitalists completed the survey and were included; 147 were non-fellowship-trained and 50 were PHM fellowship graduates or current PHM fellows. Both groups reported feeling less than competent in sedation and aspects of business practice. Non-fellowship-trained hospitalists also reported mean scores in the less than competent range in intravenous access/phlebotomy, technology-dependent emergencies, performing Plan-Do-Study-Act process and root cause analysis, defining basic statistical terms, and identifying research resources. Non-fellowship-trained hospitalists reported mean competency scores greater than fellowship-trained hospitalists in pain management, newborn care, and transitions in care. Early career pediatric hospitalists report deficits in several of the PHM core competencies, which should be considered when designing PHM-specific training in the future. Fellowship-trained hospitalists report higher levels of perceived competency in many core areas. © 2015 Society of Hospital Medicine.

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.

Assessment of Nutrition Competency of Graduating Agriculture Students in Ethiopia: A Cross-sectional Study.

PubMed

Abebe, Mesfin G; Tariku, Mebit K; Yitaferu, Tadele B; Shiferaw, Ephrem D; Desta, Firew A; Yimer, Endris M; Akassa, Kefyalew M; Thompson, Elizabeth C

2017-04-01

To assess the level of nutrition-sensitive agriculture competencies of graduating midlevel animal and plant sciences students in Ethiopia and identify factors associated with the attainment of competencies. A cross-sectional study design using structured skills observation checklists, objective written questions, and structured questionnaires was employed. Two agriculture technical vocational education and training colleges in the 2 regions of Ethiopia. A total of 145 students were selected using stratified random sampling techniques from a population of 808 students with the response rate of 93%. Nutrition-sensitive agriculture competency (knowledge and skills attributes) of graduating students. Bivariate and multivariable statistical analyses were used to examine the association between the variables of students' gender, age, department, institutional ownership, and perception of learning environment and their performance in nutrition competency. Combined scores showed that 49% of students demonstrated mastery of nutrition competencies. Gender and institutional ownership were associated with the performance of students (P < .001); male students and students at a federal institution performed better. The study showed low performance of students in nutrition competency and suggested the need for strengthening the curriculum, building tutors' capacity, and providing additional support to female students and regional colleges. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Using innovative instructional technology to meet training needs in public health: a design process.

PubMed

Millery, Mari; Hall, Michelle; Eisman, Joanna; Murrman, Marita

2014-03-01

Technology and distance learning can potentially enhance the efficient and effective delivery of continuing education to the public health workforce. Public Health Training Centers collaborate with instructional technology designers to develop innovative, competency-based online learning experiences that meet pressing training needs and promote best practices. We describe one Public Health Training Center's online learning module design process, which consists of five steps: (1) identify training needs and priority competencies; (2) define learning objectives and identify educational challenges; (3) pose hypotheses and explore innovative, technology-based solutions; (4) develop and deploy the educational experience; and (5) evaluate feedback and outcomes to inform continued cycles of revision and improvement. Examples illustrate the model's application. These steps are discussed within the context of design practices in the fields of education, engineering, and public health. They incorporate key strategies from across these fields, including principles of programmatic design familiar to public health professionals, such as backward design. The instructional technology design process we describe provides a structure for the creativity, collaboration, and systematic strategies needed to develop online learning products that address critical training needs for the public health workforce.

Wireless Sensor Network Optimization: Multi-Objective Paradigm

PubMed Central

Iqbal, Muhammad; Naeem, Muhammad; Anpalagan, Alagan; Ahmed, Ashfaq; Azam, Muhammad

2015-01-01

Optimization problems relating to wireless sensor network planning, design, deployment and operation often give rise to multi-objective optimization formulations where multiple desirable objectives compete with each other and the decision maker has to select one of the tradeoff solutions. These multiple objectives may or may not conflict with each other. Keeping in view the nature of the application, the sensing scenario and input/output of the problem, the type of optimization problem changes. To address different nature of optimization problems relating to wireless sensor network design, deployment, operation, planing and placement, there exist a plethora of optimization solution types. We review and analyze different desirable objectives to show whether they conflict with each other, support each other or they are design dependent. We also present a generic multi-objective optimization problem relating to wireless sensor network which consists of input variables, required output, objectives and constraints. A list of constraints is also presented to give an overview of different constraints which are considered while formulating the optimization problems in wireless sensor networks. Keeping in view the multi facet coverage of this article relating to multi-objective optimization, this will open up new avenues of research in the area of multi-objective optimization relating to wireless sensor networks. PMID:26205271

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…

Tactical Approaches for Trading Science Objectives Against Measurements and Mission Design: Science Traceability Techniques at the Jet Propulsion Laboratory

NASA Astrophysics Data System (ADS)

Nash, A. E., III

2017-12-01

The most common approaches to identifying the most effective mission design to maximize science return from a potential set of competing alternative design approaches are often inefficient and inaccurate. Recently, Team-X at the Jet Propulsion Laboratory undertook an effort to improve both the speed and quality of science - measurement - mission design trade studies. We will report on the methodology & processes employed and their effectiveness in trade study speed and quality. Our results indicate that facilitated subject matter expert peers are the keys to speed and quality improvements in the effectiveness of science - measurement - mission design trade studies.

The power of competence support: The impact of coaches and athlete leaders on intrinsic motivation and performance.

PubMed

Fransen, K; Boen, F; Vansteenkiste, M; Mertens, N; Vande Broek, G

2018-02-01

Grounded in the Cognitive Evaluation Theory, a mini-theory of Self-Determination Theory, this experimental field study sought to examine the impact of competence support of both coaches and athlete leaders on athletes' competence satisfaction, intrinsic motivation, and subjective as well as objective performance. Male basketball players (N = 120) were allocated to groups of 5 players. These groups were then randomly assigned to a control group or to 1 of 3 experimental conditions. In these experimental conditions, either the coach, the athlete leader, or both provided motivational feedback to their team. The provision of motivational feedback by either the coach or the athlete leader was sufficient to increase athletes' competence satisfaction, intrinsic motivation, and objective performance (i.e., enhanced execution time without a decrease in scoring percentage) relative to the control group. Interestingly, when both the coach and the athlete leader provided competence support, a surplus effect was observed on objective performance compared with when only the coach provided competence support. Furthermore, structural equation modeling revealed that players' competence satisfaction mediated the relationship between the provided competence support and players' intrinsic motivation, while a direct effect was observed on objective performance. In conclusion, the study findings indicate that also athlete leaders can adopt a motivating role, and that by doing so, their impact is as strong as the impact of the coach. Both coaches and athlete leaders can thus boost athletes' objective performance and foster competence satisfaction, with the latter resulting in increased intrinsic motivation. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Measuring Implementation Fidelity in a Community-Based Parenting Intervention

PubMed Central

Breitenstein, Susan M.; Fogg, Louis; Garvey, Christine; Hill, Carri; Resnick, Barbara; Gross, Deborah

2012-01-01

Background Establishing the feasibility and validity of implementation fidelity monitoring strategies is an important methodological step in implementing evidence-based interventions on a large scale. Objectives The objective of the study was to examine the reliability and validity of the Fidelity Checklist, a measure designed to assess group leader adherence and competence delivering a parent training intervention (the Chicago Parent Program) in child care centers serving low-income families. Method The sample included 9 parent groups (12 group sessions each), 12 group leaders, and 103 parents. Independent raters reviewed 106 audiotaped parent group sessions and coded group leaders’ fidelity on the Adherence and Competence Scales of the Fidelity Checklist. Group leaders completed self-report adherence checklists and a measure of parent engagement in the intervention. Parents completed measures of consumer satisfaction and child behavior. Results High interrater agreement (Adherence Scale = 94%, Competence Scale = 85%) and adequate intraclass correlation coefficients (Adherence Scale = .69, Competence Scale = .91) were achieved for the Fidelity Checklist. Group leader adherence changed over time, but competence remained stable. Agreement between group leader self-report and independent ratings on the Adherence Scale was 85%; disagreements were more frequently due to positive bias in group leader self-report. Positive correlations were found between group leader adherence and parent attendance and engagement in the intervention and between group leader competence and parent satisfaction. Although child behavior problems improved, improvements were not related to fidelity. Discussion The results suggest that the Fidelity Checklist is a feasible, reliable, and valid measure of group leader implementation fidelity in a group-based parenting intervention. Future research will be focused on testing the Fidelity Checklist with diverse and larger samples and generalizing to other group-based interventions using a similar intervention model. PMID:20404777

Using reusable learning objects (RLOs) in wound care education: Undergraduate student nurse's evaluation of their learning gain.

PubMed

Redmond, Catherine; Davies, Carmel; Cornally, Deirdre; Adam, Ewa; Daly, Orla; Fegan, Marianne; O'Toole, Margaret

2018-01-01

Both nationally and internationally concerns have been expressed over the adequacy of preparation of undergraduate nurses for the clinical skill of wound care. This project describes the educational evaluation of a series of Reusable Learning Objects (RLOs) as a blended learning approach to facilitate undergraduate nursing students learning of wound care for competence development. Constructivism Learning Theory and Cognitive Theory of Multimedia Learning informed the design of the RLOs, promoting active learner approaches. Clinically based case studies and visual data from two large university teaching hospitals provided the authentic learning materials required. Interactive exercises and formative feedback were incorporated into the educational resource. Evaluation of student perceived learning gains in terms of knowledge, ability and attitudes were measured using a quantitative pre and posttest Wound Care Competency Outcomes Questionnaire. The RLO CETL Questionnaire was used to identify perceived learning enablers. Statistical and deductive thematic analyses inform the findings. Students (n=192) reported that their ability to meet the competency outcomes for wound care had increased significantly after engaging with the RLOs. Students rated the RLOs highly across all categories of perceived usefulness, impact, access and integration. These findings provide evidence that the use of RLOs for both knowledge-based and performance-based learning is effective. RLOs when designed using clinically real case scenarios reflect the true complexities of wound care and offer innovative interventions in nursing curricula. Copyright © 2017 Elsevier Ltd. All rights reserved.

The implementation of mastery learning concept and cognitive entry behavior to increase the students’ competency in accordance with iqf qualification

NASA Astrophysics Data System (ADS)

Suandi, I. K.; Aryaningsih, N. N.; Abdi, I. M.

2018-01-01

The objectives of this study are: (1) to describe the difference of the students’ competence between the students following mastery learning and conventional instruction, (2) to describe the difference of the students’ competence between the students have high cognitive entry behavior and low cognitive entry behavior, and (3) to analyze the interaction effect between instructional model and cognitive entry behavior to the achievement of students’ competence. Quasi experiment was conducted at accounting department of Politeknik Negeri Bali and research design is nonrandomized control group pretest-posttest. The variable in this study are: (1) students’ competence, (2) instructional model, and (3) cognitive entry behavior. The total samples are 168 students and each treatment decided 25 subjects as analysis unit, therefore the total of analysis unit are 100 subjects. The results of the study are: (1) there is a significant deference of the students’ competence between the students following mastery learning and conventional instruction (F=7.514; P<0.05), (2) there is a significant difference of the students’ competence between the students have high cognitive entry behavior and low cognitive entry behavior (F=8.035; P<0.05), (3) there is a significant interaction effect between instructional model and cognitive entry behavior to the achievement of students’ competence (F=8.392; P<0.05).

An extremely compensatible cigarette by design: documentary evidence on industry awareness and reactions to the Barclay filter design cheating the tar testing system

PubMed Central

Kozlowski, L; Dreschel, N; Stellman, S; Wilkenfeld, J; Weiss, E; Goldberg, M

2005-01-01

Background: The Barclay cigarette (Brown & Williamson) was introduced in 1980 in the USA in the most expensive launch in history. In the USA and around the world, Barclay was later determined to have a grooved filter design that was compromised by human smokers in the normal act of smoking, but that was measured as ultra-low tar using the standard tar testing protocol. Objectives: To evaluate whether Brown & Williamson knew of the compensatability of Barclay during the design process and before it was released; to evaluate initial responses of competing tobacco companies to Barclay, before complaints were made to the Federal Trade Commission in 1981. Methods: Internet databases of industry documents (Tobacco Documents Online, Legacy Tobacco Documents Library, Brown & Williamson Litigation discovery website, Guildford and major company websites) were searched using key words, key dates, and targeted searches. Documents related specifically to the development, evaluation and release of the Barclay cigarette and related to the responses by competing tobacco companies were examined. Results: Documents indicate the manufacturer was aware of Barclay design problems and was planning, before release, to respond to criticism. Competing companies quickly detected the filter groove stratagem and considered developing their own similar filter, but eventually backed off. Conclusion: The design problems with Barclay were readily understood by cigarette manufacturers, including the maker of Barclay, before official governmental evaluations occurred. Testing involving measured exposures to human smokers may in the end be crucial to identifying problems with novel cigarette designs. PMID:15735303

Sample size calculations for stepped wedge and cluster randomised trials: a unified approach

PubMed Central

Hemming, Karla; Taljaard, Monica

2016-01-01

Objectives To clarify and illustrate sample size calculations for the cross-sectional stepped wedge cluster randomized trial (SW-CRT) and to present a simple approach for comparing the efficiencies of competing designs within a unified framework. Study Design and Setting We summarize design effects for the SW-CRT, the parallel cluster randomized trial (CRT), and the parallel cluster randomized trial with before and after observations (CRT-BA), assuming cross-sectional samples are selected over time. We present new formulas that enable trialists to determine the required cluster size for a given number of clusters. We illustrate by example how to implement the presented design effects and give practical guidance on the design of stepped wedge studies. Results For a fixed total cluster size, the choice of study design that provides the greatest power depends on the intracluster correlation coefficient (ICC) and the cluster size. When the ICC is small, the CRT tends to be more efficient; when the ICC is large, the SW-CRT tends to be more efficient and can serve as an alternative design when the CRT is an infeasible design. Conclusion Our unified approach allows trialists to easily compare the efficiencies of three competing designs to inform the decision about the most efficient design in a given scenario. PMID:26344808

Competency-based medical education for plastic surgery: where do we begin?

PubMed

Knox, Aaron D C; Gilardino, Mirko S; Kasten, Steve J; Warren, Richard J; Anastakis, Dimitri J

2014-05-01

North American surgical education is beginning to shift toward competency-based medical education, in which trainees complete their training only when competence has been demonstrated through objective milestones. Pressure is mounting to embrace competency-based medical education because of the perception that it provides more transparent standards and increased public accountability. In response to calls for reform from leading bodies in medical education, competency-based medical education is rapidly becoming the standard in training of physicians. The authors summarize the rationale behind the recent shift toward competency-based medical education and creation of the milestones framework. With respect to procedural skills, initial efforts will require the field of plastic surgery to overcome three challenges: identifying competencies (principles and procedures), modeling teaching strategies, and developing assessment tools. The authors provide proposals for how these challenges may be addressed and the educational rationale behind each proposal. A framework for identification of competencies and a stepwise approach toward creation of a principles oriented competency-based medical education curriculum for plastic surgery are presented. An assessment matrix designed to sample resident exposure to core principles and key procedures is proposed, along with suggestions for generating validity evidence for assessment tools. The ideal curriculum should provide exposure to core principles of plastic surgery while demonstrating competence through performance of index procedures that are most likely to benefit graduating residents when entering independent practice and span all domains of plastic surgery. The authors advocate that exploring the role and potential benefits of competency-based medical education in plastic surgery residency training is timely.

Defining competencies for education in health care value: recommendations from the University of California, San Francisco Center for Healthcare Value Training Initiative.

PubMed

Moriates, Christopher; Dohan, Daniel; Spetz, Joanne; Sawaya, George F

2015-04-01

Leaders in medical education have increasingly called for the incorporation of cost awareness and health care value into health professions curricula. Emerging efforts have thus far focused on physicians, but foundational competencies need to be defined related to health care value that span all health professions and stages of training. The University of California, San Francisco (UCSF) Center for Healthcare Value launched an initiative in 2012 that engaged a group of educators from all four health professions schools at UCSF: Dentistry, Medicine, Nursing, and Pharmacy. This group created and agreed on a multidisciplinary set of comprehensive competencies related to health care value. The term "competency" was used to describe components within the larger domain of providing high-value care. The group then classified the competencies as beginner, proficient, or expert level through an iterative process and group consensus. The group articulated 21 competencies. The beginner competencies include basic principles of health policy, health care delivery, health costs, and insurance. Proficient competencies include real-world applications of concepts to clinical situations, primarily related to the care of individual patients. The expert competencies focus primarily on systems-level design, advocacy, mentorship, and policy. These competencies aim to identify a standard that may help inform the development of curricula across health professions training. These competencies could be translated into the learning objectives and evaluation methods of resources to teach health care value, and they should be considered in educational settings for health care professionals at all levels of training and across a variety of specialties.

Negotiating designs of multi-purpose reservoir systems in international basins

NASA Astrophysics Data System (ADS)

Geressu, Robel; Harou, Julien

2016-04-01

Given increasing agricultural and energy demands, coordinated management of multi-reservoir systems could help increase production without further stressing available water resources. However, regional or international disputes about water-use rights pose a challenge to efficient expansion and management of many large reservoir systems. Even when projects are likely to benefit all stakeholders, agreeing on the design, operation, financing, and benefit sharing can be challenging. This is due to the difficulty of considering multiple stakeholder interests in the design of projects and understanding the benefit trade-offs that designs imply. Incommensurate performance metrics, incomplete knowledge on system requirements, lack of objectivity in managing conflict and difficulty to communicate complex issue exacerbate the problem. This work proposes a multi-step hybrid multi-objective optimization and multi-criteria ranking approach for supporting negotiation in water resource systems. The approach uses many-objective optimization to generate alternative efficient designs and reveal the trade-offs between conflicting objectives. This enables informed elicitation of criteria weights for further multi-criteria ranking of alternatives. An ideal design would be ranked as best by all stakeholders. Resource-sharing mechanisms such as power-trade and/or cost sharing may help competing stakeholders arrive at designs acceptable to all. Many-objective optimization helps suggests efficient designs (reservoir site, its storage size and operating rule) and coordination levels considering the perspectives of multiple stakeholders simultaneously. We apply the proposed approach to a proof-of-concept study of the expansion of the Blue Nile transboundary reservoir system.

Fidelity in complex behaviour change interventions: a standardised approach to evaluate intervention integrity

PubMed Central

Mars, Tom; Ellard, David; Carnes, Dawn; Homer, Kate; Underwood, Martin; Taylor, Stephanie J C

2013-01-01

Objectives The aim of this study was to (1) demonstrate the development and testing of tools and procedures designed to monitor and assess the integrity of a complex intervention for chronic pain (COping with persistent Pain, Effectiveness Research into Self-management (COPERS) course); and (2) make recommendations based on our experiences. Design Fidelity assessment of a two-arm randomised controlled trial intervention, assessing the adherence and competence of the facilitators delivering the intervention. Setting The intervention was delivered in the community in two centres in the UK: one inner city and one a mix of rural and urban locations. Participants 403 people with chronic musculoskeletal pain were enrolled in the intervention arm and 300 attended the self-management course. Thirty lay and healthcare professionals were trained and 24 delivered the courses (2 per course). We ran 31 courses for up to 16 people per course and all were audio recorded. Interventions The course was run over three and a half days; facilitators delivered a semistructured manualised course. Outcomes We designed three measures to evaluate fidelity assessing adherence to the manual, competence and overall impression. Results We evaluated a random sample of four components from each course (n=122). The evaluation forms were reliable and had good face validity. There were high levels of adherence in the delivery: overall adherence was two (maximum 2, IQR 1.67–2.00), facilitator competence exhibited more variability, and overall competence was 1.5 (maximum 2, IQR 1.25–2.00). Overall impression was three (maximum 4, IQR 2.00–3.00). Conclusions Monitoring and assessing adherence and competence at the point of intervention delivery can be realised most efficiently by embedding the principles of fidelity measurement within the design stage of complex interventions and the training and assessment of those delivering the intervention. More work is necessary to ensure that more robust systems of fidelity evaluation accompany the growth of complex interventions. Trial Registration ISRCTN No ISRCTN24426731. PMID:24240140

Methods of Genomic Competency Integration in Practice

PubMed Central

Jenkins, Jean; Calzone, Kathleen A.; Caskey, Sarah; Culp, Stacey; Weiner, Marsha; Badzek, Laurie

2015-01-01

Purpose Genomics is increasingly relevant to health care, necessitating support for nurses to incorporate genomic competencies into practice. The primary aim of this project was to develop, implement, and evaluate a year-long genomic education intervention that trained, supported, and supervised institutional administrator and educator champion dyads to increase nursing capacity to integrate genomics through assessments of program satisfaction and institutional achieved outcomes. Design Longitudinal study of 23 Magnet Recognition Program® Hospitals (21 intervention, 2 controls) participating in a 1-year new competency integration effort aimed at increasing genomic nursing competency and overcoming barriers to genomics integration in practice. Methods Champion dyads underwent genomic training consisting of one in-person kick-off training meeting followed by monthly education webinars. Champion dyads designed institution-specific action plans detailing objectives, methods or strategies used to engage and educate nursing staff, timeline for implementation, and outcomes achieved. Action plans focused on a minimum of seven genomic priority areas: champion dyad personal development; practice assessment; policy content assessment; staff knowledge needs assessment; staff development; plans for integration; and anticipated obstacles and challenges. Action plans were updated quarterly, outlining progress made as well as inclusion of new methods or strategies. Progress was validated through virtual site visits with the champion dyads and chief nursing officers. Descriptive data were collected on all strategies or methods utilized, and timeline for achievement. Descriptive data were analyzed using content analysis. Findings The complexity of the competency content and the uniqueness of social systems and infrastructure resulted in a significant variation of champion dyad interventions. Conclusions Nursing champions can facilitate change in genomic nursing capacity through varied strategies but require substantial training in order to design and implement interventions. Clinical Relevance Genomics is critical to the practice of all nurses. There is a great opportunity and interest to address genomic knowledge deficits in the practicing nurse workforce as a strategy to improve patient outcomes. Exemplars of champion dyad interventions designed to increase nursing capacity focus on improving education, policy, and healthcare services. PMID:25808828

Participatory design of healthcare technology with children.

PubMed

Sims, Tara

2018-02-12

Purpose There are many frameworks and methods for involving children in design research. Human-Computer Interaction provides rich methods for involving children when designing technologies. The paper aims to discuss these issues. Design/methodology/approach This paper examines various approaches to involving children in design, considering whether users view children as study objects or active participants. Findings The BRIDGE method is a sociocultural approach to product design that views children as active participants, enabling them to contribute to the design process as competent and resourceful partners. An example is provided, in which BRIDGE was successfully applied to developing upper limb prostheses with children. Originality/value Approaching design in this way can provide children with opportunities to develop social, academic and design skills and to develop autonomy.

Evaluation of perceived and actual competency in a family medicine objective structured clinical examination.

PubMed

Graves, Lisa; Lalla, Leonora; Young, Meredith

2017-04-01

To examine the relationship between objective assessment of performance and self-rated competence immediately before and after participation in a required summative family medicine clerkship objective structured clinical examination (OSCE). Learners rated their competence (on a 7-point Likert scale) before and after an OSCE along 3 dimensions: general, specific, and professional competencies relevant to family medicine. McGill University in Montreal, Que. All 168 third-year clinical clerks completing their mandatory family medicine rotation in 2010 to 2011 were invited to participate. Self-ratings of competence and objective performance scores were compared, and were examined to determine if OSCEs could be a "corrective" tool for self-rating perceived competence (ie, if the experience of undergoing an assessment might assist learners in recalibrating their understanding of their own performance). A total of 140 (83%) of the third-year clinical clerks participated. Participating in an OSCE decreased learners' ratings of perceived competence (pre-OSCE score = 4.9, post-OSCE score = 4.7; F 1,3192 = 4.2; P  < .05). Learners' mean self-rated competence for all categories of behaviour (before and after) showed no relationship to OSCE performance ( r < 0.12 and P > .08 for all), nor did ratings of station-relevant competence (before and after) ( r < 0.19 and P > .09 for all). Ratings of competence before and after the OSCE were correlated for individual students ( r > 0.40 and P < .001 for all). After the OSCE, students' self-ratings of perceived competence had decreased, and these ratings had little relationship to actual performance, regardless of the specificity of the rated competency. Discordance between perceived and actual competence is neither novel nor unique to family medicine. However, this discordance is an important consideration for the development of competency-based curricula. Copyright© the College of Family Physicians of Canada.

Psychosocial Factors Influencing Competency of Children's Statements on Sexual Trauma

ERIC Educational Resources Information Center

Kim, Tae Kyung; Choi, Soul; Shin, Yee Jin

2011-01-01

Objectives: The objectives of this study are to assess children's competence to state their traumatic experience and to determine psychosocial factors influencing the competency of children's statements, such as emotional factors of children and parents and trauma-related variables, in Korean child sex abuse victims. Methods: We enrolled 214…

A Method for Evaluating Competency in Assessment and Management of Suicide Risk

ERIC Educational Resources Information Center

Hung, Erick K.; Binder, Renee L.; Fordwood, Samantha R.; Hall, Stephen E.; Cramer, Robert J.; McNiel, Dale E.

2012-01-01

Objective: Although health professionals increasingly are expected to be able to assess and manage patients' risk for suicide, few methods are available to evaluate this competency. This report describes development of a competency-assessment instrument for suicide risk-assessment (CAI-S), and evaluates its use in an objective structured clinical…

Criterion Referenced Assessment Bank. Grade 6 Skill Clusters, Objectives, and Illustrations.

ERIC Educational Resources Information Center

Montgomery County Public Schools, Rockville, MD.

Part of a series of competency-based test materials for grades six through ten, this set of nine test booklets for sixth graders contains multiple-choice questions designed to aid in the evaluation of the pupils' library skills. Accompanied by a separate, tenth booklet of illustrations which are to be used in conjunction with the questions, the…

Angular velocity discrimination

NASA Technical Reports Server (NTRS)

Kaiser, Mary K.

1990-01-01

Three experiments designed to investigate the ability of naive observers to discriminate rotational velocities of two simultaneously viewed objects are described. Rotations are constrained to occur about the x and y axes, resulting in linear two-dimensional image trajectories. The results indicate that observers can discriminate angular velocities with a competence near that for linear velocities. However, perceived angular rate is influenced by structural aspects of the stimuli.

The Swedish Communicative Development Inventory III: Parent Reports on Language in Preschool Children

ERIC Educational Resources Information Center

Eriksson, Mårten

2017-01-01

A revised form of MacArthur-Bates Communicative Development Inventory III (SCDI-III) was presented designed for Swedish speaking children aged 2 years 6 months-4 years 0 months with the objective to give a proxy measure of their language competence. The instrument contains a vocabulary checklist with 100 words, mainly predicates, from four areas;…

Educational History, Employment Characteristics, and Desired Competencies of Doctoral-Educated Athletic Trainers

PubMed Central

West, Thomas F.; Buckley, W. E.; Denegar, Craig R.

2001-01-01

Objective: The study had 3 objectives: (1) to assess the educational history of doctoral-educated certified athletic trainers (ATCs) who work at academic institutions, (2) to determine the current employment characteristics of doctoral-educated ATCs who work at academic institutions, and (3) to identify which competencies doctoral-educated ATCs feel are important for new doctoral graduates to possess upon graduation. Design and Setting: Multiple sources were used to identify doctoral-educated ATCs who work at academic institutions. These individuals were surveyed to assess their educational histories, current employment characteristics, and opinions on desired competencies for new doctoral graduates. Data were analyzed using descriptive and inferential statistics. Subjects: Surveys were sent to 130 individuals, and the response rate was 89.2% (n = 116). Measurements: Subjects answered questions regarding their educational history and employment characteristics. A 5-point Likert scale was used to assess the importance of 22 competencies for new doctoral graduates to possess upon graduation. Comparisons were made between program directors and non–program directors, respondents employed at doctoral-granting institutions and non–doctoral-granting institutions, and doctoral student advisors and non-advisors. Results: Subjects reported several different educational backgrounds, job titles, and job responsibilities. Significant differences in job responsibilities and assessment of desired competencies were found between program directors and non–program directors, employees of doctoral-granting institutions and non–doctoral-granting institutions, and doctoral student advisors and non-advisors. Conclusions: As new doctoral programs are established in athletic training, students should receive training as classroom instructors and program administrators, in addition to learning the skills necessary to perform independent research in athletic training. PMID:12937515

Computational multiobjective topology optimization of silicon anode structures for lithium-ion batteries

NASA Astrophysics Data System (ADS)

Mitchell, Sarah L.; Ortiz, Michael

2016-09-01

This study utilizes computational topology optimization methods for the systematic design of optimal multifunctional silicon anode structures for lithium-ion batteries. In order to develop next generation high performance lithium-ion batteries, key design challenges relating to the silicon anode structure must be addressed, namely the lithiation-induced mechanical degradation and the low intrinsic electrical conductivity of silicon. As such this work considers two design objectives, the first being minimum compliance under design dependent volume expansion, and the second maximum electrical conduction through the structure, both of which are subject to a constraint on material volume. Density-based topology optimization methods are employed in conjunction with regularization techniques, a continuation scheme, and mathematical programming methods. The objectives are first considered individually, during which the influence of the minimum structural feature size and prescribed volume fraction are investigated. The methodology is subsequently extended to a bi-objective formulation to simultaneously address both the structural and conduction design criteria. The weighted sum method is used to derive the Pareto fronts, which demonstrate a clear trade-off between the competing design objectives. A rigid frame structure was found to be an excellent compromise between the structural and conduction design criteria, providing both the required structural rigidity and direct conduction pathways. The developments and results presented in this work provide a foundation for the informed design and development of silicon anode structures for high performance lithium-ion batteries.

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…

[Competence Based Catalogue of Learning Objectives for Rehabilitation, Physical Medicine, Naturopathic Treatment - Revised Version - Joint Recommendations of the German Society of Rehabilitation Science and the German Society of Physical Medicine and Rehabilitation].

PubMed

Mau, Wilfried; Liebl, Max Emanuel; Deck, Ruth; Lange, Uwe; Smolenski, Ulrich Christian; Walter, Susanne; Gutenbrunner, Christoph

2017-12-01

Since the first publication of learning objectives for the interdisciplinary subject "Rehabilitation, Physical Medicine, Naturopathic Treatment" in undergraduate medical education in 2004 a revision is reasonable due to heterogenous teaching programmes in the faculties and the introduction of the National Competence Based Catalogue of Learning Objectives in Medicine as well as the "Masterplan Medical Education 2020". Therefore the German Society of Rehabilitation Science and the German Society of Physical Medicine and Rehabilitation started a structured consensus process using the DELPHI-method to reduce the learning objectives and arrange them more clearly. Objectives of particular significance are emphasised. All learning objectives are assigned to the cognitive and methodological level 1 or to the action level 2. The learning objectives refer to the less detailed National Competence Based Catalogue of Learning Objectives in Medicine. The revised learning objectives will contribute to further progress in competence based and more homogenous medical teaching in core objectives of Rehabilitation, Physical Medicine, and Naturopathic Treatment in the faculties. © Georg Thieme Verlag KG Stuttgart · New York.

Fundamental movement skills and physical activity among children living in low-income communities: a cross-sectional study

PubMed Central

2014-01-01

Background Although previous studies have demonstrated that children with high levels of fundamental movement skill competency are more active throughout the day, little is known regarding children’s fundamental movement skill competency and their physical activity during key time periods of the school day (i.e., lunchtime, recess and after-school). The purpose of this study was to examine the associations between fundamental movement skill competency and objectively measured moderate-to-vigorous physical activity (MVPA) throughout the school day among children attending primary schools in low-income communities. Methods Eight primary schools from low-income communities and 460 children (8.5 ± 0.6 years, 54% girls) were involved in the study. Children’s fundamental movement skill competency (TGMD-2; 6 locomotor and 6 object-control skills), objectively measured physical activity (ActiGraph GT3X and GT3X + accelerometers), height, weight and demographics were assessed. Multilevel linear mixed models were used to assess the cross-sectional associations between fundamental movement skills and MVPA. Results After adjusting for age, sex, BMI and socio-economic status, locomotor skill competency was positively associated with total (P = 0.002, r = 0.15) and after-school (P = 0.014, r = 0.13) MVPA. Object-control skill competency was positively associated with total (P < 0.001, r = 0.20), lunchtime (P = 0.03, r = 0.10), recess (P = 0.006, r = 0.11) and after-school (P = 0.022, r = 0.13) MVPA. Conclusions Object-control skill competency appears to be a better predictor of children’s MVPA during school-based physical activity opportunities than locomotor skill competency. Improving fundamental movement skill competency, particularly object-control skills, may contribute to increased levels of children’s MVPA throughout the day. Trial registration Australian New Zealand Clinical Trials Registry No: ACTRN12611001080910. PMID:24708604

Incorporating a Weight Management Skills Workshop in Pharmacy Curricula in Australia

PubMed Central

Krass, Ines; Armour, Carol; Gill, Timothy; Chaar, Betty B.

2016-01-01

Objective. To develop, implement, and evaluate a competency-based weight management skills workshop for undergraduate pharmacy students in an Australian university. Design. A 3-hour workshop titled “Weight Management in Pharmacy” was implemented with a cohort of fourth-year undergraduate pharmacy students (n=180). Learning activities used included case-based learning, hands-on experience, role-play, and group discussion. Assessment. A 22-item attitudinal survey instrument and the validated Obesity Risk Knowledge (ORK-10) scale were administered at baseline and postworkshop to evaluate the impact of this educational workshop. There was significant improvement in the students’ ORK scores and students’ perceived level of self-confidence in performing weight management skills. Conclusion. An educational workshop designed to enhance professional competencies in weight management ensured graduates were “service-ready” and had the appropriate knowledge, skills, and attributes to deliver patient-centered pharmacy-based weight management services. PMID:27293236

Incorporating a Weight Management Skills Workshop in Pharmacy Curricula in Australia.

PubMed

Um, Irene S; Krass, Ines; Armour, Carol; Gill, Timothy; Chaar, Betty B

2016-05-25

Objective. To develop, implement, and evaluate a competency-based weight management skills workshop for undergraduate pharmacy students in an Australian university. Design. A 3-hour workshop titled "Weight Management in Pharmacy" was implemented with a cohort of fourth-year undergraduate pharmacy students (n=180). Learning activities used included case-based learning, hands-on experience, role-play, and group discussion. Assessment. A 22-item attitudinal survey instrument and the validated Obesity Risk Knowledge (ORK-10) scale were administered at baseline and postworkshop to evaluate the impact of this educational workshop. There was significant improvement in the students' ORK scores and students' perceived level of self-confidence in performing weight management skills. Conclusion. An educational workshop designed to enhance professional competencies in weight management ensured graduates were "service-ready" and had the appropriate knowledge, skills, and attributes to deliver patient-centered pharmacy-based weight management services.

Object linking in repositories

NASA Technical Reports Server (NTRS)

Eichmann, David (Editor); Beck, Jon; Atkins, John; Bailey, Bill

1992-01-01

This topic is covered in three sections. The first section explores some of the architectural ramifications of extending the Eichmann/Atkins lattice-based classification scheme to encompass the assets of the full life cycle of software development. A model is considered that provides explicit links between objects in addition to the edges connecting classification vertices in the standard lattice. The second section gives a description of the efforts to implement the repository architecture using a commercially available object-oriented database management system. Some of the features of this implementation are described, and some of the next steps to be taken to produce a working prototype of the repository are pointed out. In the final section, it is argued that design and instantiation of reusable components have competing criteria (design-for-reuse strives for generality, design-with-reuse strives for specificity) and that providing mechanisms for each can be complementary rather than antagonistic. In particular, it is demonstrated how program slicing techniques can be applied to customization of reusable components.

Learning Objects and the Development of Students' Key Competencies: A New Zealand School Experience

ERIC Educational Resources Information Center

Falloon, Garry

2010-01-01

This paper outlines a study investigating the impact of the use of learning objects on the development of two key competencies from the revised New Zealand Curriculum Framework (Ministry of Education, 2007). It specifically focuses on the key competencies of "thinking" and "relating to others", and explores how teachers in an…

Competency-Based Training: Objective Structured Clinical Exercises (OSCE) in Marriage and Family Therapy

ERIC Educational Resources Information Center

Miller, John K.

2010-01-01

The field of marriage and family therapy (MFT) has recently engaged in the process of defining core competencies for the profession. Many MFT training programs are adapting their curriculum to develop more competency-based training strategies. The Objective Structured Clinical "Examination" (OSCE) is widely used in the medical profession to assess…

Relationship between performance barriers and pharmacist competency towards the implementation of an expanded public health pharmacy role.

PubMed

Mathialagan, Amuthaganesh; Nagalinggam, Preesha; Mathialagan, Saravanabavan; Kirby, Brian P

2015-10-01

The objective of this study was to examine the relationship between performance barriers and competency, and implementation of an expanded public health role for community pharmacists. A validated questionnaire was utilised for this study whereby three variables of the study (performance barriers, competency and public health role) were measured using a 5-point Likert scale. Three hundred questionnaires were distributed to target respondents of registered community pharmacies in five states (Johor, Negeri Sembilan, Selangor, Perak and Penang) in Malaysia. The data were analysed utilising the principles of structural equation modelling. There were 191 completed and usable responses received, which represented a 66.7% response rate. This study showed perceived competency had a direct relationship with delivering a general public health role. A perceived lack of competency was shown to be a barrier to fulfilling a public health role. However, other factors, such as design of premises, IT infrastructure and pay, were not viewed as barriers to carrying out a public health role. Perceived competency is an obstacle for community pharmacists to undertake a public health role in Malaysia. Adequate training programmes in pharmaceutical public health have to be put in place to address this concern and this should therefore be a priority. © 2015 Royal Pharmaceutical Society.

Development and psychometric testing of the nursing student mentors' competence instrument (MCI): A cross-sectional study.

PubMed

Tuomikoski, Anna-Maria; Ruotsalainen, Heidi; Mikkonen, Kristina; Miettunen, Jouko; Kääriäinen, Maria

2018-06-05

Mentors require competence at a diverse array of skills to mentor students during clinical practice. According to the latest evidence, competence at mentoring includes: knowledge, skills and attributes of individual students' learning objectives, core elements of nursing, learning processes, a reciprocal and trustful relationship, feedback, evaluation, cooperation with stakeholders, and the mentor's personal qualities. The purpose of the study was to test psychometric properties of a mentor's competence instrument developed to self-evaluate mentors' competence at mentoring nursing students in clinical practice. A cross-sectional, descriptive, explorative study design was used. Data were collected from mentors at five university hospitals in Finland in 2016. A total of 576 mentors participated in this study. The instrument was developed through systematic review, experts' evaluations, and pilot versions of the instrument tested in previous studies. The construct validity and reliability of the instrument were tested using exploratory factor analysis (EFA) with promax rotation and Cronbach's alpha. A 10-factor model showed that the instrument has acceptable construct validity. Cronbach's alpha values for the subscales observed ranged from 0.76 to 0.90. The instrument exhibited acceptable psychometric properties, thereby proving itself a valuable tool for evaluating mentors' competence at mentoring students. Further assessments of its reliability, validity and generality for measuring mentor's competence for mentoring students in different contexts and cultures are recommended. Copyright © 2018 Elsevier Ltd. All rights reserved.

Action languages: Dimensions, effects

NASA Technical Reports Server (NTRS)

Hayes, Daniel G.; Streeter, Gordon

1989-01-01

Dimensions of action languages are discussed for communication between humans and machines, and the message handling capabilities of object oriented programming systems are examined. Design of action languages is seen to be very contextual. Economical and effective design will depend on features of situations, the tasks intended to be accomplished, and the nature of the devices themselves. Current object oriented systems turn out to have fairly simple and straightforward message handling facilities, which in themselves do little to buffer action or even in some cases to handle competing messages. Even so, it is possible to program a certain amount of discretion about how they react to messages. Such thoughtfulness and perhaps relative autonomy of program modules seems prerequisite to future systems to handle complex interactions in changing situations.

Dental Assisting Competencies. Final Report.

ERIC Educational Resources Information Center

Richards, Beverly; And Others

This document contains dental assisting competencies and competency-based performance objectives, learning activities, resources, and evaluation procedures for each competency that was adapted and developed by instructors of dental assisting to suit the needs and legal parameters of Pennsylvania. The competencies and associated elements are…

Medical Assisting Competencies. Final Report.

ERIC Educational Resources Information Center

Richards, Beverly; And Others

This document contains medical assisting competencies and competency-based performance objectives, learning activities, resources, and levels of achievement for each competency that were adapted and developed by instructors of medical assisting to suit the needs and legal parameters of Pennsylvania. The competencies and associated elements are…

Risk Factors for Reporting Poor Cultural Competency Among Patients with Diabetes in Safety-Net Clinics

PubMed Central

Seligman, Hilary K.; Fernandez, Alicia; Stern, Rachel J.; Weech-Maldonado, Robert; Quan, Judy; Jacobs, Elizabeth A.

2012-01-01

Background The Consumer Assessment of Healthcare Providers and Systems Cultural Competency (CAHPS-CC) Item Set assesses patient perceptions of aspects of the cultural competence of their health care. Objective To determine characteristics of patients who identify the care they receive as less culturally competent Research Design Cross-sectional survey consisting of face-to-face interviews Subjects Safety-net population of patients with type 2 diabetes (n=600) receiving ongoing primary care Measures Participants completed the CAHPS-CC and answered questions about their race/ethnicity, gender, age, education, health status, depressive symptoms, insurance coverage, English proficiency, duration of relationship with primary care provider, and co-morbidities. Results In adjusted models, depressive symptoms were significantly associated with poor cultural competency in the Doctor Communication – Positive Behaviors domain (OR 1.73, 95%CI 1.11, 2.69). African-Americans were less likely than Whites to report poor cultural competence in the Doctor Communication – Positive Behaviors domain (OR 0.52, 0.28–0.97). Participants who reported a longer relationship (≥3 years) with their primary care provider were less likely to report poor cultural competence in the Doctor Communication – Health Promotion (OR 0.35, 0.21–0.60) and Trust domains (OR 0.4, 0.24–0.67), while participants with lower educational attainment were less likely to report poor cultural competence in the Trust domain (OR 0.51, 0.30–0.86). Overall, however, sociodemographic and clinical differences in reports of poor cultural competence were insignificant or inconsistent across the various domains of cultural competence examined. Conclusions Cultural competence interventions in safety-net settings should be implemented across populations, rather than being narrowly focused on specific sociodemographic or clinical groups. PMID:22895232

Distinctive Competencies: Taming the Marine Corps-glomerate

DTIC Science & Technology

1998-01-01

strategic objectives, intentions , and designs of allies and adversaries alike. The post-Cold War replacement of threat-based forces by capabilities... intentions to remain engaged, implicitly exchanging a strategic paradigm centered on visible forward presence for one based on aloof power projection...by defense leaders to “adopt and adapt the lessons of the private sector,” it is worth considering private sector tools for strategic planning that

How do new dams impact downstream countries? - A screening approach to identify the best compromise assets and negotiate their designs

NASA Astrophysics Data System (ADS)

Geressu, Robel; Harou, Julien

2015-04-01

Water use rights are disputed in many transboundary basins. Even when water projects can benefit all, agreeing on cost and benefit sharing can be difficult where stakeholders have conflicting preferences on the designs and use of proposed water infrastructures. This study suggests a combination of many objective optimization and multi-criteria ranking methods to support negotiations regarding designs of new assets. The method allows competing users to assess development options based on their individual perspectives and agree on designs by incorporating coordination strategies into multi-reservoir system designs. We demonstrate a hypothetical negotiation on proposed Blue Nile reservoirs. The result form a set of Pareto-optimal designs i.e., reservoirs, storage capacity and their operating rules, and power trade, cost sharing and/or financing coordination strategies, which maximize benefit to all countries and show which trade-offs are implied by which designs. The approach fulfils decision-maker's desire to understand a) the critical design parameters that affect various objectives and b) how coordination mechanisms would enable them to incur benefits from proposed new dams.

Analysis of Nursing Curriculum and Course Competencies.

ERIC Educational Resources Information Center

Trani, G. M.

The objectives of this study were to relate the competencies of the Nursing Program at Delaware County Community College to national morbidity statistics and to recommend curriculum changes based on this analysis. Existing terminal objectives of the program and each nursing module were compared with college-wide terminal objectives, overlap was…

A Position Paper on Teacher Competencies for Cultural Diversity in Connection with the AACTE Multicultural Education/Competency-Based Teacher Education Project.

ERIC Educational Resources Information Center

Wynn, Cordell

The objective of teacher education programs should be to assist prospective teachers in developing competencies needed to intervene successfully in the development of youth from diverse cultural backgrounds. This objective has a number of implications for teacher education programs and for school curriculum at all levels. Teacher education…

Competency Based Assessment in Fashion Design

NASA Astrophysics Data System (ADS)

Russanti, Irma; Nurlaela, Lutfiyah; Basuki, Ismet; Munoto

2018-04-01

Professional certification is a form of stipulation on certain competency standards provided by one professional organization to the performance of a person through assessment. For that an assessment needs to be standardized so that there exists a general standardized scale to measure competence. In the professional certification of fashion design department, an instrument of competency based assessment is essential to be developed. The purpose of this review is to know the application of competency based assessment in the field of fashion design. The literature reviews were found by journal searching with keywords competency based assessment and fashion design in Google scholar, of which was gotten over 20 journals from 2006 to 2016. Afterwards, the search of the free-downloaded e-books in libgen was conducted under competency based assessment and fashion design, which is then found some related references. The obtained literatures were used to review the definition, approach, and implementation of competency based assessment in the field of fashion design. Results show that it is important to develop an assessment sheet in the field of fashion design covering garment, apparel and embroidery sectors by patterning the criteria of performers along with the qualifications.

Fundamental movement skill interventions in youth: a systematic review and meta-analysis.

PubMed

Morgan, Philip J; Barnett, Lisa M; Cliff, Dylan P; Okely, Anthony D; Scott, Hayley A; Cohen, Kristen E; Lubans, David R

2013-11-01

Fundamental movement skill (FMS) proficiency is positively associated with physical activity and fitness levels. The objective of this study was to systematically review evidence for the benefits of FMS interventions targeting youth. A search with no date restrictions was conducted across 7 databases. Studies included any school-, home-, or community-based intervention for typically developing youth with clear intent to improve FMS proficiency and that reported statistical analysis of FMS competence at both preintervention and at least 1 other postintervention time point. Study designs included randomized controlled trials (RCTs) using experimental and quasi-experimental designs and single group pre-post trials. Risk of bias was independently assessed by 2 reviewers. Twenty-two articles (6 RCTs, 13 quasi-experimental trials, 3 pre-post trials) describing 19 interventions were included. All but 1 intervention were evaluated in primary/elementary schools. All studies reported significant intervention effects for ≥ 1 FMS. Meta-analyses revealed large effect sizes for overall gross motor proficiency (standardized mean difference [SMD] = 1.42, 95% confidence interval [CI] 0.68-2.16, Z = 3.77, P < .0002) and locomotor skill competency (SMD = 1.42, 95% CI 0.56-2.27, Z = 3.25, P = .001). A medium effect size for object control skill competency was observed (SMD = 0.63, 95% CI 0.28-0.98, Z = 3.53, P = .0004). Many studies scored poorly for risk of bias items. School- and community-based programs that include developmentally appropriate FMS learning experiences delivered by physical education specialists or highly trained classroom teachers significantly improve FMS proficiency in youth.

Curriculum Providing Cognitive Knowledge and Problem-Solving Skills for Anesthesia Systems-Based Practice

PubMed Central

Wachtel, Ruth E.; Dexter, Franklin

2010-01-01

Background Residency programs accredited by the ACGME are required to teach core competencies, including systems-based practice (SBP). Projects are important for satisfying this competency, but the level of knowledge and problem-solving skills required presupposes a basic understanding of the field. The responsibilities of anesthesiologists include the coordination of patient flow in the surgical suite. Familiarity with this topic is crucial for many improvement projects. Intervention A course in operations research for surgical services was originally developed for hospital administration students. It satisfies 2 of the Institute of Medicine's core competencies for health professionals: evidence-based practice and work in interdisciplinary teams. The course lasts 3.5 days (eg, 2 weekends) and consists of 45 cognitive objectives taught using 7 published articles, 10 lectures, and 156 computer-assisted problem-solving exercises based on 17 case studies. We tested the hypothesis that the cognitive objectives of the curriculum provide the knowledge and problem-solving skills necessary to perform projects that satisfy the SBP competency. Standardized terminology was used to define each component of the SBP competency for the minimum level of knowledge needed. The 8 components of the competency were examined independently. Findings Most cognitive objectives contributed to at least 4 of the 8 core components of the SBP competency. Each component of SBP is addressed at the minimum requirement level of exemplify by at least 6 objectives. There is at least 1 cognitive objective at the level of summarize for each SBP component. Conclusions A curriculum in operating room management can provide the knowledge and problem-solving skills anesthesiologists need for participation in projects that satisfy the SBP competency. PMID:22132289

Assessment of competence to complete advance directives: validation of a patient centred approach

PubMed Central

Fazel, Seena; Hope, Tony; Jacoby, Robin

1999-01-01

Objective To develop a patient centred approach for the assessment of competence to complete advance directives (“living wills”) of elderly people with cognitive impairment. Design Semistructured interviews. Setting Oxfordshire. Subjects 50 elderly volunteers living in the community, and 50 patients with dementia on first referral from primary care. Main outcome measures Psychometric properties of competence assessment. Results This patient centred approach for assessing competence to complete advance directives can discriminate between elderly persons living in the community and elderly patients with dementia. The procedure has good interrater (r=0.95) and test-retest (r=0.97) reliability. Validity was examined by relating this approach with a global assessment of competence to complete an advance directive made by two of us (both specialising in old age psychiatry). The data were also used to determine the best threshold score for discriminating between those competent and those incompetent to complete an advance directive. Conclusion A patient centred approach to assess competence to complete advance directives can be reliably and validly used in routine clinical practice. Key messagesAdvance directives could potentially be useful for patients with dementia as a means of extending their autonomy when they become incompetentCompetence to complete an advance directive involves understanding possible future clinical situationsVignettes presenting hypothetical medical problems were tested in 100 elderly people, and were found to validly and reliably discriminate between volunteers living in the community and patients with dementiaWe suggest that two clinical vignettes, each followed by a semistructured interview comprising 10 points, can aid in the assessment of competence to complete advance directives PMID:10024254

Can Hospital Cultural Competency Reduce Disparities in Patient Experiences with Care?

PubMed Central

Weech-Maldonado, Robert; Elliott, Marc N.; Pradhan, Rohit; Schiller, Cameron; Hall, Allyson; Hays, Ron D.

2013-01-01

Background Cultural competency has been espoused as an organizational strategy to reduce health disparities in care. Objective To examine the relationship between hospital cultural competency and inpatient experiences with care. Research Design The first model predicted Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) scores from hospital random effects, plus fixed effects for hospital cultural competency, individual race/ethnicity/language, and case-mix variables. The second model tested if the association between a hospital’s cultural competency and HCAHPS scores differed for minority and non-Hispanic white patients. Subjects The National CAHPS® Benchmarking Database’s (NCBD) HCAHPS Surveys and the Cultural Competency Assessment Tool of Hospitals (CCATH) Surveys for California hospitals were merged, resulting in 66 hospitals and 19,583 HCAHPS respondents in 2006. Measures Dependent variables include ten HCAHPS measures: six composites (communication with doctors, communication with nurses, staff responsiveness, pain control, communication about medications, and discharge information), two individual items (cleanliness, and quietness of patient rooms), and two global items (overall hospital rating, and whether patient would recommend hospital). Results Hospitals with greater cultural competency have better HCAHPS scores for doctor communication, hospital rating, and hospital recommendation. Furthermore, HCAHPS scores for minorities were higher at hospitals with greater cultural competency on four other dimensions: nurse communication, staff responsiveness, quiet room, and pain control. Conclusions Greater hospital cultural competency may improve overall patient experiences, but may particularly benefit minorities in their interactions with nurses and hospital staff. Such effort may not only serve longstanding goals of reducing racial/ethnic disparities in inpatient experience, but may also contribute to general quality improvement. PMID:23064277

Study to validate the outcome goal, competencies and educational objectives for use in intensive care orientation programs.

PubMed

Boyle, M; Butcher, R; Kenney, C

1998-03-01

Intensive care orientation programs have become an accepted component of intensive care education. To date, however, there have been no Australian-based standards defining the appropriate level of competence to be attained upon completion of orientation. The aim of this study was to validate a set of aims, competencies and educational objectives that could form the basis of intensive care orientation and which would ensure an outcome standard of safe and effective practice. An initial document containing a statement of the desired outcome goal, six competency statements and 182 educational objectives was developed through a review of the orientation programs developed by the investigators. The Delphi technique was used to gain consensus among 13 nurses recognised for their expertise in intensive care education. The expert group rated the acceptability of each of the study items and provided suggestions for objectives to be included. An approval rating of 80 per cent was required to retain each of the study items, with the document refined through three Delphi rounds. The final document contains a validated statement of outcome goal, competencies and educational objectives for intensive care orientation programs.

Using the Affective Domain to Enhance Teaching of the ACGME Competencies in Anesthesiology Training.

PubMed

Yanofsky, Samuel D; Nyquist, Julie G

2010-01-01

Teaching and assessing the advanced competencies will continue to be a challenge. Incorporating new and nontraditional skills into an already complex and challenging clinical curriculum and practice is not easy. This makes development of methods for curricular design, teaching and assessment of anesthesiology resident and fellow performance essential. The Domains of learning, particularly the Affective Domain can serve as an organizing structure for developing objectives and selecting teaching and assessment techniques. Using the Affective Domain to select targeted teaching techniques might help foster development of key beliefs and values that underlie the advanced competencies (and sub-competencies). Targeted teaching, outside of the patient care arena, when combined with traditional clinical teaching practices, may help to ensure continued performance of desired behaviors. These include acting in a consultative role for other health professionals (ICS), providing culturally responsive care (Professionalism), using evidence to enhance the care of patients (PBLI), and advocating for quality of care and working to enhance patient safety (SBP). As educators, our aim is not only to impact knowledge, attitudes and skills, but to impact the daily behavior of our graduates.

Using the Affective Domain to Enhance Teaching of the ACGME Competencies in Anesthesiology Training

PubMed Central

2010-01-01

Teaching and assessing the advanced competencies will continue to be a challenge. Incorporating new and nontraditional skills into an already complex and challenging clinical curriculum and practice is not easy. This makes development of methods for curricular design, teaching and assessment of anesthesiology resident and fellow performance essential. The Domains of learning, particularly the Affective Domain can serve as an organizing structure for developing objectives and selecting teaching and assessment techniques. Using the Affective Domain to select targeted teaching techniques might help foster development of key beliefs and values that underlie the advanced competencies (and sub-competencies). Targeted teaching, outside of the patient care arena, when combined with traditional clinical teaching practices, may help to ensure continued performance of desired behaviors. These include acting in a consultative role for other health professionals (ICS), providing culturally responsive care (Professionalism), using evidence to enhance the care of patients (PBLI), and advocating for quality of care and working to enhance patient safety (SBP). As educators, our aim is not only to impact knowledge, attitudes and skills, but to impact the daily behavior of our graduates. PMID:27175387

Leisure education reduces stress among older adults.

PubMed

Chang, Liang-Chih

2014-01-01

The objectives of this study were to examine whether a leisure education program could facilitate leisure competence among older adults and whether it could also reduce their stress. A pre-test-post-test randomized experimental design was conducted. Subjects were randomly assigned to either an experimental group (n = 30) or a control group (n = 30). A leisure education program was used to serve as the intervention. A day before this experiment was carried out, pre-test data were collected using leisure competence and stress scales. Thirty minutes after this experiment ended, post-test data were collected using the same scales. These data were analyzed using an analysis of covariance. The results indicated that the average post-test scores of leisure competence in the experimental group were significantly higher than those in the control group and that the average post-test scores of stress in the experimental group were significantly lower than those in the control group. Healthcare practitioners should adopt the provision of leisure education as a priority to facilitate leisure competence and reduce stress among older adults.

Leadership for Public Health 3.0: A Preliminary Assessment of Competencies for Local Health Department Leaders.

PubMed

Jadhav, Emmanuel D; Holsinger, James W; Anderson, Billie W; Homant, Nicholas

2017-01-01

The foundational public health services model V1.0, developed in response to the Institute of Medicine report For the Public's Health: Investing in a Healthier Future identified important capabilities for leading local health departments (LHDs). The recommended capabilities include the organizational competencies of leadership and governance, which are described as consensus building among internal and external stakeholders. Leadership through consensus building is the main characteristic of Democratic Leadership . This style of leadership works best within the context of a competent team. Not much is known about the competency structure of LHD leadership teams. The objectives of this study characterize the competency structure of leadership teams in LHDs and identify the relevance of existing competencies for the practice of leadership in public health. The study used a cross-sectional study design. Utilizing the workforce taxonomy six management and leadership occupation titles were used as job categories. The competencies were selected from the leadership and management domain of public health competencies for the Tier -3, leadership level. Study participants were asked to rank on a Likert scale of 1-10 the relevance of each competency to their current job category, with a rank of 1 being least important and a rank of 10 being most important. The instrument was administered in person. Data were collected in 2016 from 50 public health professionals serving in leadership and management positions in a convenience sample of three LHDS. The competency of most relevance to the highest executive function category was that of "interaction with interrelated systems." For sub-agency level officers the competency of most relevance was "advocating for the role of public health." The competency of most relevance to Program Directors/Managers or Administrators was "ensuring continuous quality improvement." The variation between competencies by job category suggests there are distinct underlying relationships between the competencies by job category.

Epidemiology of competence: a scoping review to understand the risks and supports to competence of four health professions

PubMed Central

Glover Takahashi, Susan; Nayer, Marla

2017-01-01

Objectives This study examined the risks and supports to competence discussed in the literature related to occupational therapists, pharmacists, physical therapists and physicians, using epidemiology as a conceptual model. Design Articles from a scoping literature review, published from 1975 to 2014 inclusive, were included if they were about a risk or support to the professional or clinical competence of one of four health professions. Descriptive and regression analyses identified potential associations between risks and supports to competence and the location of study, type of health profession, competence life-cycle and the domain(s) of competence (organised around the CanMEDS framework). Results A total of 3572 abstracts were reviewed and 943 articles analysed. Most focused on physicians (n=810, 86.0%) and ‘practice’ (n=642, 68.0%). Fewer articles discussed risks to competence (n=418, 44.3%) than supports (n=750, 79.5%). The top four risks, each discussed in over 15% of articles, were: transitions in practice, being an international graduate, lack of clinical exposure/experience (ie, insufficient volume of procedures or patients) and age. The top two supports (over 35%) were continuing education participation and educational information/programme features. About 60% of all the articles discussed medical expert and about 25% applied to all roles. Articles focusing on residents had a greater probability of reporting on risks. Conclusions Articles about physicians were dominant. The majority of articles were written in the last decade and more discussed supports than risks to competence. An epidemiology-based conceptual model offers a helpful organising framework for exploring and explaining the competence of health professions. PMID:28864686

Current and desired competency levels of secondary agricultural teachers in Pennsylvania

NASA Astrophysics Data System (ADS)

Elbert, Chanda Dehron

The purpose of this study was to identify the competencies needed by secondary agricultural teachers in the Commonwealth of Pennsylvania. Specifically, this study identified competencies needed to help make teachers more effective while working with special needs students. The objectives of the study were to: (1) determine, verify, and evaluate competencies needed by secondary teachers of agriculture to work with handicapped students enrolled in agricultural and vocational education programs; (2) determine, verify, and evaluate competencies needed by secondary teachers of agriculture to work with economically disadvantaged students enrolled in agricultural and vocational education programs; (3) determine, verify, and evaluate competencies needed by secondary teachers of agriculture to work with academically challenged students enrolled in agricultural and vocational programs; and (4) evaluate the self-perceived competency levels of secondary agricultural education teachers and their desired competency levels. A 50% simple random sample of secondary agricultural teachers from the Directory for Agricultural Education in Pennsylvania, 1999--2000 was used. The design for the study was a descriptive study. The data collection instrument used was divided into five different areas: personal characteristics, professional role and development, instructional role, knowledge statements, and student leadership and organization. Subjects were asked to rate their present and desired levels of competency in the categories using a Likert-type scale. The competency scale was as follows: 1 = not competent; 2 = slightly competent, 3 = competent; 4 = very competent; 5 = extremely competent. There were 153 questionnaires mailed to the secondary agricultural education teachers. A total of 96 teachers responded to the questionnaire. Frequencies and distributions were used to describe demographic variables. T-test and analysis of variance were used to determine relationships between nominal variables. A paired t-test was used to conduct an analysis of each competency area identified. Repeated measures were used to compare differences among categories. The data suggested that all teachers rated their desired level of competencies higher than their current competency levels. It was recommended that teachers be given the opportunity to attend additional professional development programs which will increase their knowledge base while working with special needs students.

Pattern recognition with composite correlation filters designed with multi-object combinatorial optimization

DOE PAGES

Awwal, Abdul; Diaz-Ramirez, Victor H.; Cuevas, Andres; ...

2014-10-23

Composite correlation filters are used for solving a wide variety of pattern recognition problems. These filters are given by a combination of several training templates chosen by a designer in an ad hoc manner. In this work, we present a new approach for the design of composite filters based on multi-objective combinatorial optimization. Given a vast search space of training templates, an iterative algorithm is used to synthesize a filter with an optimized performance in terms of several competing criteria. Furthermore, by employing a suggested binary-search procedure a filter bank with a minimum number of filters can be constructed, formore » a prespecified trade-off of performance metrics. Computer simulation results obtained with the proposed method in recognizing geometrically distorted versions of a target in cluttered and noisy scenes are discussed and compared in terms of recognition performance and complexity with existing state-of-the-art filters.« less

Pattern recognition with composite correlation filters designed with multi-object combinatorial optimization

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

Awwal, Abdul; Diaz-Ramirez, Victor H.; Cuevas, Andres

Composite correlation filters are used for solving a wide variety of pattern recognition problems. These filters are given by a combination of several training templates chosen by a designer in an ad hoc manner. In this work, we present a new approach for the design of composite filters based on multi-objective combinatorial optimization. Given a vast search space of training templates, an iterative algorithm is used to synthesize a filter with an optimized performance in terms of several competing criteria. Furthermore, by employing a suggested binary-search procedure a filter bank with a minimum number of filters can be constructed, formore » a prespecified trade-off of performance metrics. Computer simulation results obtained with the proposed method in recognizing geometrically distorted versions of a target in cluttered and noisy scenes are discussed and compared in terms of recognition performance and complexity with existing state-of-the-art filters.« less

Designing and Evaluating an Interprofessional Experiential Course Series Involving Medical and Pharmacy Students

PubMed Central

Dueñas, Gladys G.; Zanoni, Aileen; Grover, Anisha B.

2016-01-01

Objective. To prepare first-year and second-year pharmacy and medical students to build effective collaborative health care teams by participating in an interprofessional experiential 6-semester course series. Design. An interprofessional experiential course series was designed using a variety of teaching methods to achieve both interprofessional and experiential learning outcomes. A standardized objective behavioral assessment was developed to measure team performance of interprofessional communication and teamwork. In addition, student perceptions were measured using a validated instrument. Assessment. A majority of teams demonstrated appropriate competence with respect to interprofessional communication and teamwork. Additionally, a majority of students expressed positive perceptions of interprofessional collaboration with respect to teamwork, roles and responsibilities, and patient outcomes. Conclusion. An interprofessional experiential course series can be successfully implemented to achieve both interprofessional and experiential learning outcomes. Highly collaborative teams and positive student perceptions provide evidence of achievement of interprofessional education learning outcomes. PMID:27402988

Roadmap to Measuring Distance Education Instructional Design Competencies

ERIC Educational Resources Information Center

Dooley, Kim E.; Lindner, James R.; Telg, Ricky W.; Irani, Tracy; Moore, Lori; Lundy, Lisa

2007-01-01

This study was designed to measure instructional design competencies as a result of participation in a 9-month Web-based training program called "Roadmap to Effective Distance Education Instructional Design." The researchers used a self-assessment pre- and posttest to determine participant initial and final competence in 12 areas: adult…

Multi objective decision making in hybrid energy system design

NASA Astrophysics Data System (ADS)

Merino, Gabriel Guillermo

The design of grid-connected photovoltaic wind generator system supplying a farmstead in Nebraska has been undertaken in this dissertation. The design process took into account competing criteria that motivate the use of different sources of energy for electric generation. The criteria considered were 'Financial', 'Environmental', and 'User/System compatibility'. A distance based multi-objective decision making methodology was developed to rank design alternatives. The method is based upon a precedence order imposed upon the design objectives and a distance metric describing the performance of each alternative. This methodology advances previous work by combining ambiguous information about the alternatives with a decision-maker imposed precedence order in the objectives. Design alternatives, defined by the photovoltaic array and wind generator installed capacities, were analyzed using the multi-objective decision making approach. The performance of the design alternatives was determined by simulating the system using hourly data for an electric load for a farmstead and hourly averages of solar irradiation, temperature and wind speed from eight wind-solar energy monitoring sites in Nebraska. The spatial variability of the solar energy resource within the region was assessed by determining semivariogram models to krige hourly and daily solar radiation data. No significant difference was found in the predicted performance of the system when using kriged solar radiation data, with the models generated vs. using actual data. The spatial variability of the combined wind and solar energy resources was included in the design analysis by using fuzzy numbers and arithmetic. The best alternative was dependent upon the precedence order assumed for the main criteria. Alternatives with no PV array or wind generator dominated when the 'Financial' criteria preceded the others. In contrast, alternatives with a nil component of PV array but a high wind generator component, dominated when the 'Environment' objective or the 'User/System compatibility' objectives were more important than the 'Financial' objectives and they also dominated when the three criteria were considered equally important.

A Pareto frontier intersection-based approach for efficient multiobjective optimization of competing concept alternatives

NASA Astrophysics Data System (ADS)

Rousis, Damon A.

The expected growth of civil aviation over the next twenty years places significant emphasis on revolutionary technology development aimed at mitigating the environmental impact of commercial aircraft. As the number of technology alternatives grows along with model complexity, current methods for Pareto finding and multiobjective optimization quickly become computationally infeasible. Coupled with the large uncertainty in the early stages of design, optimal designs are sought while avoiding the computational burden of excessive function calls when a single design change or technology assumption could alter the results. This motivates the need for a robust and efficient evaluation methodology for quantitative assessment of competing concepts. This research presents a novel approach that combines Bayesian adaptive sampling with surrogate-based optimization to efficiently place designs near Pareto frontier intersections of competing concepts. Efficiency is increased over sequential multiobjective optimization by focusing computational resources specifically on the location in the design space where optimality shifts between concepts. At the intersection of Pareto frontiers, the selection decisions are most sensitive to preferences place on the objectives, and small perturbations can lead to vastly different final designs. These concepts are incorporated into an evaluation methodology that ultimately reduces the number of failed cases, infeasible designs, and Pareto dominated solutions across all concepts. A set of algebraic samples along with a truss design problem are presented as canonical examples for the proposed approach. The methodology is applied to the design of ultra-high bypass ratio turbofans to guide NASA's technology development efforts for future aircraft. Geared-drive and variable geometry bypass nozzle concepts are explored as enablers for increased bypass ratio and potential alternatives over traditional configurations. The method is shown to improve sampling efficiency and provide clusters of feasible designs that motivate a shift towards revolutionary technologies that reduce fuel burn, emissions, and noise on future aircraft.

Do Perceptions of Competence Mediate The Relationship Between Fundamental Motor Skill Proficiency and Physical Activity Levels of Children in Kindergarten?

PubMed

Crane, Jeff R; Naylor, Patti J; Cook, Ryan; Temple, Viviene A

2015-07-01

Perceptions of competence mediate the relationship between motor skill proficiency and physical activity among older children and adolescents. This study examined kindergarten children's perceptions of physical competence as a mediator of the relationship between motor skill proficiency as a predictor variable and physical activity levels as the outcome variable; and also with physical activity as a predictor and motor skill proficiency as the outcome. Participants were 116 children (mean age = 5 years 7 months, 58% boys) from 10 schools. Motor skills were measured using the Test of Gross Motor Development-2 and physical activity was monitored through accelerometry. Perceptions of physical competence were measured using The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children, and the relationships between these variables were examined using a model of mediation. The direct path between object control skills and moderate-vigorous physical activity (MVPA) was significant and object control skills predicted perceived physical competence. However, perceived competence did not mediate the relationship between object control skills and MVPA. The significant relationship between motor proficiency and perceptions of competence did not in turn influence kindergarten children's participation in physical activity. These findings support concepts of developmental differences in the structure of the self-perception system.

Articulated Instruction Objectives Guide for Typewriting (Module 1.0--Typewriting I) (Module 2.0--Typewriting II). Project Period, March 1981-February 1982 (Pilot Model). Edition I.

ERIC Educational Resources Information Center

Reid, Barbara; And Others

Developed during the course of a project designed to provide a continuous, competency-based line of vocational training in business and office education programs at the secondary and postsecondary levels, this package consists of an instructor's guide and learning modules for use in Typewriting I and Typewriting II. Various aspects of implementing…

Achieving Success in Small Business: A Self-Instruction Program for Small Business Owner-Managers. Success in Small Business: Luck or Pluck?

ERIC Educational Resources Information Center

Virginia Polytechnic Inst. and State Univ., Blacksburg. Div. of Vocational-Technical Education.

This self-instructional module on success in small business is the first in a set of twelve modules designed for small business owner-managers. Competency objectives for this module are (1) ability to evaluate chances of success based upon one's personality and knowledge of good business practices and (2) ability to determine one's commitment to…

Going Global: Toward Competency-Based Best Practices for Global Health in Dental Education.

PubMed

Seymour, Brittany; Shick, Elizabeth; Chaffee, Benjamin W; Benzian, Habib

2017-06-01

The Global Oral Health Interest Group of the Consortium of Universities for Global Health (GOHIG-CUGH) published recommended competencies to support development of competency-based global health education in dental schools. However, there has been no comprehensive, systematically derived, or broadly accepted framework for creating and delivering competency-based global health education to dental students. This article describes the results of a collaborative workshop held at the 2016 American Dental Education Association (ADEA) Annual Session & Exhibition designed to build on the GOHIG-CUGH competencies and start to develop systematic approaches for their practical application. Workshop organizers developed a preliminary theoretical framework for guiding the development of global health in dental education, grounded in published research. Collectively, workshop participants developed detailed outcomes for the theoretical framework with a focus on three educational practices: didactic, experiential, and research learning and how each can meet the competencies. Participants discussed learning objectives, keys to implementation, ethical considerations, challenges, and examples of success. Outcomes demonstrated that no educational practice on its own meets all 33 recommended competencies for dental students; however, the three educational practices combined may potentially cover all 33. Participants emphasized the significance of sustainable approaches to student learning for both students and communities, with identified partners in the communities to collaborate on the development, implementation, evaluation, and long-term maintenance of any student global health activity. These findings may represent early steps toward professional consensus and best practices for global health in dental education in the United States.

Sensing design and workmanship: the haptic skills of shoppers in eighteenth-century London.

PubMed

Smith, Kate

2012-01-01

This article explores how eighteenth-century shoppers understood the material world around them. It argues that retail experiences exposed shoppers to different objects, which subsequently shaped their understanding of this world. This article builds on recent research that highlights the importance of shop environments and browsing in consumer choice. More particularly, it differentiates itself by examining the practice of handling goods in shops and arguing that sensory interaction with multiple goods was one of the key means by which shoppers comprehended concepts of design and workmanship. In doing so, it affirms the importance of sensory research to design history. The article focuses on consumer purchases of ceramic objects and examines a variety of sources to demonstrate the role of haptic skills in this act. It shows how different literary sources described browsing for goods in gendered and satirical terms and then contrasts these readings against visual evidence to illustrate how handling goods was also represented as a positive act. It reads browsing as a valued practice requiring competence, patience and haptic skills. Through an examination of diary sources, letters and objects this article asks what information shoppers gained from touching various objects. It concludes by demonstrating how repetitive handling in search of quality meant that shoppers acquired their own conception of what constituted workmanship and design.

Vascular Disease, ESRD, and Death: Interpreting Competing Risk Analyses

PubMed Central

Coresh, Josef; Segev, Dorry L.; Kucirka, Lauren M.; Tighiouart, Hocine; Sarnak, Mark J.

2012-01-01

Summary Background and objectives Vascular disease, a common condition in CKD, is a risk factor for mortality and ESRD. Optimal patient care requires accurate estimation and ordering of these competing risks. Design, setting, participants, & measurements This is a prospective cohort study of screened (n=885) and randomized participants (n=837) in the Modification of Diet in Renal Disease study (original study enrollment, 1989–1992), evaluating the association of vascular disease with ESRD and pre-ESRD mortality using standard survival analysis and competing risk regression. Results The method of analysis resulted in markedly different estimates. Cumulative incidence by standard analysis (censoring at the competing event) implied that, with vascular disease, the 15-year incidence was 66% and 51% for ESRD and pre-ESRD death, respectively. A more accurate representation of absolute risk was estimated with competing risk regression: 15-year incidence was 54% and 29% for ESRD and pre-ESRD death, respectively. For the association of vascular disease with pre-ESRD death, estimates of relative risk by the two methods were similar (standard survival analysis adjusted hazard ratio, 1.63; 95% confidence interval, 1.20–2.20; competing risk regression adjusted subhazard ratio, 1.57; 95% confidence interval, 1.15–2.14). In contrast, the hazard and subhazard ratios differed substantially for other associations, such as GFR and pre-ESRD mortality. Conclusions When competing events exist, absolute risk is better estimated using competing risk regression, but etiologic associations by this method must be carefully interpreted. The presence of vascular disease in CKD decreases the likelihood of survival to ESRD, independent of age and other risk factors. PMID:22859747

Localization of Virtual Objects in the Near Visual Field (Operator Interaction with Simple Virtual Objects)

NASA Technical Reports Server (NTRS)

Ellis, Stephen R.; Menges, Brian M.

1998-01-01

Errors in the localization of nearby virtual objects presented via see-through, helmet mounted displays are examined as a function of viewing conditions and scene content in four experiments using a total of 38 subjects. Monocular, biocular or stereoscopic presentation of the virtual objects, accommodation (required focus), subjects' age, and the position of physical surfaces are examined. Nearby physical surfaces are found to introduce localization errors that differ depending upon the other experimental factors. These errors apparently arise from the occlusion of the physical background by the optically superimposed virtual objects. But they are modified by subjects' accommodative competence and specific viewing conditions. The apparent physical size and transparency of the virtual objects and physical surfaces respectively are influenced by their relative position when superimposed. The design implications of the findings are discussed in a concluding section.

The Effect of Social Skills Training on Perceived Competence of Female Adolescents with Deafness

PubMed Central

Soleimanieh Naeini, Tahereh; Keshavarzi Arshadi, Farnaz; Hatamizadeh, Nikta; Bakhshi, Enayatollah

2013-01-01

Background Although there are considerable researches on effectiveness of social skills training, little information is available on the effects of such training on perceived competence of adolescents with deafness. Objectives This study was conducted in special school settings to determine the effects of social skills training on perceived competence of female adolescents with deafness. Patients and Methods A prepost quasi-experimental design was used to perform the study. Sixty nine female students with deafness who were enrolled in all of the four different special secondary schools in Tehran, Iran, between 2010 and 2011 participated in this research. Two of four secondary schools were randomly allocated to the intervention group (33 students), and the other two to the control group (36 students). The participants were between 11 and 21 years (Mean = 15.43; SD = 1.89), and more than three fourth of each groups ( i.e. 28 students in each groups) were affected by profound hearing impairment . The intervention group participated in twelve bi-weekly sessions. Pretest and posttest data were collected using the ‘Hearing Impaired Children Self-Image Test’. The questionnaire was filled by an interviewer. This questionnaire asks students about their feeling toward their own competence in domains of cognitive, physical, socio-emotional and communication competence and school adjustment. The data was analyzed by using SPSS software, version 16. Results The intervention led to significant improvement in total perceived competence scores of adolescents with deafness (P < 0.001) as well as in three domains of socio-emotional competence (P = 0.003), communication competence (P < 0.001), and school adjustment (P = 0.018). Conclusions It is likely that learning social skills in adolescents with deafness would improve their sense of competence, and emotional well being. PMID:24693408

Influence of Competing Risks on Estimating the Expected Benefit of Warfarin Among Atrial Fibrillation Patients not Currently Taking Anticoagulants: the ATRIA Study

PubMed Central

Ashburner, Jeffrey M.; Go, Alan S.; Chang, Yuchiao; Fang, Margaret C.; Fredman, Lisa; Applebaum, Katie M.; Singer, Daniel E.

2016-01-01

Background/Objectives To date, studies examining the association between warfarin therapy and incidence of ischemic stroke among patients with atrial fibrillation (AF) have not accounted for the competing risk of death. Competing risk analysis may provide greater understanding of the “real world” impact of anticoagulation on stroke risk over a multiyear time span. Design Cohort study Setting ATRIA Study community-based cohort Participants 13,559 adults with nonvalvular AF between 1996 and 2003. Measurements All events were clinician-adjudicated. We used extended Cox regression with longitudinal warfarin exposure to estimate cause-specific hazard ratios (HR) for thromboembolism (TE) and the competing risk event (all cause death). The Fine and Gray subdistribution regression approach was used to estimate this association while accounting for competing death events. As a secondary analysis, follow-up was limited to 1, 3, and 5-years. Results The rate of death was much higher in the non-warfarin group (8.1 deaths/100 person-years) compared to the warfarin group (5.5 deaths/100 person-years). The cause-specific HR indicated a large reduction in TE with warfarin use (adjusted HR: 0.57, 95% CI: 0.50–0.65). However, after accounting for competing death events, this association was substantially attenuated (adjusted HR: 0.87, 95% CI: 0.77–0.99). In analyses limited to 1-year of follow-up with fewer competing death events, the results for models that did and did not account for competing risks were similar. Conclusion Analyses accounting for competing death events may provide a more realistic estimate of the longer-term stroke prevention benefits of anticoagulants for patients with AF, particularly those who are not currently treated with anticoagulants. PMID:27861698

Combinatorial Multiobjective Optimization Using Genetic Algorithms

NASA Technical Reports Server (NTRS)

Crossley, William A.; Martin. Eric T.

2002-01-01

The research proposed in this document investigated multiobjective optimization approaches based upon the Genetic Algorithm (GA). Several versions of the GA have been adopted for multiobjective design, but, prior to this research, there had not been significant comparisons of the most popular strategies. The research effort first generalized the two-branch tournament genetic algorithm in to an N-branch genetic algorithm, then the N-branch GA was compared with a version of the popular Multi-Objective Genetic Algorithm (MOGA). Because the genetic algorithm is well suited to combinatorial (mixed discrete / continuous) optimization problems, the GA can be used in the conceptual phase of design to combine selection (discrete variable) and sizing (continuous variable) tasks. Using a multiobjective formulation for the design of a 50-passenger aircraft to meet the competing objectives of minimizing takeoff gross weight and minimizing trip time, the GA generated a range of tradeoff designs that illustrate which aircraft features change from a low-weight, slow trip-time aircraft design to a heavy-weight, short trip-time aircraft design. Given the objective formulation and analysis methods used, the results of this study identify where turboprop-powered aircraft and turbofan-powered aircraft become more desirable for the 50 seat passenger application. This aircraft design application also begins to suggest how a combinatorial multiobjective optimization technique could be used to assist in the design of morphing aircraft.

Austrian Guideline for Geomechanical Design of Tunnels - Necessity for Cooperation between Geologists, Geotechnical and Civil Engineers

NASA Astrophysics Data System (ADS)

Schwarz, Ludwig; Eder, Stefan; Mattle, Bruno; Hammer, Helmut

Rising competitive pressure in the construction business, ever tighter schedules being set up by the clients and ongoing disputes between engineering geologists and civil engineers about the role of geotechnical engineers have - in the last few years - led to increasing discussions between engineers and geologists about the allocation of competences during the design process of underground structures. In the course of this debate, which is often polemic and anything but objective, important information is quite frequently lost - a development which may not only be to the disadvantage of the client but which may also do damage to the reputation of the professions involved. The design procedure of the new Austrian guideline for the geomechanical design of underground structures requires a close collaboration of geologists, geotechnical and civil engineers, yet without allocating competences. While preparing the tender documents for the first construction lot of the Northern feeder line of the Brenner base tunnel, the necessity of a close cooperation of the involved professions became apparent due to the complex geological situation encountered in the project area and the enormous amount of data available. Despite these difficult boundary conditions, the successful application of the guideline was last but not least the result of the joint efforts of the multidisciplinary design team.

Building Construction. Competency-Based Education Curriculum.

ERIC Educational Resources Information Center

West Virginia State Vocational Curriculum Lab., Cedar Lakes.

Developed and field-tested over a 2-year period by vocational teachers in West Virginia, this competency-based building construction curriculum contains five units of study: Safety, form carpentry, carpentry, masonry, and plumbing. Each unit is subdivided into several competencies, and for each competency taught the performance objectives,…

An Integrative Approach to Cultural Competence in the Psychiatric Curriculum

ERIC Educational Resources Information Center

Fung, Kenneth; Andermann, Lisa; Zaretsky, Ari; Lo, Hung-Tat

2008-01-01

Objective: As it is increasingly recognized that cultural competence is an essential quality for any practicing psychiatrist, postgraduate psychiatry training programs need to incorporate cultural competence training into their curricula. This article documents the unique approach to resident cultural competence training being developed in the…

Effect of an education program on knowledge, self-care behavior and handwashing competence on prevention of febrile neutropenia among breast cancer patients receiving Doxorubicin and Cyclophosphamide in Chemotherapy Day Centre

PubMed Central

Mak, Wai Chi; Yin Ching, Shirley Siu

2015-01-01

Objective: To evaluate the efficacy of an education program on the prevention of febrile neutropenia (FN) among breast cancer patients receiving AC regimen. Methods: Randomized controlled trial with the repeated-measures design was conducted in a Chemotherapy Day Centre of an acute hospital in Hong Kong. Twenty-five subjects in the intervention group received an individual education session followed by three follow-up sessions and routine care. Twenty-four subjects in the control group received routine care. Primary outcomes included the incidence of admission due to FN, the self-care behavior adherence, the knowledge level on prevention of FN and the self-efficacy in self-management, handwashing competence were assessed by self-designed questionnaires, Chinese version of patient activation measure, and handwashing competence checklist. Results: No statistically significant difference between the intervention group and the control group on the incidence of admission due to FN, the self-efficacy in self-management, and the knowledge on prevention of FN. The self-care behavior adherence was significant at cycle 4 of AC regimen in favor of the intervention group (P = 0.036). Handwashing competence improved more significantly among subjects in the intervention group than the control group (P = 0.009). Conclusions: The education program on the prevention of FN had significantly favorable effects on self-care behavior adherence and handwashing competence across time. However, the intervention did not lead to statistically significant improvement on the incidence of admission due to FN, the self-efficacy in self-management and the knowledge level on prevention of FN. PMID:27981125

Intercultural competency development of health professions students during study abroad in India

PubMed Central

Richards, Claire A.; Doorenbos, Ardith Z.

2017-01-01

Objective Short-term international health-related study abroad seminars for health-professions students are increasingly popular because of a focus in higher education on global awareness and intercultural competency. This study describes a study abroad strategy to teach students intercultural communication skills and knowledge, and evaluated the effectiveness of a 3-week health-related study abroad program and intercultural competency curriculum in increasing skills and knowledge of health-profession students. Methods This was a mixed methods study, with a pretest-posttest, within-subjects design, and content analysis of student reflection journals. The curriculum was designed to increase students’ sensitivity to different cultural worldviews and support attitudes such as curiosity and openness that lead to relational abilities such as flexibility and adaptability. Students completed the Intercultural Sensitivity Scale (ISS) and Intercultural Effectiveness Scale (IES) both 3 months prior to and immediately following the trip. Means and standard deviations were calculated and a paired t-test was performed. Results Qualitative analysis of students’ reflections presented evidence of developing awareness of their own cultural worldview, openness to Indian culture, and the use of skills to develop intercultural competence. There was a non-statistically significant improvement in ISS and IES scores. Conclusions Students’ reflections demonstrated personal growth through the acquisition of knowledge and skills needed for further intercultural competence development. Students indicated that the curriculum helped them make meaning out of their experiences. Short-term health-related study abroad seminars may help students develop self-awareness and cultural openness by providing theoretically based curriculum before departure and while in the host country, including structured reflections and cultural mentoring, engagement with locals, and a balance of challenge with support. PMID:29129984

The Adolescent's Competency for Interacting with Alcohol as a Determinant of Intake: The Role of Self-Regulation.

PubMed

de la Fuente, Jesús; Cubero, Inmaculada; Sánchez-Amate, Mari Carmen; Peralta, Francisco J; Garzón, Angélica; Fiz Pérez, Javier

2017-01-01

The competency for interacting with alcohol is a highly useful Educational Psychology model for preventing and for understanding the different behavioral levels of this interaction. Knowledge of facts, concepts and principles about alcohol use, self-regulated behavior, and attitudes toward alcohol are predictive of adequate interaction with alcohol. The objective of this study was to empirically evaluate this postulated relationship. A total of 328 Spanish adolescents participated, between the ages of 12 and 17. All were enrolled in 1st-4th year of compulsory secondary education, in the context of the ALADO Program for prevention of alcohol intake in adolescents. An ex post facto design was used, with inferential analyses and SEM analyses. Results show an interdependence relationship, with significant structural prediction between the behavioral levels defined and the level of alcohol intake, with principles, self-regulating control and attitudes carrying more weight. Analyses are presented, as are implications for psychoeducational intervention using preventive programs based on this competency model.

The Adolescent's Competency for Interacting with Alcohol as a Determinant of Intake: The Role of Self-Regulation

PubMed Central

de la Fuente, Jesús; Cubero, Inmaculada; Sánchez-Amate, Mari Carmen; Peralta, Francisco J.; Garzón, Angélica; Fiz Pérez, Javier

2017-01-01

The competency for interacting with alcohol is a highly useful Educational Psychology model for preventing and for understanding the different behavioral levels of this interaction. Knowledge of facts, concepts and principles about alcohol use, self-regulated behavior, and attitudes toward alcohol are predictive of adequate interaction with alcohol. The objective of this study was to empirically evaluate this postulated relationship. A total of 328 Spanish adolescents participated, between the ages of 12 and 17. All were enrolled in 1st–4th year of compulsory secondary education, in the context of the ALADO Program for prevention of alcohol intake in adolescents. An ex post facto design was used, with inferential analyses and SEM analyses. Results show an interdependence relationship, with significant structural prediction between the behavioral levels defined and the level of alcohol intake, with principles, self-regulating control and attitudes carrying more weight. Analyses are presented, as are implications for psychoeducational intervention using preventive programs based on this competency model. PMID:29123492

Exploring Leadership Competencies in Established and Aspiring Physician Leaders: An Interview-based Study

PubMed Central

Taylor, Jay C.; Stoller, James K.

2008-01-01

Background and Objectives Academic health care institutions have become interested in understanding and supporting current leaders and preparing leaders for the future. We designed this exploratory study to better understand specific perceived leadership needs of physicians from the perspective of “aspiring” and “established” leaders within our institution. Design A qualitative, inductive, structured interview-based design was used to examine the study questions. Participants A purposeful sample of current and aspiring leaders was obtained, sampling across specialties and levels of leadership. Interventions All participants were interviewed by the same investigator (CT). Five open-ended questions were developed as prompts. Two of the investigators independently analyzed the transcripts, using an open coding method to identify themes within the narratives. Inter-observer comparisons were made and discrepancies were resolved through discussion. Results Four themes emerged from analyzing the responses to our questions. Aspiring and established leaders agreed that “knowledge”, “people skills” or emotional intelligence, and “vision” were all characteristics of effective leaders and critical to the success of aspiring leaders. Established leaders in our sample added a characteristic of “organizational orientation” that extended the description of “leaders” to include an understanding of the institution as well as dedication to its success (a trait we have called “organizational altruism”). Conclusions Our findings validate others’ regarding leadership competencies while extending these findings to the specific context of health care and physicians. Important implications for curricular design include: inclusion of emotional intelligence competencies and reducing formal didactics in favor of programs that are both interactive and problem-based. PMID:18327531

Development of a Digital-Based Instrument to Assess Perceived Motor Competence in Children: Face Validity, Test-Retest Reliability, and Internal Consistency

PubMed Central

Palmer, Kara K.

2017-01-01

Assessing children’s perceptions of their movement abilities (i.e., perceived competence) is traditionally done using picture scales—Pictorial Scale of Perceived Competence and Acceptance for Young Children or Pictorial Scale of Perceived Movement Skill Competence. Pictures fail to capture the temporal components of movement. To address this limitation, we created a digital-based instrument to assess perceived motor competence: the Digital Scale of Perceived Motor Competence. The purpose of this study was to determine the validity, reliability, and internal consistency of the Digital-based Scale of Perceived Motor Skill Competence. The Digital-based Scale of Perceived Motor Skill Competence is based on the twelve fundamental motor skills from the Test of Gross Motor Development-2nd Edition with a similar layout and item structure as the Pictorial Scale of Perceived Movement Skill Competence. Face Validity of the instrument was examined in Phase I (n = 56; Mage = 8.6 ± 0.7 years, 26 girls). Test-retest reliability and internal consistency were assessed in Phase II (n = 54, Mage = 8.7 years ± 0.5 years, 26 girls). Intra-class correlations (ICC) and Cronbach’s alpha were conducted to determine test-retest reliability and internal consistency for all twelve skills along with locomotor and object control subscales. The Digital Scale of Perceived Motor Competence demonstrates excellent test-retest reliability (ICC = 0.83, total; ICC = 0.77, locomotor; ICC = 0.79, object control) and acceptable/good internal consistency (α = 0.62, total; α = 0.57, locomotor; α = 0.49, object control). Findings provide evidence of the reliability of the three level digital-based instrument of perceived motor competence for older children. PMID:29910408

Development and evaluation of an intermediate-level elective course on medical Spanish for pharmacy students.

PubMed

Mueller, Robert

The Spanish-speaking population in the United States is increasing rapidly, and there is a need for additional educational efforts, beyond teaching basic medical Spanish terminology, to increase the number of Spanish-speaking pharmacists able to provide culturally appropriate care to this patient population. This article describes the development and evaluation of an intermediate-level elective course where students integrated pharmacy practice skills with Spanish-language skills and cultural competency. Educational Activity and Setting: Medical Spanish for Pharmacists was developed as a two-credit elective course for pharmacy students in their third-professional-year who possessed a certain level of Spanish language competence. The course was designed so that students would combine patient care skills such as obtaining a medication list and providing patient education, and pharmacotherapy knowledge previously learned in the curriculum, along with Spanish-language skills, and apply them to simulated Spanish-speaking patients. Elements to promote cultural competency were integrated throughout the course through a variety of methods, including a service learning activity. Successful attainment of course goals and objectives were demonstrated through quizzes, assignments, examinations, and an objective structured clinical examination (OSCE). Based on these course assessments, students performed well during both offerings of the course. While the class cohort size was small in the two offerings of the course, the Medical Spanish for Pharmacists elective may still serve as an example for other pharmacy programs as an innovative approach in combining Spanish language, specific pharmacy skills, cultural competency, and service learning. Copyright © 2017 Elsevier Inc. All rights reserved.

Research requirements to reduce empty weight of helicopters by use of advanced materials

NASA Technical Reports Server (NTRS)

Hoffstedt, D. J.

1976-01-01

Utilization of the new, lightweight, high-strength, aerospace structural-composite (filament/matrix) materials, when specifically designed into a new aircraft, promises reductions in structural empty weight of 12 percent at recurring costs competive with metals. A program of basic and applied research and demonstration is identified with the objective of advancing the state of the art to the point where civil helicopters are confidently designed, produced, certified, and marketed by 1985. A structural empty-weight reduction of 12 percent was shown to significantly reduce energy consumption in modern high-performance helicopters.

Can Reflection Boost Competences Development in Organizations?

ERIC Educational Resources Information Center

Nansubuga, Florence; Munene, John C.; Ntayi, Joseph M.

2015-01-01

Purpose: The purpose of this paper is to examine the gaps in some existing competence frameworks and investigate the power of reflection on one's behavior to improve the process of the competences development. Design/methodology/approach: The authors used a correlational design and a quasi-experimental non-equivalent group design involving a…

Instructional Design Competencies: The Standards. Third Edition.

ERIC Educational Resources Information Center

Richey, Rita C.; Fields, Dennis C.; Foxon, Marguerite

In 1986, the International Board of Standards for Training, Performance, and Instruction (IBSTPI) published the first edition of "Instructional Design [ID] Competencies: The Standards." It was the culmination of work that began in 1978. In this third edition, IBSTPI presents its latest view of the competencies of instructional designers. It is a…

Technological Areas to Improve Soldier Decisiveness: Insights From the Soldier-System Design Perspective

DTIC Science & Technology

2012-03-01

learning state of the Soldier (e.g., frustrated, confused, engaged), to select the best learning strategies (e.g., feedback, reflection, hints), and...targeted to areas of weakness. This training can be enhanced by the use of “intelligent” agents to perceive learner attributes (e.g., competence...auditory scene would be made, and outlying objects and sounds, or missing activity, could be automatically identified and displayed aurally or visually

Principles of Training in Marine Corps Task Analysis. Training Manual I. Evaluation of the Marine Corps Task Analysis Program. Technical Report No. 7.

ERIC Educational Resources Information Center

Kuriloff, Arthur H.

This is the first in a series of five training manuals developed for use by the U.S. Marine Corps Office of Manpower Utilization (OMU) in its Task Analysis (TA) program. It is designed for trainers of OMU staff members assigned to the TA program, a research effort requiring interpersonal and research competence. Objectives of the manual are: (1)…

Integrating Key Competences in School Physical Education Programmes

ERIC Educational Resources Information Center

Lleixà, Teresa; González-Arévalo, Carles; Braz-Vieira, Marcelo

2016-01-01

In 2006, the European Union published its recommendations on competences for lifelong learning. Since then, key competences have been integrated into the official curriculum in Spain. The objectives of the present study are: a) to describe the strategies used most frequently by physical education teachers to incorporate key competences in their…

Professional Competencies of Cuban Specialists in Intensive Care and Emergency Medicine.

PubMed

Véliz-Martínez, Pedro L; Jorna-Calixto, Ana R; Oramas-González, René

2016-10-01

INTRODUCTION The quality of medical training and practice reflects the competency level of the professionals involved. The intensive care and emergency medicine specialty in Cuba has not defined its competencies. OBJECTIVE Identify the competencies required for specialty practice in intensive care and emergency medicine. METHODS The study was conducted from January 2014 to December 2015, using qualitative techniques; 48 professionals participated. We undertook functional occupational analysis, based on functions defined in a previous study. Three expert groups were utilized: the first used various group techniques; the second, the Delphi method; and the third, the Delphi method and a Likert questionnaire. RESULTS A total of 73 specific competencies were defined, grouped in 11 units: 44 in the patient care function, 16 in management, 7 in teaching and 6 in research. A competency map is provided. CONCLUSIONS The intensive care and emergency medicine specialty competencies identified will help improve professional standards, ensure health workforce quality, improve patient care and academic performance, and enable objective evaluation of specialists' competence and performance. KEYWORDS Clinical competency, competency-based education, professional education, intensive care, emergency medicine, urgent care, continuing medical education, curriculum, medical residency, Cuba.

Communicative Competence and Language Teaching.

ERIC Educational Resources Information Center

Ciliberti, Anna

1982-01-01

Describes the issues considered at the 1979 "Communicative Competence and Language Teaching" conference held in Venice, Italy. Participants discussed teaching methods which could enhance second language competence. A model for determining language learning objectives is discussed. (AM)

Integrating learning assessment and supervision in a competency framework for clinical workplace education.

PubMed

Embo, M; Driessen, E; Valcke, M; van der Vleuten, C P M

2015-02-01

Although competency-based education is well established in health care education, research shows that the competencies do not always match the reality of clinical workplaces. Therefore, there is a need to design feasible and evidence-based competency frameworks that fit the workplace reality. This theoretical paper outlines a competency-based framework, designed to facilitate learning, assessment and supervision in clinical workplace education. Integration is the cornerstone of this holistic competency framework. Copyright © 2014 Elsevier Ltd. All rights reserved.

Identification and Validation of ESP Teacher Competencies: A Research Design

ERIC Educational Resources Information Center

Venkatraman, G.; Prema, P.

2013-01-01

The paper presents the research design used for identifying and validating a set of competencies required of ESP (English for Specific Purposes) teachers. The identification of the competencies and the three-stage validation process are also discussed. The observation of classes of ESP teachers for field-testing the validated competencies and…

A reverse pathway? Actual and perceived skill proficiency and physical activity.

PubMed

Barnett, Lisa M; Morgan, Philip J; Van Beurden, Eric; Ball, Kylie; Lubans, David R

2011-05-01

Motor skills are considered a prerequisite to physical activity, yet the relationship may be reciprocal and perceived sports competence might mediate associations. In 2006/2007, 215 adolescents completed motor skill proficiency (Get Skilled Get Active), perceived sport competence (Physical Self-Perception Profile) and physical activity assessments (Adolescent Physical Activity Recall Questionnaire) as part of the Physical Activity and Skills Study. Using AMOS (Version 7.0), reciprocal relationships were examined between motor skill (object control and locomotor) and moderate to vigorous physical activity (MVPA). Both models were then run in different versions to understand the role of perceived sports competence as a potential mediator. Mean age was 16.4 yr (SD=0.6), 51.6% (111/215) were females. A reciprocal relationship between object control and MVPA and a one-way relationship from MVPA to locomotor skill was found. When perceived sports competence was examined as a mediator, the best-fitting model versions explained 16% (R=0.16) MVPA variation, and 30% object control (R=0.30), and 12% locomotor skill variation (R=0.12) (reverse relationship). Perceived sports competence partially mediates the relationship between object control proficiency and physical activity for both directions and fully mediates the relationship between physical activity and locomotor skill; but only when locomotor skill is the outcome. If the relationship between object control skill and physical activity is viewed as a "positive feedback loop," skill development and increasing physical activity should simultaneously be targeted in physical activity interventions. Increasing perceived sport competence should also be an intervention focus. © 2011 by the American College of Sports Medicine

Home Management and Human Service Competencies.

ERIC Educational Resources Information Center

Regional Learning Service of Central New York, Syracuse.

Faculty representatives from five postsecondary institutions having human service/human ecology programs and two members of the Regional Learning Service staff comprised a task force whose objectives were to identify competencies acquired through home management which relate to undergraduate course objectives, to recommend ways to assess these,…

Instructors' Evaluation as an Instrument to Improve Performance and Determine Competence

ERIC Educational Resources Information Center

Laei, Soosan; Abdi, Ali; Karamaerouz, Mohamad Javad; Shirkhani, Nassim

2014-01-01

Experts in human resources management have suggested common objectives for evaluating performance of all organizations, including motivation and improvement of staff performance, identification of competence and skills, identification of educational needs and developmental contexts, etc. Achievement to these objectives is -a responsibility of…

Overview of Faculty Development Programs for Interprofessional Education.

PubMed

Ratka, Anna; Zorek, Joseph A; Meyer, Susan M

2017-06-01

Objectives. To describe characteristics of faculty development programs designed to facilitate interprofessional education, and to compile recommendations for development, delivery, and assessment of such faculty development programs. Methods. MEDLINE, CINAHL, ERIC, and Web of Science databases were searched using three keywords: faculty development, interprofessional education, and health professions. Articles meeting inclusion criteria were analyzed for emergent themes, including program design, delivery, participants, resources, and assessment. Results. Seventeen articles were identified for inclusion, yielding five characteristics of a successful program: institutional support; objectives and outcomes based on interprofessional competencies; focus on consensus-building and group facilitation skills; flexibility based on institution- and participant-specific characteristics; and incorporation of an assessment strategy. Conclusion. The themes and characteristics identified in this literature overview may support development of faculty development programs for interprofessional education. An advanced evidence base for interprofessional education faculty development programs is needed.

A competency based selection procedure for Dutch postgraduate GP training: a pilot study on validity and reliability.

PubMed

Vermeulen, Margit I; Tromp, Fred; Zuithoff, Nicolaas P A; Pieters, Ron H M; Damoiseaux, Roger A M J; Kuyvenhoven, Marijke M

2014-12-01

Abstract Background: Historically, semi-structured interviews (SSI) have been the core of the Dutch selection for postgraduate general practice (GP) training. This paper describes a pilot study on a newly designed competency-based selection procedure that assesses whether candidates have the competencies that are required to complete GP training. The objective was to explore reliability and validity aspects of the instruments developed. The new selection procedure comprising the National GP Knowledge Test (LHK), a situational judgement tests (SJT), a patterned behaviour descriptive interview (PBDI) and a simulated encounter (SIM) was piloted alongside the current procedure. Forty-seven candidates volunteered in both procedures. Admission decision was based on the results of the current procedure. Study participants did hardly differ from the other candidates. The mean scores of the candidates on the LHK and SJT were 21.9 % (SD 8.7) and 83.8% (SD 3.1), respectively. The mean self-reported competency scores (PBDI) were higher than the observed competencies (SIM): 3.7(SD 0.5) and 2.9(SD 0.6), respectively. Content-related competencies showed low correlations with one another when measured with different instruments, whereas more diverse competencies measured by a single instrument showed strong to moderate correlations. Moreover, a moderate correlation between LHK and SJT was found. The internal consistencies (intraclass correlation, ICC) of LHK and SJT were poor while the ICC of PBDI and SIM showed acceptable levels of reliability. Findings on content validity and reliability of these new instruments are promising to realize a competency based procedure. Further development of the instruments and research on predictive validity should be pursued.

Is the competence of Swedish Registered Nurses working in municipal care of older people merely a question of age and postgraduate education?

PubMed

Karlstedt, Michaela; Wadensten, Barbro; Fagerberg, Ingegerd; Pöder, Ulrika

2015-06-01

Previous studies suggest that not only education but also personal aspects such as experience of working as a registered nurse (RN) and age can influence competence. The objective was to explore the educational and self-rated competence of RNs and their duties within the care of older people. A cross-sectional descriptive design was used. All RNs in two counties in Sweden were asked to complete a written questionnaire: a study specific questionnaire with educational and work related questions using the Nurse Competence Scale. The response rate was 61% (n 344). Higher self-rated satisfaction with own professional competence was related to older age, more years after nursing education and possessing at least one postgraduate education in specialist nursing. Educational needs were related to younger age and fewer years since nursing graduation. Education within elder care, including education about drugs was rated the most urgently needed area of education. The most frequently reported tasks were found in the domain helping role, whereas ensuring quality was less present in their daily work. Educational level, age and years of experience had an impact on RNs' self-perceived competence, which is in accordance with previous descriptions of the concept competence. It seems imperative that RNs working in care of the old and with the demands placed on them are given the opportunity to take a postgraduate specialist education in order to gain a competence level in their desired area of work. It is also important that RNs working in care of the old get tailored education in line with the requirements the organisation places on them. © 2014 Nordic College of Caring Science.

Informatics competencies for nurse leaders: protocol for a scoping review.

PubMed

Kassam, Iman; Nagle, Lynn; Strudwick, Gillian

2017-12-14

Globally, health information technologies are now being used by nurses in a variety of settings. However, nurse leaders often do not have the necessary strategic and tactical informatics competencies to adequately ensure their effective adoption and use. Although informatics competencies and competency frameworks have been identified and developed, to date there has not been review or consolidation of the work completed in this area. In order to address this gap, a scoping review is being conducted. The objectives of this scoping review are to: (1) identify informatics competencies of relevance to nurse leaders, (2) identify frameworks or theories that have been used to develop informatics competencies for nurse leaders, (3) identify instruments used to assess the informatics competencies of nurse leaders and (4) examine the psychometric properties of identified instruments. Using the Arksey and O'Malley five-step framework, a literature review will be conducted using a scoping review methodology. The search will encompass academic and grey literature and include two primary databases and five secondary databases. Identified studies and documents will be independently screened for eligibility by two reviewers. Data from the studies and documents will be extracted and compiled into a chart. Qualitative data will be subject to a thematic analysis and descriptive statistics applied to the quantitative data. Ethical approval was not required for this study. Results will be used to inform a future study designed to validate an instrument used to evaluate informatics competencies for nurse leaders within a Canadian context. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Some Consideration On Knowledge Management Implication On Organization's Competitiveness

NASA Astrophysics Data System (ADS)

Draghici, Anca; Ciortan, Marius Areta; Florea, Claudia

2015-07-01

The research described in this paper has been focused on two objectives: to debate the knowledge management's active role for organizations competitive advantage and to describe information technology's capabilities in leveraging the knowledge worker's competencies. For the purposes of this article, competitive advantage is perceived as a strength that provides a market advantage relative to a competitor. Often competitive advantage is related to the core competencies of the organisation, which are frequently based on implicit know-how or tacit knowledge. This intangible, unstructured knowledge is difficult to manage; consequently management has ignored it when designing business strategy. However, the increased competitive pressures of the post-industrial global economy and the exponential advances in computing power have increased management's interest in knowledge as a sustainable source of competitive advantage.

Relationships among Developmental Competency Measures and Objective Work Outcomes in a New Zealand Retail Context

ERIC Educational Resources Information Center

Jackson, Duncan J. R.; Cooper-Thomas, Helena D.; van Gelderen, Marco; Davis, Jane

2010-01-01

Competencies represent an important and popular topic in human resource development. Despite this popularity, a divide exists between practitioner approaches to developmental competency measures and the empirical scrutiny of such approaches. However, the scarce empirical studies on competency measures have begun to bridge this gap. In the present…

Competencies Needed by Full-Time Employees to Enter the Apple Production Industry. Final Report.

ERIC Educational Resources Information Center

Hamilton, George W.

A study identified the competencies needed by full-time employees entering the apple production industry. Other objectives of the study included: (1) identification of differences among competency areas needed for employees working for large, medium, and small growers (based on acreage); and (2) identification of differences among competency areas…

Family Skills for General Psychiatry Residents: Meeting ACGME Core Competency Requirements

ERIC Educational Resources Information Center

Berman, Ellen M.; Heru, Alison M.; Grunebaum, Henry; Rolland, John; Wood, Beatrice; Bruty, Heidi

2006-01-01

Objective: The authors discuss the knowledge, attitudes, and skills needed for a resident to be competent in supporting and working with families, as mandated by the residency review committee (RRC) core competencies. Methods: The RRC core competencies, as they relate to patients and their families, are reviewed. The Group for Advancement of…

A Meaning for Competency.

ERIC Educational Resources Information Center

Johnson, Charles E.; And Others

This paper, in an attempt to develop a meaning for the term "competency" as it relates to education, begins with a brief review of the literature of competency. The authors then offer their definition: a competency is a rational performance which satisfactorily meets the objectives for a desired condition and can be categorized as (a) basic, or…

Refining a Competency Model for Instructional Designers in the Context of Online Higher Education

ERIC Educational Resources Information Center

Park, Jae-Young; Luo, Heng

2017-01-01

This study investigates the instructional designers (IDs) competencies essential for the context of online higher education, and has selected an instruction design unit in a research university as a case of investigation. To identify and compare IDs competencies at organizational and individual levels, this study employed a mixed method to collect…

Assessment of Proficiency and Competency in Laboratory Animal Biomethodologies

PubMed Central

Clifford, Paula; Melfi, Natasha; Bogdanske, John; Johnson, Elizabeth J; Kehler, James; Baran, Szczepan W

2013-01-01

Personnel working with laboratory animals are required by laws and guidelines to be trained and qualified to perform biomethodologic procedures. The assessment of competency and proficiency is a vital component of a laboratory animal training program, because this process confirms that the trainees have met the learning objectives for a particular procedure. The approach toward qualification assessment differs between organizations because laws and guidelines do not outline how the assessment should be performed or which methods and tools should be used. Assessment of clinical and surgical medicine has received considerable attention over the last few decades and has progressed from simple subjective methods to well-defined and objective methods of assessing competency. Although biomethodology competency and proficiency assessment is discussed in the literature, a standard and objective assessment method has not yet been developed. The development and implementation of an objective and standardized biomethodologic assessment program can serve as a tool to improve standards, ensure consistent training, and decrease research variables yet ensure animal welfare. Here we review the definition and goals of training and assessment, review assessment methods, and propose a method to develop a standard and objective assessment program for the laboratory animal science field, particularly training departments and IACUC. PMID:24351758

Multistate approaches in computational protein design

PubMed Central

Davey, James A; Chica, Roberto A

2012-01-01

Computational protein design (CPD) is a useful tool for protein engineers. It has been successfully applied towards the creation of proteins with increased thermostability, improved binding affinity, novel enzymatic activity, and altered ligand specificity. Traditionally, CPD calculations search and rank sequences using a single fixed protein backbone template in an approach referred to as single-state design (SSD). While SSD has enjoyed considerable success, certain design objectives require the explicit consideration of multiple conformational and/or chemical states. Cases where a “multistate” approach may be advantageous over the SSD approach include designing conformational changes into proteins, using native ensembles to mimic backbone flexibility, and designing ligand or oligomeric association specificities. These design objectives can be efficiently tackled using multistate design (MSD), an emerging methodology in CPD that considers any number of protein conformational or chemical states as inputs instead of a single protein backbone template, as in SSD. In this review article, recent examples of the successful design of a desired property into proteins using MSD are described. These studies employing MSD are divided into two categories—those that utilized multiple conformational states, and those that utilized multiple chemical states. In addition, the scoring of competing states during negative design is discussed as a current challenge for MSD. PMID:22811394

Institutional capacity for health systems research in East and Central Africa schools of public health: enhancing capacity to design and implement teaching programs.

PubMed

Nangami, Mabel N; Rugema, Lawrence; Tebeje, Bosena; Mukose, Aggrey

2014-06-02

The role of health systems research (HSR) in informing and guiding national programs and policies has been increasingly recognized. Yet, many universities in sub-Saharan African countries have relatively limited capacity to teach HSR. Seven schools of public health (SPHs) in East and Central Africa undertook an HSR institutional capacity assessment, which included a review of current HSR teaching programs. This study determines the extent to which SPHs are engaged in teaching HSR-relevant courses and assessing their capacities to effectively design and implement HSR curricula whose graduates are equipped to address HSR needs while helping to strengthen public health policy. This study used a cross-sectional study design employing both quantitative and qualitative approaches. An organizational profile tool was administered to senior staff across the seven SPHs to assess existing teaching programs. A self-assessment tool included nine questions relevant to teaching capacity for HSR curricula. The analysis triangulates the data, with reflections on the responses from within and across the seven SPHs. Proportions and average of values from the Likert scale are compared to determine strengths and weaknesses, while themes relevant to the objectives are identified and clustered to elicit in-depth interpretation. None of the SPHs offer an HSR-specific degree program; however, all seven offer courses in the Master of Public Health (MPH) degree that are relevant to HSR. The general MPH curricula partially embrace principles of competency-based education. Different strengths in curricula design and staff interest in HSR at each SPH were exhibited but a number of common constraints were identified, including out-of-date curricula, face-to-face delivery approaches, inadequate staff competencies, and limited access to materials. Opportunities to align health system priorities to teaching programs include existing networks. Each SPH has key strengths that can be leveraged to design and implement HSR teaching curricula. We propose networking for standardizing HSR curricula competencies, institutionalizing sharing of teaching resources, creating an HSR eLearning platform to expand access, regularly reviewing HSR teaching content to infuse competency-based approaches, and strengthening staff capacity to deliver such curricula.

Institutional capacity for health systems research in East and Central Africa schools of public health: enhancing capacity to design and implement teaching programs

PubMed Central

2014-01-01

Background The role of health systems research (HSR) in informing and guiding national programs and policies has been increasingly recognized. Yet, many universities in sub-Saharan African countries have relatively limited capacity to teach HSR. Seven schools of public health (SPHs) in East and Central Africa undertook an HSR institutional capacity assessment, which included a review of current HSR teaching programs. This study determines the extent to which SPHs are engaged in teaching HSR-relevant courses and assessing their capacities to effectively design and implement HSR curricula whose graduates are equipped to address HSR needs while helping to strengthen public health policy. Methods This study used a cross-sectional study design employing both quantitative and qualitative approaches. An organizational profile tool was administered to senior staff across the seven SPHs to assess existing teaching programs. A self-assessment tool included nine questions relevant to teaching capacity for HSR curricula. The analysis triangulates the data, with reflections on the responses from within and across the seven SPHs. Proportions and average of values from the Likert scale are compared to determine strengths and weaknesses, while themes relevant to the objectives are identified and clustered to elicit in-depth interpretation. Results None of the SPHs offer an HSR-specific degree program; however, all seven offer courses in the Master of Public Health (MPH) degree that are relevant to HSR. The general MPH curricula partially embrace principles of competency-based education. Different strengths in curricula design and staff interest in HSR at each SPH were exhibited but a number of common constraints were identified, including out-of-date curricula, face-to-face delivery approaches, inadequate staff competencies, and limited access to materials. Opportunities to align health system priorities to teaching programs include existing networks. Conclusions Each SPH has key strengths that can be leveraged to design and implement HSR teaching curricula. We propose networking for standardizing HSR curricula competencies, institutionalizing sharing of teaching resources, creating an HSR eLearning platform to expand access, regularly reviewing HSR teaching content to infuse competency-based approaches, and strengthening staff capacity to deliver such curricula. PMID:24888353

Development of new core competencies for Taiwanese Emergency Medical Technicians

PubMed Central

Chang, Yu-Tung; Tsai, Kuang-Chau; Williams, Brett

2018-01-01

Objectives Core competencies are considered the foundation for establishing Emergency Medical Technician (EMT) and paramedic curricula, and for ensuring performance standards in the delivery of prehospital care. This study surveyed EMT instructors and medical directors to identify the most desirable core competencies for all levels of EMTs in Taiwan. Methods A principal components analysis with Varimax rotation was conducted. An online questionnaire was distributed to obtain perspectives of EMT instructors and medical directors on the most desirable core competencies for EMTs. The target population was EMT training-course instructors and medical directors of fire departments in Taiwan. The questionnaire comprised 61 competency items, and multiple-choice and open-ended questions were used to obtain respondents’ perspectives of the Taiwanese EMT training and education system. Results The results identified three factors at EMT-1 and EMT-2 levels and five factors at the EMT-Paramedic level. The factors for EMT-1 and EMT-2 were similar, and those for EMT-Paramedics identified further comprehensive competence perspectives. The key factors that appear to influence the development of the Taiwanese Emergency Medical Services (EMS) education system are the attitude of authorities, the licensure system, and legislation. Conclusion The findings present new core competencies for the Taiwanese EMT system and provide capacity to redesign curricula and reconsider roles for EMT-1 and EMT-2 technicians. At the EMT-Paramedic level, the findings demonstrate the importance of incorporating competency standards in the current skills-based curriculum. Moreover, the core-competencies gap that exists between Taiwanese EMT-1s, EMT-2s, and EMT-Paramedics and internationally recognized core competencies needs to be addressed. By identifying the key factors that potentially impact the development of the EMS education system, such as the attitude of authorities, the licensure system, and legislation, these findings will inform future curricula design in Taiwan. PMID:29563847

Competency-based learning in an ambulatory care setting: Implementation of simulation training in the Ambulatory Care Rotation during the final year of the MaReCuM model curriculum.

PubMed

Dusch, Martin; Narciß, Elisabeth; Strohmer, Renate; Schüttpelz-Brauns, Katrin

2018-01-01

Aim: As part of the MaReCuM model curriculum at Medical Faculty Mannheim Heidelberg University, a final year rotation in ambulatory care was implemented and augmented to include ambulatory care simulation. In this paper we describe this ambulatory care simulation, the designated competency-based learning objectives, and evaluate the educational effect of the ambulatory care simulation training. Method: Seventy-five final year medical students participated in the survey (response rate: 83%). The control group completed the ambulatory rotation prior to the implementation of the ambulatory care simulation. The experimental group was required to participate in the simulation at the beginning of the final year rotation in ambulatory care. A survey of both groups was conducted at the beginning and at the end of the rotation. The learning objectives were taken from the National Competency-based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM). Results: The ambulatory care simulation had no measurable influence on students' subjectively perceived learning progress, the evaluation of the ambulatory care rotation, or working in an ambulatory care setting. At the end of the rotation participants in both groups reported having gained better insight into treating outpatients. At the beginning of the rotation members of both groups assessed their competencies to be at the same level. The simulated ambulatory scenarios were evaluated by the participating students as being well structured and easy to understand. The scenarios successfully created a sense of time pressure for those confronted with them. The ability to correctly fill out a narcotic prescription form as required was rated significantly higher by those who participated in the simulation. Participation in the ambulatory care simulation had no effect on the other competencies covered by the survey. Discussion: The effect of the four instructional units comprising the ambulatory care simulation was not measurable due to the current form or the measurement point at the end of the 12-week rotation. The reasons for this could be the many and statistically elusive factors relevant to the individual and the wide variety among final year rotation placements, the late point in time of the final survey, and the selection of simulated scenarios. The course is slated to undergo specific further development and should be supplemented with additional learning opportunities to ensure that the main learning objectives are covered. The description of the teaching format is meant to contribute to the ongoing development of medical education with an emphasis on competency in the areas of ambulatory care, communication, prevention and health promotion.

[Learning about death from the undergraduate: Evaluation of an educational intervention].

PubMed

Álvarez-del Río, Asunción; Torruco-García, Uri; Morales-Castillo, José Daniel; Varela-Ruiz, Margarita

2015-01-01

From June to November 2013 an elective subject "The doctor before death" was held in a public medical school. The aim of this report is to assess the achievement of the objectives of this course. The main objectives of the course were to develop competences, aptitude for reflection before death and encourage changes in attitude towards it. Each session was preceded by an article on the content; during sessions the interaction with physicians and patients facing the approach of death was favored; audiovisual, computer resources were used and conducted discussions. The evaluation of the course was a retrospective questionnaire as a quantitative source, and semi structured interviews and essays as qualitative sources. The development of competences, aptitude for reflection about death and attitude changes showed an increase after the intervention (p < 0.01); competence development had the smallest increase. With qualitative information 11 categories were integrated; all showed positive changes in attitude towards death, aptitude for reflection and developed competences (although in this respect the impact was minor). The educational intervention evaluated met the objectives, however, for a future intervention is necessary to reinforce competence development.

Neural evidence for competition-mediated suppression in the perception of a single object.

PubMed

Cacciamani, Laura; Scalf, Paige E; Peterson, Mary A

2015-11-01

Multiple objects compete for representation in visual cortex. Competition may also underlie the perception of a single object. Computational models implement object perception as competition between units on opposite sides of a border. The border is assigned to the winning side, which is perceived as an object (or "figure"), whereas the other side is perceived as a shapeless ground. Behavioral experiments suggest that the ground is inhibited to a degree that depends on the extent to which it competed for object status, and that this inhibition is relayed to low-level brain areas. Here, we used fMRI to assess activation for ground regions of task-irrelevant novel silhouettes presented in the left or right visual field (LVF or RVF) while participants performed a difficult task at fixation. Silhouettes were designed so that the insides would win the competition for object status. The outsides (grounds) suggested portions of familiar objects in half of the silhouettes and novel objects in the other half. Because matches to object memories affect the competition, these two types of silhouettes operationalized, respectively, high competition and low competition from the grounds. The results showed that activation corresponding to ground regions was reduced for high- versus low-competition silhouettes in V4, where receptive fields (RFs) are large enough to encompass the familiar objects in the grounds, and in V1/V2, where RFs are much smaller. These results support a theory of object perception involving competition-mediated ground suppression and feedback from higher to lower levels. This pattern of results was observed in the left hemisphere (RVF), but not in the right hemisphere (LVF). One explanation of the lateralized findings is that task-irrelevant silhouettes in the RVF captured attention, allowing us to observe these effects, whereas those in the LVF did not. Experiment 2 provided preliminary behavioral evidence consistent with this possibility. Copyright © 2015 Elsevier Ltd. All rights reserved.

The Past and the Promise: Today's Competency Education Movement. Students at the Center: Competency Education Research Series

ERIC Educational Resources Information Center

Le, Cecilia; Wolfe, Rebecca E.; Steinberg, Adria

2014-01-01

Competency education is attracting significant interest as a promising way to help meet our national priority of ensuring that all young people are ready for college and careers. In competency-based schools, students advance at different rates, based on their ability to demonstrate mastery of learning objectives. Teachers provide customized…

Development and Evaluation of Nutrition Education Competencies and a Competency-Based Resource Guide for Preschool-Aged Children

ERIC Educational Resources Information Center

Scherr, Rachel E.; Reed, Heather; Briggs, Marilyn; Zidenberg-Cherr, Sheri

2011-01-01

Purpose/Objectives: The purpose of this research was to develop and evaluate nutrition education competencies and a competency-based resource guide, Connecting the Dots...Healthy Foods, Healthy Choices, Healthy Kids (CTD), for preschool-aged children in California. Methods: Nutrition education experts and California Department of Education staff…

The use of standardized patients in the plastic surgery residency curriculum: teaching core competencies with objective structured clinical examinations.

PubMed

Davis, Drew; Lee, Gordon

2011-07-01

As of 2006, the Accreditation Council for Graduate Medical Education had defined six "core competencies" of residency education: interpersonal communication skills, medical knowledge, patient care, professionalism, practice-based learning and improvement, and systems-based practice. Objective structured clinical examinations using standardized patients are becoming effective educational tools, and the authors developed a novel use of the examinations in plastic surgery residency education that assesses all six competencies. Six plastic surgery residents, two each from postgraduate years 4, 5, and 6, participated in the plastic surgery-specific objective structured clinical examination that focused on melanoma. The examination included a 30-minute videotaped encounter with a standardized patient actor and a postencounter written exercise. The residents were scored on their performance in all six core competencies by the standardized patients and faculty experts on a three-point scale (1 = novice, 2 = moderately skilled, and 3 = proficient). Resident performance was averaged for each postgraduate year, stratified according to core competency, and scored from a total of 100 percent. Residents overall scored well in interpersonal communications skills (84 percent), patient care (83 percent), professionalism (86 percent), and practice-based learning (84 percent). Scores in medical knowledge showed a positive correlation with level of training (86 percent). All residents scored comparatively lower in systems-based practice (65 percent). The residents reported unanimously that the objective structured clinical examination was realistic and educational. The objective structured clinical examination provided comprehensive and meaningful feedback and identified areas of strengths and weakness for the residents and for the teaching program. The examination is an effective assessment tool for the core competencies and a valuable adjunct to residency training.

Competency-based teacher training: A systematic revision of a proven programme in medical didactics.

PubMed

Griewatz, Jan; Simon, Melanie; Lammerding-Koeppel, Maria

2017-01-01

Objectives: Competency-based medical education (CBME) requires factual knowledge to be practically applied together with skills and attitudes. With the National Competence-Based Learning Objectives for Undergraduate Medical Education (NKLM) representing a strong official demand for competence-orientation, it is generally important to explicitly outline its characteristics and review its realisation in teacher trainings. Further requirements are given by the core competencies for medical teachers (KLM). As an example the MQ programme ("Medizindidaktische Qualifikation") in Baden-Wuerttemberg, a long established and well-accepted training, has been critically revised on this basis, concerning its suitability for the demands of CBME, its needs for adjustment and the efforts to be undertaken for its implementation. Methods: In a systematic quality management process the MQ curriculum and its organisational framing were analysed and further developed in a step-wise comprehensive approach, using the six-step cycle by Kern. The procedures included a thorough needs assessment (e.g. literature research, programme mapping), strategic decisions on structure and content, piloting and evaluation. During the process essential elements of project and change management were considered. Results: The experiences of the MQ example revealed helpful information for key factors to be considered in the pending change process any training provider will be confronted with. Guiding questions were developed related to the process phases. Our analyses showed persistent key points of proven value as stable foundation for change, as well as components needing special consideration to foster competence-oriented aims and transfer into practice: reflection, feedback, application-oriented methods and transparent competence development. These aspects have to be consciously perceived and experienced by participants. Taking this into account, we re-designed the course evidence-based. Besides visualising competencies and their progress, the occasions for reflection and feedback as well as the number of typical, practice-oriented tasks were extended to facilitate self-directed learning, critical self-reflection and individualised solutions. It is shown at what point, in what form and with which purpose these aspects were integrated in the MQ programme. Piloting showed good acceptance by participants, trainers. Preliminary assessment of the outcome is promising. Conclusion: Respecting the high workload, most likely medical teachers will not put CBME concepts into practice without impulses and support. Therefore, in didactical trainings, medical teachers should practice in a competency-based teaching setting and reflect themselves in different professional roles to be able to transfer the experiences to their own educational approach. Trainers and training can serve as models for CBME realisation.

Competency-based teacher training: A systematic revision of a proven programme in medical didactics

PubMed Central

Griewatz, Jan; Simon, Melanie; Lammerding-Koeppel, Maria

2017-01-01

Objectives: Competency-based medical education (CBME) requires factual knowledge to be practically applied together with skills and attitudes. With the National Competence-Based Learning Objectives for Undergraduate Medical Education (NKLM) representing a strong official demand for competence-orientation, it is generally important to explicitly outline its characteristics and review its realisation in teacher trainings. Further requirements are given by the core competencies for medical teachers (KLM). As an example the MQ programme (“Medizindidaktische Qualifikation”) in Baden-Wuerttemberg, a long established and well-accepted training, has been critically revised on this basis, concerning its suitability for the demands of CBME, its needs for adjustment and the efforts to be undertaken for its implementation. Methods: In a systematic quality management process the MQ curriculum and its organisational framing were analysed and further developed in a step-wise comprehensive approach, using the six-step cycle by Kern. The procedures included a thorough needs assessment (e.g. literature research, programme mapping), strategic decisions on structure and content, piloting and evaluation. During the process essential elements of project and change management were considered. Results: The experiences of the MQ example revealed helpful information for key factors to be considered in the pending change process any training provider will be confronted with. Guiding questions were developed related to the process phases. Our analyses showed persistent key points of proven value as stable foundation for change, as well as components needing special consideration to foster competence-oriented aims and transfer into practice: reflection, feedback, application-oriented methods and transparent competence development. These aspects have to be consciously perceived and experienced by participants. Taking this into account, we re-designed the course evidence-based. Besides visualising competencies and their progress, the occasions for reflection and feedback as well as the number of typical, practice-oriented tasks were extended to facilitate self-directed learning, critical self-reflection and individualised solutions. It is shown at what point, in what form and with which purpose these aspects were integrated in the MQ programme. Piloting showed good acceptance by participants, trainers. Preliminary assessment of the outcome is promising. Conclusion: Respecting the high workload, most likely medical teachers will not put CBME concepts into practice without impulses and support. Therefore, in didactical trainings, medical teachers should practice in a competency-based teaching setting and reflect themselves in different professional roles to be able to transfer the experiences to their own educational approach. Trainers and training can serve as models for CBME realisation. PMID:29085888

Technical Competencies Applied in Experimental Fluid Dynamics

NASA Astrophysics Data System (ADS)

Tagg, Randall

2017-11-01

The practical design, construction, and operation of fluid dynamics experiments require a broad range of competencies. Three types are instrumental, procedural, and design. Respective examples would be operation of a spectrum analyzer, soft-soldering or brazing flow plumbing, and design of a small wind tunnel. Some competencies, such as the selection and installation of pumping systems, are unique to fluid dynamics and fluids engineering. Others, such as the design and construction of electronic amplifiers or optical imaging systems, overlap with other fields. Thus the identification and development of learning materials and methods for instruction are part of a larger effort to identify competencies needed in active research and technical innovation.

Should Physicians Have Facial Piercings?

PubMed Central

Newman, Alison W; Wright, Seth W; Wrenn, Keith D; Bernard, Aline

2005-01-01

OBJECTIVE The objective of this study was to assess attitudes of patrons and medical school faculty about physicians with nontraditional facial piercings. We also examined whether a piercing affected the perceived competency and trustworthiness of physicians. DESIGN Survey. SETTING Teaching hospital in the southeastern United States. PARTICIPANTS Emergency department patrons and medical school faculty physicians. INTERVENTIONS First, patrons were shown photographs of models with a nontraditional piercing and asked about the appropriateness for a physician or medical student. In the second phase, patrons blinded to the purpose of the study were shown identical photographs of physician models with or without piercings and asked about competency and trustworthiness. The third phase was an assessment of attitudes of faculty regarding piercings. MEASUREMENTS AND MAIN RESULTS Nose and lip piercings were felt to be appropriate for a physician by 24% and 22% of patrons, respectively. Perceived competency and trustworthiness of models with these types of piercings were also negatively affected. An earring in a male was felt to be appropriate by 35% of patrons, but an earring on male models did not negatively affect perceived competency or trustworthiness. Nose and eyebrow piercings were felt to be appropriate by only 7% and 5% of faculty physicians and working with a physician or student with a nose or eyebrow piercing would bother 58% and 59% of faculty, respectively. An ear piercing in a male was felt to be appropriate by 20% of faculty, and 25% stated it would bother them to work with a male physician or student with an ear piercing. CONCLUSIONS Many patrons and physicians feel that some types of nontraditional piercings are inappropriate attire for physicians, and some piercings negatively affect perceived competency and trustworthiness. Health care providers should understand that attire may affect a patient's opinion about their abilities and possibly erode confidence in them as a clinician. PMID:15836523

An objective structured clinical exam to measure intrinsic CanMEDS roles.

PubMed

Kassam, Aliya; Cowan, Michèle; Donnon, Tyrone

2016-01-01

Background The CanMEDS roles provide a comprehensive framework to organize competency-based curricula; however, there is a challenge in finding feasible, valid, and reliable assessment methods to measure intrinsic roles such as Communicator and Collaborator. The objective structured clinical exam (OSCE) is more commonly used in postgraduate medical education for the assessment of clinical skills beyond medical expertise. Method We developed the CanMEDS In-Training Exam (CITE), a six-station OSCE designed to assess two different CanMEDS roles (one primary and one secondary) and general communication skills at each station. Correlation coefficients were computed for CanMEDS roles within and between stations, and for general communication, global rating, and total scores. One-way analysis of variance (ANOVA) was used to investigate differences between year of residency, sex, and the type of residency program. Results In total, 63 residents participated in the CITE; 40 residents (63%) were from internal medicine programs, whereas the remaining 23 (37%) were pursuing other specialties. There was satisfactory internal consistency for all stations, and the total scores of the stations were strongly correlated with the global scores r=0.86, p<0.05. Noninternal medicine residents scored higher in terms of the Professional competency overall, whereas internal medicine residents scored significantly higher in the Collaborator competency overall. Discussion The OSCE checklists developed for the assessment of intrinsic CanMEDS roles were functional, but the specific items within stations required more uniformity to be used between stations. More generic types of checklists may also improve correlations across stations. Conclusion An OSCE measuring intrinsic competence is feasible; however, further development of our cases and checklists is needed. We provide a model of how to develop an OSCE to measure intrinsic CanMEDS roles that educators may adopt as residency programs move into competency-based medical education.

U.S.Mexico cross-border workforce training needs:survey implementation

PubMed Central

Rosales, Cecilia B.; Nuno, Tomas; Dieke, Ada; Galvez, Francisco Navarro; Dutton, Ronald J.; Guerrero, Robert; Dulin, Paul; Jiménez, Elisa Aguilar; Granillo, Brenda; de Zapien, Jill Guernsey

2011-01-01

Abstract: Background: Since the tragic events experienced on September 11, 2001, and other recent events such as the hurricane devastation in the southeastern parts of the country and the emergent H1N1season, the need for a competent public health workforce has become vitally important for securing and protecting the greater population. Objective: The primary objective of the study was to assess the training needs of the U.S. Mexico border states public health workforce. Methods: The Arizona Center for Public Health Preparedness of the Mel and Enid Zuckerman College of Public Health at The University of Arizona implemented a border-wide needs assessment. The online survey was designed to assess and prioritize core public health competencies as well as bioterrorism, infectious disease, and border/binational training needs. Results: Approximately 80% of the respondents were employed by agencies that serve both rural and urban communities. Respondents listed 23 different functional roles that best describe their positions. Approximately 35% of the respondents were primarily employed by state health departments, twenty-seven percent (30%) of the survey participants reported working at the local level, and 19% indicated they worked in other government settings (e.g. community health centers and other non-governmental organizations). Of the 163 survey participants, a minority reported that they felt they were well prepared in the Core Bioterrorism competencies. The sections on Border Competency, Surveillance/Epidemiology, Communications/Media Relations and Cultural Responsiveness, did not generate a rating of 70% or greater on the importance level of survey participants. Conclusions: The study provided the opportunity to examine the issues of public health emergency preparedness within the framework of the border as a region addressing both unique needs and context. The most salient findings highlight the need to enhance the border competency skills of individuals whose roles include a special focus on emergency preparedness and response along the US-Mexico border. PMID:21483208

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…

Hypotetical learning trajectory to anticipate mathematics anxiety in algebra learning based on the perspective of didactical situation theory

NASA Astrophysics Data System (ADS)

Yuliani, R. E.; Suryadi, D.; Dahlan, J. A.

2018-05-01

The objective of this research is to design an alleged teacher learning path or Hypotetical Learning Trajectory (HLT) to anticipate mathematics anxiety of students in learning algebra. HLT loads expected mathematics learning objectives, estimates the level of knowledge and understanding of the students, as well as the selection of mathematical activity in accordance with the learning competencies. This research uses educational design research method. The research steps consist of a preliminary design, experimental and retrospective analysis. Data were gathered from various sources, such as data is written during the research process of test results, documentation, sheet results of students' work, results of interviews, questionnaires, and video recordings. The subjects of the study were 10 junior high school students. Based on the research identified 2 students at the level of high anxiety, 7 people at medium anxiety level and 1 student at low anxiety level. High anxiety levels about 20%, was approximately 70% and approximately 10% lower. These results can be used as an evaluation and reflection for designing materials that can anticipate mathematics anxiety of students learning algebra concepts.

Blinded evaluation of interrater reliability of an operative competency assessment tool for direct laryngoscopy and rigid bronchoscopy.

PubMed

Ishman, Stacey L; Benke, James R; Johnson, Kaalan Erik; Zur, Karen B; Jacobs, Ian N; Thorne, Marc C; Brown, David J; Lin, Sandra Y; Bhatti, Nasir; Deutsch, Ellen S

2012-10-01

OBJECTIVES To confirm interrater reliability using blinded evaluation of a skills-assessment instrument to assess the surgical performance of resident and fellow trainees performing pediatric direct laryngoscopy and rigid bronchoscopy in simulated models. DESIGN Prospective, paired, blinded observational validation study. SUBJECTS Paired observers from multiple institutions simultaneously evaluated residents and fellows who were performing surgery in an animal laboratory or using high-fidelity manikins. The evaluators had no previous affiliation with the residents and fellows and did not know their year of training. INTERVENTIONS One- and 2-page versions of an objective structured assessment of technical skills (OSATS) assessment instrument composed of global and a task-specific surgical items were used to evaluate surgical performance. RESULTS Fifty-two evaluations were completed by 17 attending evaluators. The instrument agreement for the 2-page assessment was 71.4% when measured as a binary variable (ie, competent vs not competent) (κ = 0.38; P = .08). Evaluation as a continuous variable revealed a 42.9% percentage agreement (κ = 0.18; P = .14). The intraclass correlation was 0.53, considered substantial/good interrater reliability (69% reliable). For the 1-page instrument, agreement was 77.4% when measured as a binary variable (κ = 0.53, P = .0015). Agreement when evaluated as a continuous measure was 71.0% (κ = 0.54, P < .001). The intraclass correlation was 0.73, considered high interrater reliability (85% reliable). CONCLUSIONS The OSATS assessment instrument is an effective tool for evaluating surgical performance among trainees with acceptable interrater reliability in a simulator setting. Reliability was good for both the 1- and 2-page OSATS checklists, and both serve as excellent tools to provide immediate formative feedback on operational competency.

Can CanMEDS competencies be developed in medical school anatomy laboratories? A literature review

PubMed Central

Ramnanan, Christopher J.

2017-01-01

Objectives The purpose of this literature review was to identify potential ways in which undergraduate medical anatomy education may be relevant to the CanMEDS Roles, a competency-based framework used throughout Canadian medical training. Methods A scoping review of medical education literature was conducted in March 2017 for English language publications that included key words related to anatomy education and to key competencies formally described for each of the Roles in the CanMEDS 2015 framework. Indicated benefits were then collated, characterized, and synthesized for each CanMEDS Role. Results There were 71 studies identified describing original findings. Perceived benefits of anatomy education were most often identified for competencies related to the Medical Expert Role. Multiple studies also cited benefits related to the Scholar, Professional and Collaborator Roles. There was a lack of literature related to the Health Advocate, Communicator, and Leader Roles. The majority of benefits defined in the literature were limited to student perceptions rather than objectively measured outcomes. Conclusions There is some evidence to suggest that anatomy education can facilitate the development of core competencies related to several CanMEDS Roles, outside of simply developing medical knowledge in the Medical Expert Role. Future studies need to develop methods to objectively assess outcomes related to these competencies. PMID:28650843

Sexual and gender minority health in medical curricula in new England: a pilot study of medical student comfort, competence and perception of curricula

PubMed Central

Zelin, Nicole Sitkin; Hastings, Charlotte; Beaulieu-Jones, Brendin R.; Scott, Caroline; Rodriguez-Villa, Ana; Duarte, Cassandra

2018-01-01

ABSTRACT Background: Sexual and gender minority (SGM) individuals experience high rates of harassment and discrimination when seeking healthcare, which contributes to substantial healthcare disparities. Improving physician training about gender identity, sexual orientation, and the healthcare needs of SGM patients has been identified as a critical strategy for mitigating these disparities. In 2014, the Association of American Medical Colleges (AAMC) published medical education competencies to guide undergraduate medical education on SGM topics. Objective: Conduct pilot study to investigate medical student comfort and competence about SGM health competencies outlined by the AAMC and evaluate curricular coverage of SGM topics. Design: Six-hundred and fifty-eight students at New England allopathic medical schools (response rate 21.2%) completed an anonymous, online survey evaluating self-reported comfort and competence regarding SGM health competencies, and coverage of SGM health in the medical curriculum. Results: 92.7% of students felt somewhat or very comfortable treating sexual minorities; 68.4% felt comfortable treating gender minorities. Most respondents felt not competent or somewhat not competent with medical treatment of gender minority patients (76.7%) and patients with a difference of sex development (81%). At seven schools, more than 50% of students indicated that the curriculum neither adequately covers SGM-specific topics nor adequately prepares students to serve SGM patients. Conclusions: The prevalence of self-reported comfort is greater than that of self-reported competence serving SGM patients in a convenience sample of New England allopathic medical students. The majority of participants reported insufficient curricular preparation to achieve the competencies necessary to care for SGM patients. This multi-institution pilot study provides preliminary evidence that further curriculum development may be needed to enable medical students to achieve core competencies in SGM health, as defined by AAMC. Further mixed methods research is necessary to substantiate and expand upon the findings of this pilot study. This pilot study also demonstrates the importance of creating specific evaluation tools to assess medical student achievement of competencies established by the AAMC. PMID:29717635

Using Likert-type and ipsative/forced choice items in sequence to generate a preference.

PubMed

Ried, L Douglas

2014-01-01

Collaboration and implementation of a minimum, standardized set of core global educational and professional competencies seems appropriate given the expanding international evolution of pharmacy practice. However, winnowing down hundreds of competencies from a plethora of local, national and international competency frameworks to select the most highly preferred to be included in the core set is a daunting task. The objective of this paper is to describe a combination of strategies used to ascertain the most highly preferred items among a large number of disparate items. In this case, the items were >100 educational and professional competencies that might be incorporated as the core components of new and existing competency frameworks. Panelists (n = 30) from the European Union (EU) and United States (USA) were chosen to reflect a variety of practice settings. Each panelist completed two electronic surveys. The first survey presented competencies in a Likert-type format and the second survey presented many of the same competencies in an ipsative/forced choice format. Item mean scores were calculated for each competency, the competencies were ranked, and non-parametric statistical tests were used to ascertain the consistency in the rankings achieved by the two strategies. This exploratory study presented over 100 competencies to the panelists in the beginning. The two methods provided similar results, as indicated by the significant correlation between the rankings (Spearman's rho = 0.30, P < 0.09). A two-step strategy using Likert-type and ipsative/forced choice formats in sequence, appears to be useful in a situation where a clear preference is required from among a large number of choices. The ipsative/forced choice format resulted in some differences in the competency preferences because the panelists could not rate them equally by design. While this strategy was used for the selection of professional educational competencies in this exploratory study, it is applicable in other situations where a smaller set of highly preferred items might be selected from a large list of choices in other areas of inquiry (e.g., patient reported outcomes). Copyright © 2014 Elsevier Inc. All rights reserved.

A competency-based longitudinal core curriculum in medical neuroscience.

PubMed

Merlin, Lisa R; Horak, Holli A; Milligan, Tracey A; Kraakevik, Jeff A; Ali, Imran I

2014-07-29

Current medical educational theory encourages the development of competency-based curricula. The Accreditation Council for Graduate Medical Education's 6 core competencies for resident education (medical knowledge, patient care, professionalism, interpersonal and communication skills, practice-based learning, and systems-based practice) have been embraced by medical schools as the building blocks necessary for becoming a competent licensed physician. Many medical schools are therefore changing their educational approach to an integrated model in which students demonstrate incremental acquisition and mastery of all competencies as they progress through medical school. Challenges to medical schools include integration of preclinical and clinical studies as well as development of learning objectives and assessment measures for each competency. The Undergraduate Education Subcommittee (UES) of the American Academy of Neurology (AAN) assembled a group of neuroscience educators to outline a longitudinal competency-based curriculum in medical neuroscience encompassing both preclinical and clinical coursework. In development of this curriculum, the committee reviewed United States Medical Licensing Examination content outlines, Liaison Committee on Medical Education requirements, prior AAN-mandated core curricula for basic neuroscience and clinical neurology, and survey responses from educators in US medical schools. The newly recommended curriculum provides an outline of learning objectives for each of the 6 competencies, listing each learning objective in active terms. Documentation of experiences is emphasized, and assessment measures are suggested to demonstrate adequate achievement in each competency. These guidelines, widely vetted and approved by the UES membership, aspire to be both useful as a stand-alone curriculum and also provide a framework for neuroscience educators who wish to develop a more detailed focus in certain areas of study. © 2014 American Academy of Neurology.

CAPS Simulation Environment Development

NASA Technical Reports Server (NTRS)

Murphy, Douglas G.; Hoffman, James A.

2005-01-01

The final design for an effective Comet/Asteroid Protection System (CAPS) will likely come after a number of competing designs have been simulated and evaluated. Because of the large number of design parameters involved in a system capable of detecting an object, accurately determining its orbit, and diverting the impact threat, a comprehensive simulation environment will be an extremely valuable tool for the CAPS designers. A successful simulation/design tool will aid the user in identifying the critical parameters in the system and eventually allow for automatic optimization of the design once the relationships of the key parameters are understood. A CAPS configuration will consist of space-based detectors whose purpose is to scan the celestial sphere in search of objects likely to make a close approach to Earth and to determine with the greatest possible accuracy the orbits of those objects. Other components of a CAPS configuration may include systems for modifying the orbits of approaching objects, either for the purpose of preventing a collision or for positioning the object into an orbit where it can be studied or used as a mineral resource. The Synergistic Engineering Environment (SEE) is a space-systems design, evaluation, and visualization software tool being leveraged to simulate these aspects of the CAPS study. The long-term goal of the SEE is to provide capabilities to allow the user to build and compare various CAPS designs by running end-to-end simulations that encompass the scanning phase, the orbit determination phase, and the orbit modification phase of a given scenario. Herein, a brief description of the expected simulation phases is provided, the current status and available features of the SEE software system is reported, and examples are shown of how the system is used to build and evaluate a CAPS detection design. Conclusions and the roadmap for future development of the SEE are also presented.

The role of population monitoring in the management of North American waterfowl

USGS Publications Warehouse

Nichols, J.D.; Williams, B.K.; Johnson, F.A.

2000-01-01

Despite the effort and expense devoted to large-scale monitoring programs, few existing programs have been designed with specific objectives in mind and few permit strong inferences about the dynamics of monitored systems. The waterfowl population monitoring programs of the U.S. Fish and Wildlife Service, Canadian Wildlife Service and state and provincial agencies provide a nice example with respect to program objectives, design and implementation. The May Breeding Grounds Survey provides an estimate of system state (population size) that serves two primary purposes in the adaptive management process: identifying the appropriate time-specific management actions and updating the information state (model weights) by providing a basis for evaluating predictions of competing models. Other waterfowl monitoring programs (e.g., banding program, hunter questionnaire survey, parts collection survey, winter survey) provide estimates of vital rates (rates of survival, reproduction and movement) associated with system dynamics and variables associated with management objectives (e.g., harvest). The reliability of estimates resulting from monitoring programs depends strongly on whether considerations about spatial variation and detection probability have been adequately incorporated into program design and implementation. Certain waterfowl surveys again provide nice examples of monitoring programs that incorporate these considerations.

Overview of Faculty Development Programs for Interprofessional Education

PubMed Central

Zorek, Joseph A.; Meyer, Susan M.

2017-01-01

Objectives. To describe characteristics of faculty development programs designed to facilitate interprofessional education, and to compile recommendations for development, delivery, and assessment of such faculty development programs. Methods. MEDLINE, CINAHL, ERIC, and Web of Science databases were searched using three keywords: faculty development, interprofessional education, and health professions. Articles meeting inclusion criteria were analyzed for emergent themes, including program design, delivery, participants, resources, and assessment. Results. Seventeen articles were identified for inclusion, yielding five characteristics of a successful program: institutional support; objectives and outcomes based on interprofessional competencies; focus on consensus-building and group facilitation skills; flexibility based on institution- and participant-specific characteristics; and incorporation of an assessment strategy. Conclusion. The themes and characteristics identified in this literature overview may support development of faculty development programs for interprofessional education. An advanced evidence base for interprofessional education faculty development programs is needed. PMID:28720924

Computer Sciences Applied to Management at Open University of Catalonia: Development of Competences of Teamworks

NASA Astrophysics Data System (ADS)

Pisa, Carlos Cabañero; López, Enric Serradell

Teamwork is considered one of the most important professional skills in today's business environment. More specifically, the collaborative work between professionals and information technology managers from various functional areas is a strategic key in competitive business. Several university-level programs are focusing on developing these skills. This article presents the case of the course Computer Science Applied to Management (hereafter CSAM) that has been designed with the objective to develop the ability to work cooperatively in interdisciplinary teams. For their design and development have been addressed to the key elements of efficiency that appear in the literature, most notably the establishment of shared objectives and a feedback system, the management of the harmony of the team, their level of autonomy, independence, diversity and level of supervision. The final result is a subject in which, through a working virtual platform, interdisciplinary teams solve a problem raised by a case study.

A Suggested Model for Developing and Assessing Competence of Prospective Teachers in Faculties of Education

ERIC Educational Resources Information Center

Alqiawi, Dalal A.; Ezzeldin, Sawsan M.

2015-01-01

Background: Competence assessment of teachers has long been a concern for teachers in the Faculties of Education. The decision makers have been looking for a model to assess the competence of prospective students. Tools and assessment models are used to gauge the competency of teachers in all disciplines. Objective: The present study aimed at…

Drafting. Competency Based Curriculum.

ERIC Educational Resources Information Center

Everly, Al; And Others

This competency based drafting curriculum is presented in seven specialization sections with units in each section containing a competency statement, performance objective, learning activities, evaluation, and quiz or problem sheets. Some units also contain answer sheets and/or handout sheets. Sections and number of units presented are (1) basic…

Preservice Teachers and Self-Assessing Digital Competence

ERIC Educational Resources Information Center

Maderick, Joseph A.; Zhang, Shaoan; Hartley, Kendall; Marchand, Gwen

2016-01-01

This study compares matched surveys of subjective self-assessment and objective assessment on seven domains of digital competence for preservice teachers at a large Southwest public university. The results, consistent with earlier studies, confirm that the participating preservice teachers inaccurately self-assessed their digital competence. The…

Implementing Competency-Based Business Curricula in Higher Education

ERIC Educational Resources Information Center

Dragoo, Amie; Barrows, Richard

2016-01-01

Development of competency-based education business curricula at three universities showed substantial variation. Curriculum competencies were developed from traditional learning objectives or employer interviews and addressed once or several times. Assessments were unique or based on traditional program or national examinations. Faculty roles were…

Validating a Measure of Organizational Cultural Competence in Voluntary Child Welfare

ERIC Educational Resources Information Center

Schudrich, Wendy Zeitlin

2014-01-01

Objective: This research examines the psychometric properties of two subscales of the Association of University Centers on Disabilities (AUCD) Multicultural Council's Organizational Cultural Competence Assessment, which together have been used to assess organizational cultural competence in child welfare agencies. Method: Confirmatory factor…

Cultural competency, race, and skin tone bias among pharmacy, nursing, and medical students: implications for addressing health disparities.

PubMed

White-Means, Shelley; Zhiyong Dong; Hufstader, Meghan; Brown, Lawrence T

2009-08-01

The Institute of Medicine report, Unequal Treatment, asserts that conscious and unconscious bias of providers may affect treatments delivered and contribute to health disparities. The primary study objective is to measure, compare, and contrast objective and subjective cognitive processes among pharmacy, nursing, and medical students to discern potential implications for health disparities. Data were collected using a cultural competency questionnaire and two implicit association tests (IATs). Race and skin tone IATs measure unconscious bias. Cultural competency scores were significantly higher for non-Hispanic Blacks and Hispanics in medicine and pharmacy compared with non-Hispanic Whites. Multiracial nursing students also had significantly higher cultural competency scores than non-Hispanic Whites. The IAT results indicate that these health care preprofessionals exhibit implicit race and skin tone biases: preferences for Whites versus Blacks and light skin versus dark skin. Cultural competency curricula and disparities research will be advanced by understanding the factors contributing to cultural competence and bias.

Electrodiagnostic medicine skills competency in physical medicine and rehabilitation residents: a method for development and assessment.

PubMed

Brown, David; Cuccurullo, Sara; Lee, Joseph; Petagna, Ann; Strax, Thomas

2008-08-01

This project sought to create an educational module including evaluation methodology to instruct physical medicine and rehabilitation (PM&R) residents in electrodiagnostic evaluation of patients with neuromuscular problems, and to verify acquired competencies in those electrodiagnostic skills through objective evaluation methodology. Sixteen residents were trained by board-certified neuromuscular and electrodiagnostic medicine physicians through technical training, lectures, and review of self-assessment examination (SAE) concepts from the American Academy of Physical Medicine & Rehabilitation syllabus provided in the Archives of Physical Medicine and Rehabilitation. After delivery of the educational module, knowledge acquisition and skill attainment were measured in (1) clinical skill in diagnostic procedures via a procedure checklist, (2) diagnosis and ability to design a patient-care management plan via chart simulated recall (CSR) exams, (3) physician/patient interaction via patient surveys, (4) physician/staff interaction via 360-degree global ratings, and (5) ability to write a comprehensive patient-care report and to document a patient-care management plan in accordance with Medicare guidelines via written patient reports. Assessment tools developed for this program address the basic competencies outlined by the Accreditation Council for Graduate Medical Education (ACGME). To test the success of the standardized educational module, data were collected on an ongoing basis. Objective measures compared resident SAE scores in electrodiagnostics (EDX) before and after institution of the comprehensive EDX competency module in a PM&R residency program. Fifteen of 16 residents (94%) successfully demonstrated proficiency in every segment of the evaluation element of the educational module by the end of their PGY-4 electrodiagnostic rotation. The resident who did not initially pass underwent remedial coursework and passed on the second attempt. Furthermore, the residents' proficiency as demonstrated by the evaluation after implementation of the standardized educational module positively correlated to an increase in resident SAE scores in EDX compared with resident scores before implementation of the educational module. Resident proficiency in EDX medicine skills and knowledge was objectively verified after completion of the standardized educational module. Validation of the assessment tools is evidenced by collected data correlating with significantly improved SAE scores and American Association of Neuromuscular and Electrodiagnostic Medicine (AANEM) exam scores, as outlined in the result section. In addition, the clinical development tool (procedure checklist) was validated by residents being individually observed performing skills and deemed competent by an AANEM-certified physician. The standardized educational module and evaluation methodology provide a potential framework for the definition of baseline competency in the clinical skill area of EDX.

Applying Theory to the Design of Cultural Competency Training for Medical Students: A Case Study.

ERIC Educational Resources Information Center

Crandall, Sonia J.; George, Geeta; Marion, Gail S.; Davis, Steve

2003-01-01

Summarizes the current practice of cultural competency training within medical education and describes the design, implementation, and evaluation of a theoretically based, year-long cultural competency training course for second-year students at Wake Forest University School of Medicine. (EV)

Professional Competence and Basic Ability-Oriented Game Theory Analysis of China's Higher Vocational College English Teaching

ERIC Educational Resources Information Center

Zhang, Jian

2012-01-01

To strengthen the professional competence and basic ability is the objective requirements of the Chinese higher vocational college English teaching, while the positioning of the teaching objectives is partial to a "prisoner's dilemma" in game situations that any party will result in. To get rid of the "dilemma", we have to…

Differences in the Socio-Emotional Competency Profile in University Students from different Disciplinary Area

ERIC Educational Resources Information Center

Castejon, Juan Luis; Cantero, Ma. Pilar; Perez, Nelida

2008-01-01

Introduction: The main objective of this paper is to establish a profile of socio-emotional competencies characteristic of a sample of students from each of the big academic areas in higher education: legal sciences, social sciences, education, humanities, science and technology, and health. An additional objective was to analyse differences…

Assessing MSW Students' Integrated Behavioral Health Skills Using an Objective Structured Clinical Examination

ERIC Educational Resources Information Center

Sampson, McClain; Parrish, Danielle E.; Washburn, Micki

2018-01-01

Within the last decade, there has been a significant shift in the field of social work toward competency-based education. This article details the use of the Objective Structured Clinical Examination (OSCE) Adapted for Social Work Performance Rating Scale. We used the measure to evaluate specific practice competencies among students (n = 33)…

Selecting among competing models of electro-optic, infrared camera system range performance

USGS Publications Warehouse

Nichols, Jonathan M.; Hines, James E.; Nichols, James D.

2013-01-01

Range performance is often the key requirement around which electro-optical and infrared camera systems are designed. This work presents an objective framework for evaluating competing range performance models. Model selection based on the Akaike’s Information Criterion (AIC) is presented for the type of data collected during a typical human observer and target identification experiment. These methods are then demonstrated on observer responses to both visible and infrared imagery in which one of three maritime targets was placed at various ranges. We compare the performance of a number of different models, including those appearing previously in the literature. We conclude that our model-based approach offers substantial improvements over the traditional approach to inference, including increased precision and the ability to make predictions for some distances other than the specific set for which experimental trials were conducted.

Training future doctors to be patient-centred: efficacy of a communication skills training (CST) programme in a Malaysian medical institution.

PubMed

Lukman, H; Beevi, Z; Yeap, R

2009-03-01

This study evaluates the efficacy of the preclinical communication skills training (CST) programme at the International Medical University in Malaysia. Efficacy indicators include students' (1) perceived competency (2) attitude (3) conceptual knowledge, and (4) performance with regard to patient-centred communication. A longitudinal study with a before-after design tracked a preclinical cohort's progress on the aforementioned indicators as they advance through the training. Results indicate that following the CST, students perceived themselves to be more competent in interpersonal communication, had more positive attitude towards patient-centred communication, and developed a better conceptual knowledge of doctor-patient communication. In addition, those with good conceptual knowledge tend to demonstrate better communication skills performance at the Objective Structure Clinical Examination 12 months following the initial CST.

How important is young children's actual and perceived movement skill competence to their physical activity?

PubMed

Slykerman, Sarah; Ridgers, Nicola D; Stevenson, Christopher; Barnett, Lisa M

2016-06-01

To determine the associations between young children's actual and perceived object control and locomotor skills and physical activity and whether associations differ by sex. Cross sectional study. A total of 136 children consented. Children had actual skill (Test of Gross Motor Development-2), perceived skill (Pictorial Scale of Perceived Movement Skill Competence for Young Children), and moderate- to vigorous-intensity physical activity (MVPA) (accelerometers) assessed. Independent t-tests assessed sex differences. A regression (with MVPA as the outcome) was performed with all predictor variables (i.e. Actual Object Control, Actual Locomotor, Perceived Object Control, and Perceived Locomotor). Model 2 also adjusted for age, sex, accelerometer wear time and whether the child was from an English speaking background. Interaction terms between the respective actual or perceived skill factor and sex were added to assess sex differences. Analyses were conducted on 109 children (59 boys, 50 girls; mean age=6.5 years, SD=1.0). Boys had higher actual and perceived object control skill and were more active by an average of 19min per day. There were no sex differences in locomotor skills. There were no associations between skill factors and MVPA, except for girls, where locomotor skill was a significant predictor of MVPA (B=3.66, p=0.016). Actual rather than perceived skill competence was more important to MVPA in this sample. Locomotor skill competence may be more important than object control skill competence for girls as they may engage in types of physical activity that do not require object control mastery. Copyright © 2015 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Distributed learning or medical tourism? A Canadian residency program's experience in global health.

PubMed

Kelly, Kate; McCarthy, Anne; McLean, Laurie

2015-01-01

Global health experiences (GHEs) are becoming increasingly prevalent in surgical residency education. Although it may seem intuitive that participation in GHEs develops CanMEDS competencies, this has not been studied in depth in surgery. The purpose of this study is (1) to explore if and how otolaryngology-head and neck surgery (OHNS) resident participation in GHEs facilitates the development of CanMEDS competencies and (2) to develop an OHNS GHE tool to facilitate the integration of CanMEDS into GHE participation and evaluation. An online survey explored the GHEs of current and past OHNS residents in Canada. Based on the data collected and a literature review, a foundational tool was then created to (1) enable OHNS residents to structure their GHEs into CanMEDS-related learning objectives and (2) enable OHNS program directors to more effectively evaluate residents' GHEs with respect to CanMEDS competencies. Participants' GHEs varied widely. These experiences often contributed informally to the development of several CanMEDS competencies. However, few residents had concrete objectives, rarely were CanMEDS roles clearly incorporated, and most residents were not formally evaluated during their experience. Residents felt they achieved greater learning when predeparture objectives and postexperience reflections were integrated into their GHEs. Although GHEs vary widely, they can serve as valuable forums for developing CanMEDS competencies among participating residents. Without clear objectives that adhere to the CanMEDS framework or formal assessment methods however, residents in GHEs risk becoming medical tourists. The use of an objective and evaluation tool may facilitate the creation of predeparture learning objectives, encourage self-reflection on their GHE, and better enable program directors to evaluate residents participating in GHEs. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Predicting students' physical activity and health-related well-being: a prospective cross-domain investigation of motivation across school physical education and exercise settings.

PubMed

Standage, Martyn; Gillison, Fiona B; Ntoumanis, Nikos; Treasure, Darren C

2012-02-01

A three-wave prospective design was used to assess a model of motivation guided by self-determination theory (Ryan & Deci, 2008) spanning the contexts of school physical education (PE) and exercise. The outcome variables examined were health-related quality of life (HRQoL), physical self-concept (PSC), and 4 days of objectively assessed estimates of activity. Secondary school students (n = 494) completed questionnaires at three separate time points and were familiarized with how to use a sealed pedometer. Results of structural equation modeling supported a model in which perceptions of autonomy support from a PE teacher positively predicted PE-related need satisfaction (autonomy, competence, and relatedness). Competence predicted PSC, whereas relatedness predicted HRQoL. Autonomy and competence positively predicted autonomous motivation toward PE, which in turn positively predicted autonomous motivation toward exercise (i.e., 4-day pedometer step count). Autonomous motivation toward exercise positively predicted step count, HRQoL, and PSC. Results of multisample structural equation modeling supported gender invariance. Suggestions for future work are discussed.

Continuing Education Course to Attain Collaborative Comprehensive Medication Review Competencies

PubMed Central

Tuomainen, Lea; Ovaskainen, Harri; Peura, Sirpa; Sevón-Vilkman, Nina; Tanskanen, Paavo; Airaksinen, Marja S.A.

2009-01-01

Objective To implement a long-term continuing education course for pharmacy practitioners to acquire competency in and accreditation for conducting collaborative comprehensive medication reviews (CMRs). Design A 1½- year curriculum for practicing pharmacists that combined distance learning (using e-learning tools) and face-to-face learning was created. The training consisted of 5 modules: (1) Multidisciplinary Collaboration; (2) Clinical Pharmacy and Pharmacotherapy; (3) Rational Pharmacotherapy; (4) CMR Tools; and (5) Optional Studies. Assessment The curriculum and participants' learning were evaluated using essays and learning diaries. At the end of the course, students submitted portfolios and completed an Internet-based survey instrument. Almost all respondents (92%) indicated their educational needs had been met by the course and 68% indicated they would conduct CMRs in their practice. The most important factors facilitating learning were working with peers and in small groups. Factors preventing learning were mostly related to time constraints. Conclusion Comprehensive medication review competencies were established by a 1½- year continuing education curriculum that combined different teaching methods and experiential learning. Peer support was greatly appreciated as a facilitator of learning by course participants. PMID:19885077

Educational Guidance for Adults. Identifying Competences.

ERIC Educational Resources Information Center

Oakeshott, Martin

A brief study conducted for the Further Education Unit, Great Britain, defined the competencies associated with educational guidance for adults. The objective was to develop a qualification for educational guidance workers with adults. The project provided an example of applying a competence model to a "higher level" interpersonal field…

FUNDAMENTAL MOVEMENT SKILLS OF PRESCHOOL CHILDREN IN NORTHWEST ENGLAND.

PubMed

Foulkes, J D; Knowles, Z; Fairclough, S J; Stratton, G; O'Dwyer, M; Ridgers, N D; Foweather, L

2015-08-01

This cross-sectional study examined fundamental movement skill competency among deprived preschool children in Northwest England and explored sex differences. A total of 168 preschool children (ages 3-5 yr.) were included in the study. Twelve skills were assessed using the Children's Activity and Movement in Preschool Motor Skills Protocol and video analysis. Sex differences were explored at the subtest, skill, and component levels. Overall competence was found to be low among both sexes, although it was higher for locomotor skills than for object-control skills. Similar patterns were observed at the component level. Boys had significantly better object-control skills than girls, with greater competence observed for the kick and overarm throw, while girls were more competent at the run, hop, and gallop. The findings of low competency suggest that developmentally appropriate interventions should be implemented in preschool settings to promote movement skills, with targeted activities for boys and girls.

It's Not Only about Technology, It's about People: Interpersonal skills as a Part of the IT Education

NASA Astrophysics Data System (ADS)

Colomo-Palacios, Ricardo; Casado-Lumbreras, Cristina; García-Crespo, Ángel; Gómez-Berbís, Juan Miguel

The importance of what have been termed the "soft skills" for the professional development of IT professionals is beyond any doubt. Taking account of this circumstance, the objective of the current research may be phrased as two separate questions. In the first place, determining the importance which IT related degree students place on these types of competencies for their professional future. In the second place, the importance which the development of the mentioned competencies has been given during their studies. The realization of an empirical study has fulfilled the two objectives described. The results demonstrate, on the one side, the moderate relevance which students assign to interpersonal competencies, especially emotional competencies, in contrast to the international curricular recommendations and studies concerning labor markets. On the other hand, the results indicate the scarce emphasis which lecturers have placed on the development of such competencies.

Embracing diversity and transcultural society through community health practicum among college nursing students.

PubMed

Chang, Luna; Chen, Shu-Chuan; Hung, Shu-Ling

2018-05-19

Based on 2015 annual report of foreign spouse populations were above 507,266 people in Taiwan. Most of them (68%) came from Mainland China, 29% from south-east Asia. 92% of foreign spouses were female (2015). Therefore, a challenge arises for nursing students to provide care to clients with multiple cultural variations in Taiwan. The study objectives were to explore the related factors of cultural care competence and estimate the effects of a short-term reinforced cultural course. The study used a quasi-experimental design. All participants were investigated to measure that changed in cultural competence before and after the community practice period. Of 95 participants, 46 experimental group students engaged with 3 times workshops. The study was conducted from May to August in 2015 at Southern Taiwan. The study results showed a significantly improvement of transcultural nursing competence from comparing control group with experimental group by ANCOVA analysis (p < .05). The study approved that the cultural workshop along with the community health nursing practice curriculum might develop students' transcultural nursing competence. In the future, in order to providing cultural sensitively care, a sustained transcultural curriculum should be advocated at Nursing schools in Taiwan. Copyright © 2018 Elsevier Ltd. All rights reserved.

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…

School-Based Peer-Related Social Competence Interventions for Children with Autism Spectrum Disorder: A Meta-Analysis and Descriptive Review of Single Case Research Design Studies

ERIC Educational Resources Information Center

Whalon, Kelly J.; Conroy, Maureen A.; Martinez, Jose R.; Werch, Brittany L.

2015-01-01

The purpose of this review was to critically examine and summarize the impact of school-based interventions designed to facilitate the peer-related social competence of children with autism spectrum disorder (ASD). Reviewed studies employed a single-case experimental design, targeted peer-related social competence, included children 3-12 years old…

A Mastery Rubric: guiding curriculum design, admissions and development of course objectives.

PubMed

Tractenberg, Rochelle E; Umans, Jason G; McCarter, Robert J

This article describes a 'Mastery Rubric' (MR) used to design both the curriculum and the assessments in a new two-year certificate programme intended to train physicians in clinical research skills. The MR for clinical research skills is built around a set of core research skills: critical review of literature; articulation of research objective; development of research design; development of analysis plan; implementation of the study; implementation of the analysis plan and presentation of results. Four distinct levels of performance are described for each skill: beginning, novice, competent and proficient. This rubric outlines and provides a path to mastery of the clinical research skills the certificate programme was designed and funded to target. Using the rubric to design the curriculum ensures that courses will provide instruction in key domains, promotes assessment that demonstrates development in the target skills and knowledge, and encourages reflection and cognitive self-monitoring in the students. It is a flexible, criterion-referenced definition of 'success' for students as well as the programme itself. The criteria are characterised in terms of the skills, habits of mind and organisational principles that can foster excellence in clinical research, but the approach can be generalised.

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.

Communication and social competencies in medical education in German-speaking countries: the Basel consensus statement. Results of a Delphi survey.

PubMed

Kiessling, Claudia; Dieterich, Anja; Fabry, Götz; Hölzer, Henrike; Langewitz, Wolf; Mühlinghaus, Isabel; Pruskil, Susanne; Scheffer, Simone; Schubert, Sebastian

2010-11-01

To propose a comprehensive set of competencies and educational objectives for communication and social competencies in undergraduate medical education and to support the nationwide implementation of these issues in all medical schools. Thirty experts from different medical and psychosocial disciplines participated in a 2-day workshop using the Nominal Group Technique (NGT) to develop an initial set of educational objectives. These were refined, structured, and rated according to their importance by means of a two-step Delphi Survey involving additional experts in medical education. The initial workshop resulted in 188 educational objectives assigned to 26 different topics. After the Delphi Survey, 131 objectives remained, assigned to 19 different topics. Some objectives that could be assigned to more than one topic were subsumed under a new more general category. The described consensus process proved successful as one method to develop a set of educational objectives. The Basel consensus statement can be used to orientate curriculum reform and development in medical education. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

Motivational Interviewing in Health Care: Results of a Brief Training in Endocrinology

PubMed Central

Bean, Melanie K.; Biskobing, Diane; Francis, Gary L.; Wickham, Edmond

2012-01-01

Background Despite the importance of lifestyle change in disease management and the growing evidence supporting motivational interviewing (MI) as an effective counseling method to promote behavioral change, to date there are few published reports about MI training in graduate medical education. Objective The study aimed to pilot the feasibility and effectiveness of a brief MI training intervention for endocrinology fellows and other providers. Methods We used a pretest/posttest design to evaluate a brief MI training for 5 endocrinology fellows and 9 other providers. All participants completed subjective assessments of perceived confidence and beliefs about behavioral counseling at pretest and posttest. Objective assessment of MI was conducted using fellows' audiotaped patient encounters, which were coded using a validated tool for adherence to MI before and after the training. Paired t tests examined changes in objective and subjective assessments. Results The training intervention was well received and feasible in the endocrinology setting. At posttest, participants reported increased endorsement of the MI spirit and improved confidence in MI skills. Objective assessment revealed relative improvements in MI skills across several domains. However, most domains, as assessed by a validated tool, did not reach competency level after the training intervention. Conclusions Although more intensive training may be needed to develop MI competence, the results of our pilot study suggest that brief, targeted MI training has short-term efficacy and is well received by endocrinology fellows and other providers. PMID:23997882

Discovering Tradeoffs, Vulnerabilities, and Dependencies within Water Resources Systems

NASA Astrophysics Data System (ADS)

Reed, P. M.

2015-12-01

There is a growing recognition and interest in using emerging computational tools for discovering the tradeoffs that emerge across complex combinations infrastructure options, adaptive operations, and sign posts. As a field concerned with "deep uncertainties", it is logically consistent to include a more direct acknowledgement that our choices for dealing with computationally demanding simulations, advanced search algorithms, and sensitivity analysis tools are themselves subject to failures that could adversely bias our understanding of how systems' vulnerabilities change with proposed actions. Balancing simplicity versus complexity in our computational frameworks is nontrivial given that we are often exploring high impact irreversible decisions. It is not always clear that accepted models even encompass important failure modes. Moreover as they become more complex and computationally demanding the benefits and consequences of simplifications are often untested. This presentation discusses our efforts to address these challenges through our "many-objective robust decision making" (MORDM) framework for the design and management water resources systems. The MORDM framework has four core components: (1) elicited problem conception and formulation, (2) parallel many-objective search, (3) interactive visual analytics, and (4) negotiated selection of robust alternatives. Problem conception and formulation is the process of abstracting a practical design problem into a mathematical representation. We build on the emerging work in visual analytics to exploit interactive visualization of both the design space and the objective space in multiple heterogeneous linked views that permit exploration and discovery. Many-objective search produces tradeoff solutions from potentially competing problem formulations that can each consider up to ten conflicting objectives based on current computational search capabilities. Negotiated design selection uses interactive visualization, reformulation, and optimization to discover desirable designs for implementation. Multi-city urban water supply portfolio planning will be used to illustrate the MORDM framework.

Compliant mechanism road bicycle brake: a rigid-body replacement case study

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

Olsen, Brian M; Howell, Larry L; Magleby, Spencer P

2011-01-19

The design of high-performance bicycle brakes is complicated by the competing design objectives of increased performance and low weight. But this challenge also provides a good case study to demonstrate the design of compliant mechanisms to replace current rigid-link mechanisms. This paper briefly reviews current road brake designs, demonstrates the use of rigid-body replacement synthesis to design a compliant mechanism, and illustrates the combination of compliant mechanism design tools. The resulting concept was generated from the modified dual-pivot brake design and is a partially compliant mechanism where one pin has the dual role of a joint and a mounting pin.more » The pseudo-rigid-body model, finite element analysis, and optimization algorithms are used to generate design dimensions, and designs are considered for both titanium and E-glass flexures. The resulting design has the potential of reducing the part count and overall weight while maintaining a performance similar to the benchmark.« less

Feasibility Study for Paravetic Competency Development of Vocational Agriculture Teachers. Final Report.

ERIC Educational Resources Information Center

Evans, Donald E.

A study was conducted to determine the feasibility of an animal health (paravetical) competency development inservice program for vocational agriculture teachers in Pennsylvania. Objectives were to identify the paravetic (paraveterinary medical) competencies needed by vocational agriculture teachers to teach high school students and adults via…

Psychiatric Residents' Views of Quality of Psychotherapy Training and Psychotherapy Competencies: A Multisite Survey

ERIC Educational Resources Information Center

Calabrese, Christina; Sciolla, Andres; Zisook, Sidney; Bitner, Robin; Tuttle, Jeffrey; Dunn, Laura B.

2010-01-01

Objective: Few studies of residents' attitudes toward psychotherapy training exist. The authors examined residents' perceptions of the quality of their training, support for training, their own competence levels, and associations between self-perceived competence and perceptions of the training environment. Methods: An anonymous, web-based…

Word Processing Competencies.

ERIC Educational Resources Information Center

Gatlin, Rebecca; And Others

Research indicates that people tend to use only five percent of the capabilities available in word processing software. The major objective of this study was to determine to what extent word processing was used by businesses, what competencies were required by those businesses, and how those competencies were being learned in Mid-South states. A…

Le francais fonde sur la competence, Intermediare (Competency Based French, Intermediate).

ERIC Educational Resources Information Center

Dimanche, Maurice

This instructional guide in French is intended for training Peace Corps volunteers serving in the Central African Republic. It includes 35 topical lessons at the intermediate level, each consisting of briefly stated competency objectives and a number of brief, related situational dialogues. Lesson topics include: introducing oneself; introducing…

Le francais fonde sur la competence, Novice (Competency Based French, Novice).

ERIC Educational Resources Information Center

Dimanche, Maurice

This instructional guide in French is intended for training Peace Corps volunteers serving in the Central African Republic. The guide includes 21 topical lessons at the introductory level, each consisting of briefly stated competency objectives and a number of brief, related situational dialogues. Lesson topics include: greetings; introducing…

Building axiological competence of graduate students by means of project-based learning

NASA Astrophysics Data System (ADS)

Gilmanshina, S. I.; Gilmanshin, I. R.

2015-06-01

The article defines the essence of axiological competence, objectives and pedagogical conditions of its formation among the students of graduate program in Biotechnology. The authors provide requirements for energy-saving technologies project-based learning and specify the application of the latter with the view of competence building.

Competency Exams for Electronics/Instrumentation Occupations. Student and Instructor Manuals.

ERIC Educational Resources Information Center

Matson, James; Stokes, Tad

This document contains 20 competency-based examinations with student and instructor manuals for electronics and instrumentation occupations. For each of the examinations, the student manual contains the following: the competency, the performance objective, directions, the materials and equipment needed, a space to note time started and time…

Competency Tests and Graduation Requirements. Second Edition.

ERIC Educational Resources Information Center

Keefe, James W.

Interest in applied performance testing and concern about the quality of the high school diploma are finding a common ground: graduation requirements. A competency is a complex capability applicable in real life situations, and can be used as program objectives in a competency-based, criterion-referenced program. In such a program, applied…

Initial Reliability and Validity of the Perceived Social Competence Scale

ERIC Educational Resources Information Center

Anderson-Butcher, Dawn; Iachini, Aidyn L.; Amorose, Anthony J.

2008-01-01

Objective: This study describes the development and validation of a perceived social competence scale that social workers can easily use to assess children's and youth's social competence. Method: Exploratory and confirmatory factor analyses were conducted on a calibration and a cross-validation sample of youth. Predictive validity was also…

A Competency-Based Framework for Graduate-Level Health Educators.

ERIC Educational Resources Information Center

American Alliance for Health, Physical Education, Recreation and Dance, Reston, VA. American Association for Health Education.

This document builds on the 1997 Standards for the Preparation of Graduate-Level Health Educators by including expanded content descriptors and objectives for the graduate level competencies. It begins by discussing evolution of health education competencies; chronology of the graduate standard development process; benefits of graduate level…

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…

Competency: The Language of the Behavioral Objectives Movement.

ERIC Educational Resources Information Center

Craig, Samuel B., Jr.

Several external and internal factors combine to hinder optimal communication in "Competency," the language of behavior modification. As a language, Competency a) is spoken with varying degrees of fluency and facility, b) is difficult to translate into English because the common vocabulary is used descriptively in English while it is…

Feasibility and efficacy of the Great Leaders Active StudentS (GLASS) program on children's physical activity and object control skill competency: A non-randomised trial.

PubMed

Nathan, Nicole; Sutherland, Rachel; Beauchamp, Mark R; Cohen, Kristen; Hulteen, Ryan M; Babic, Mark; Wolfenden, Luke; Lubans, David R

2017-12-01

This study aimed to assess the feasibility and efficacy of the Great Leaders Active StudentS (GLASS) program, a school-based peer-led physical activity and object control skill intervention. The study employed a quasi-experimental design. The study was conducted in two elementary schools, one intervention and one comparison, in Newcastle, New South Wales (NSW), Australia from April to June 2015 (N=224 students). Peer leaders (n=20) in the intervention school received training to deliver two 30-min object control skill sessions per week to students in Kindergarten, Grades 1 and 2 (5-8 years, n=83) over one school term (10 weeks). The primary outcome was pedometer assessed physical activity during school hours. Secondary outcomes included students' object control skill competency and peers' leadership self-efficacy and teacher ratings of peers' leadership skills. Almost all (19/20) GLASS sessions were delivered by peer leaders who reported high acceptability of the program. The treatment-by-time interaction for students' physical activity during school hours was not significant (p=0.313). The intervention effect on students' overall object control skills was statistically significant (mean difference 5.8 (95% CI 4.1, 7.4; p<0.001)). Teacher-rated peer leadership significantly improved (0.70; 95% CI 0.38-1.01); p<.001)). The GLASS program was found to be both feasible and acceptable. The intervention also resulted in improvements in students' overall object control skills as well as teacher-rated peers' leadership behaviours. Future fully powered trials using peer leaders to deliver fundamental movement skill (FMS) programs are warranted. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

A multi-level approach of evaluating crew resource management training: a laboratory-based study examining communication skills as a function of team congruence.

PubMed

Sauer, J; Darioly, A; Mast, M Schmid; Schmid, P C; Bischof, N

2010-11-01

The article proposes a multi-level approach for evaluating communication skills training (CST) as an important element of crew resource management (CRM) training. Within this methodological framework, the present work examined the effectiveness of CST in matching or mismatching team compositions with regard to hierarchical status and competence. There is little experimental research that evaluated the effectiveness of CRM training at multiple levels (i.e. reaction, learning, behaviour) and in teams composed of members of different status and competence. An experiment with a two (CST: with vs. without) by two (competence/hierarchical status: congruent vs. incongruent) design was carried out. A total of 64 participants were trained for 2.5 h on a simulated process control environment, with the experimental group being given 45 min of training on receptiveness and influencing skills. Prior to the 1-h experimental session, participants were assigned to two-person teams. The results showed overall support for the use of such a multi-level approach of training evaluation. Stronger positive effects of CST were found for subjective measures than for objective performance measures. STATEMENT OF RELEVANCE: This work provides some guidance for the use of a multi-level evaluation of CRM training. It also emphasises the need to collect objective performance data for training evaluation in addition to subjective measures with a view to gain a more accurate picture of the benefits of such training approaches.

Investigating Instructional Design Management and Leadership Competencies--A Delphi Study

ERIC Educational Resources Information Center

Gardner, Joel; Chongwony, Lewis; Washington, Tawana

2018-01-01

Research in instructional design and educational technology journals typically focuses on the theories, technologies, and processes related to practice of instructional design. There is little research emphasis, however, on leadership and management of instructional design in higher education. Investigating the competencies associated with…

From L2 Interactional Competence to L2 Interactional Repertoires: Reconceptualising the Objects of L2 Learning

ERIC Educational Resources Information Center

Hall, Joan Kelly

2018-01-01

In this paper, I offer a reconsideration of "interactional competence" as an object of L2 learning. I argue that the field's uptake of the concept displays a misunderstanding of, or at least a lack of attention to, its related but distinct intellectual roots in linguistic anthropology and conversation analysis. This has resulted in…

Impact of Contact on the Development of Children's Positive Stereotyping about Aging Language Competence

ERIC Educational Resources Information Center

Kwong See, Sheree T.; Nicoladis, Elena

2010-01-01

This study examined young children's (M = 38 months) beliefs about the aging of language competence using a modified mutual exclusivity paradigm (cf. Markman, 1990). Children were shown pairs of objects (familiar and unfamiliar) and were asked by a younger and older experimenter to point to the object in the pair to which a novel non-word…

Narrative Writing Competence and Internal State Terms of Young Adults Clinically Diagnosed with Childhood Attention Deficit Hyperactivity Disorder

ERIC Educational Resources Information Center

Miranda, Ana; Baixauli, Inmaculada; Colomer, Carla

2013-01-01

Objective: The first objective of this study was to compare the written expression competence of young adults with attention deficit hyperactivity disorder (ADHD) with that of young adults without ADHD on three types of measures: indicators of the story's microstructure with regard to productivity and morphosyntax; indicators of the macrostructure…

Identification of the Competencies, Knowledge, and Skills Needed by School Nutrition Assistants in the Current Environment

ERIC Educational Resources Information Center

Nettles, Mary Frances; Carr, Deborah H.; Cater, Jerry B.; Federico, Holly A.

2009-01-01

Purpose/Objectives: Study objectives were to identify the functional areas, competencies, knowledge, and skills needed by effective school nutrition (SN) assistants in the current SN environment, and determine at what point the SN assistant should be able to know/perform the knowledge/skill statement, at time of hire or after training. Methods: In…

An evaluation of fitness for practice curricula: self-efficacy, support and self-reported competence in preregistration student nurses and midwives.

PubMed

Lauder, William; Watson, Roger; Topping, Keith; Holland, Karen; Johnson, Martin; Porter, Mary; Roxburgh, Michelle; Behr, Aga

2008-07-01

This element of the larger Scottish evaluation aimed to explore differences between access routes, cohorts and higher education institutes (HEI) (universities and colleges) in levels of self-efficacy, student support and self-reported competence in a nationally representative sample of student nurses and midwives. This paper reports findings from the National Review of Pre-Registration Nursing and Midwifery Programmes in Scotland. Fitness for practice curricula have been the heart of many recent developments in nurse and midwifery education. Fitness for practice set out to map out the future direction of preregistration nursing and midwifery education with the aim of ensuring fitness for practice based on healthcare need. There have been no national evaluations of the effectiveness of this strategic objective. Previous major evaluations in the 1990s suggested that students may not have had the skills needed to be fit for practice. The study design was a cross-sectional survey of a stratified random sample of student nurses and midwives (n = 777). Data collected included demographic information, generalised perceived self-efficacy, student support and self-reported competency. Students reported high levels of self-reported competency. There were no significant differences between two cohorts or between students with different access routes. Students rated support from family and friends highest and support from HEI lowest. There was a significant difference in support levels between HEI. Self-efficacy scores were similar to other population means and showed small-moderate correlations with self-report competence. Similarly, self-reported competency appears to be at the higher end of the spectrum, although older students may have a more realistic perception of their competence. However, support from HEI was seen as less satisfactory and varied from one institution to another. This study portrays a relatively positive picture of preregistration fitness for practice curricula. Questions are raised about the relative value students place on support from educationalists and mentors and whether support from family and friends and from peers needs to feature more prominently in curricula. The study provides modest support for social cognitive theory. The major drivers for changes in preregistration curricula stemmed from fears about the competence of students. This study did not provide support for this viewpoint, and students' self-reports suggest that curricula are, in this respect, meeting their objectives. Nevertheless support from mentors and from educational institutes may need to be improved.

Competency Maps: an Effective Model to Integrate Professional Competencies Across a STEM Curriculum

NASA Astrophysics Data System (ADS)

Sánchez Carracedo, Fermín; Soler, Antonia; Martín, Carme; López, David; Ageno, Alicia; Cabré, Jose; Garcia, Jordi; Aranda, Joan; Gibert, Karina

2018-05-01

Curricula designed in the context of the European Higher Education Area need to be based on both domain-specific and professional competencies. Whereas universities have had extensive experience in developing students' domain-specific competencies, fostering professional competencies poses a new challenge we need to face. This paper presents a model to globally develop professional competencies in a STEM (science, technology, engineering, and mathematics) degree program, and assesses the results of its implementation after 4 years. The model is based on the use of competency maps, in which each competency is defined in terms of competency units. Each competency unit is described by a set of expected learning outcomes at three domain levels. This model allows careful analysis, revision, and iteration for an effective integration of professional competencies in domain-specific subjects. A global competency map is also designed, including all the professional competency learning outcomes to be achieved throughout the degree. This map becomes a useful tool for curriculum designers and coordinators. The results were obtained from four sources: (1) students' grades (classes graduated from 2013 to 2016, the first 4 years of the new Bachelor's Degree in Informatics Engineering at the Barcelona School of Informatics); (2) students' surveys (answered by students when they finished the degree); (3) the government employment survey, where former students evaluate their satisfaction of the received training in the light of their work experience; and (4) the Everis Foundation University-Enterprise Ranking, answered by over 2000 employers evaluating their satisfaction regarding their employees' university training, where the Barcelona School of Informatics scores first in the national ranking. The results show that competency maps are a good tool for developing professional competencies in a STEM degree.

Designing and Evaluating an Interactive Multimedia Web-Based Simulation for Developing Nurses’ Competencies in Acute Nursing Care: Randomized Controlled Trial

PubMed Central

Wong, Lai Fun; Chan, Sally Wai-Chi; Ho, Jasmine Tze Yin; Mordiffi, Siti Zubaidah; Ang, Sophia Bee Leng; Goh, Poh Sun; Ang, Emily Neo Kim

2015-01-01

Background Web-based learning is becoming an increasingly important instructional tool in nursing education. Multimedia advancements offer the potential for creating authentic nursing activities for developing nursing competency in clinical practice. Objective This study aims to describe the design, development, and evaluation of an interactive multimedia Web-based simulation for developing nurses’ competencies in acute nursing care. Methods Authentic nursing activities were developed in a Web-based simulation using a variety of instructional strategies including animation video, multimedia instructional material, virtual patients, and online quizzes. A randomized controlled study was conducted on 67 registered nurses who were recruited from the general ward units of an acute care tertiary hospital. Following a baseline evaluation of all participants’ clinical performance in a simulated clinical setting, the experimental group received 3 hours of Web-based simulation and completed a survey to evaluate their perceptions of the program. All participants were re-tested for their clinical performances using a validated tool. Results The clinical performance posttest scores of the experimental group improved significantly (P<.001) from the pretest scores after the Web-based simulation. In addition, compared to the control group, the experimental group had significantly higher clinical performance posttest scores (P<.001) after controlling the pretest scores. The participants from the experimental group were satisfied with their learning experience and gave positive ratings for the quality of the Web-based simulation. Themes emerging from the comments about the most valuable aspects of the Web-based simulation include relevance to practice, instructional strategies, and fostering problem solving. Conclusions Engaging in authentic nursing activities using interactive multimedia Web-based simulation can enhance nurses’ competencies in acute care. Web-based simulations provide a promising educational tool in institutions where large groups of nurses need to be trained in acute nursing care and accessibility to repetitive training is essential for achieving long-term retention of clinical competency. PMID:25583029

National programmes for validating physician competence and fitness for practice: a scoping review

PubMed Central

Horsley, Tanya; Lockyer, Jocelyn; Cogo, Elise; Zeiter, Jeanie; Bursey, Ford; Campbell, Craig

2016-01-01

Objective To explore and categorise the state of existing literature for national programmes designed to affirm or establish the continuing competence of physicians. Design Scoping review. Data sources MEDLINE, ERIC, Sociological Abstracts, web/grey literature (2000–2014). Selection Included when a record described a (1) national-level physician validation system, (2) recognised as a system for affirming competence and (3) reported relevant data. Data extraction Using bibliographic software, title and abstracts were reviewed using an assessment matrix to ensure duplicate, paired screening. Dyads included both a methodologist and content expert on each assessment, reflective of evidence-informed best practices to decrease errors. Results 45 reports were included. Publication dates ranged from 2002 to 2014 with the majority of publications occurring in the previous six years (n=35). Country of origin—defined as that of the primary author—included the USA (N=32), the UK (N=8), Canada (N=3), Kuwait (N=1) and Australia (N=1). Three broad themes emerged from this heterogeneous data set: contemporary national programmes, contextual factors and terminological consistency. Four national physician validation systems emerged from the data: the American Board of Medical Specialties Maintenance of Certification Program, the Federation of State Medical Boards Maintenance of Licensure Program, the Canadian Revalidation Program and the UK Revalidation Program. Three contextual factors emerged as stimuli for the implementation of national validation systems: medical regulation, quality of care and professional competence. Finally, great variation among the definitions of key terms was identified. Conclusions There is an emerging literature focusing on national physician validation systems. Four major systems have been implemented in recent years and it is anticipated that more will follow. Much of this work is descriptive, and gaps exist for the extent to which systems build on current evidence or theory. Terminology is highly variable across programmes for validating physician competence and fitness for practice. PMID:27084276

Development of a National Consensus for Tactical Emergency Medical Support (TEMS) Training Programs--Operators and Medical Providers.

PubMed

Schwartz, Richard; Lerner, Brooke; Llwewllyn, Craig; Pennardt, Andre; Wedmore, Ian; Callaway, David; Wightman, John; Casillas, Raymond; Eastman, Alex; Gerold, Kevin; Giebner, Stephen; Davidson, Robert; Kamin, Richard; Piazza, Gina; Bollard, Glenn; Carmona, Phillip; Sonstrom, Ben; Seifarth, William; Nicely, Barbara; Croushorn, John; Carmona, Richard

2014-01-01

Tactical teams are at high risk of sustaining injuries. Caring for these casualties in the field involves unique requirements beyond what is provided by traditional civilian emergency medical services (EMS) systems. Despite this need, the training objectives and competencies are not uniformly agreed to or taught. An expert panel was convened that included members from the Departments of Defense, Homeland Security, Justice, and Health and Human Services, as well as federal, state, and local law-enforcement officers who were recruited through requests to stakeholder agencies and open invitations to individuals involved in Tactical Emergency Medical Services (TEMS) or its oversight. Two face-to-face meetings took place. Using a modified Delphi technique, previously published TEMS competencies were reviewed and updated. The original 17 competency domains were modified and the most significant changes were the addition of Tactical Emergency Casualty Care (TECC), Tactical Familiarization, Legal Aspects of TEMS, and Mass Casualty Triage to the competency domains. Additionally, enabling and terminal learning objectives were developed for each competency domain. This project has developed a minimum set of medical competencies and learning objectives for both tactical medical providers and operators. This work should serve as a platform for ensuring minimum knowledge among providers, which will serve enhance team interoperability and improve the health and safety of tactical teams and the public. 2014.

Multicenter, randomized, controlled trial of virtual-reality simulator training in acquisition of competency in colonoscopy.

PubMed

Cohen, Jonathan; Cohen, Seth A; Vora, Kinjal C; Xue, Xiaonan; Burdick, J Steven; Bank, Simmy; Bini, Edmund J; Bodenheimer, Henry; Cerulli, Maurice; Gerdes, Hans; Greenwald, David; Gress, Frank; Grosman, Irwin; Hawes, Robert; Mullin, Gerard; Mullen, Gerard; Schnoll-Sussman, Felice; Starpoli, Anthony; Stevens, Peter; Tenner, Scott; Villanueva, Gerald

2006-09-01

The GI Mentor is a virtual reality simulator that uses force feedback technology to create a realistic training experience. To define the benefit of training on the GI Mentor on competency acquisition in colonoscopy. Randomized, controlled, blinded, multicenter trial. Academic medical centers with accredited gastroenterology training programs. First-year GI fellows. Subjects were randomized to receive 10 hours of unsupervised training on the GI Mentor or no simulator experience during the first 8 weeks of fellowship. After this period, both groups began performing real colonoscopies. The first 200 colonoscopies performed by each fellow were graded by proctors to measure technical and cognitive success, and patient comfort level during the procedure. A mixed-effects model comparison between the 2 groups of objective and subjective competency scores and patient discomfort in the performance of real colonoscopies over time. Forty-five fellows were randomized from 16 hospitals over 2 years. Fellows in the simulator group had significantly higher objective competency rates during the first 100 cases. A mixed-effects model demonstrated a higher objective competence overall in the simulator group (P < .0001), with the difference between groups being significantly greater during the first 80 cases performed. The median number of cases needed to reach 90% competency was 160 in both groups. The patient comfort level was similar. Fellows who underwent GI Mentor training performed significantly better during the early phase of real colonoscopy training.

Practice Ethical Behavior. Work Maturity Skills. Competency 4.0.

ERIC Educational Resources Information Center

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

Designed for use as a part of the Work Maturity Skills Training Program, this unit consists of instructional materials dealing with practicing ethical behavior. (The Work Maturity Skills Training Program is a set of individualized competency-based units that are designed to help participants develop the competencies they need to find and retain…

Competence Management System Design in International Multicultural Environment: Registration, Transfer, Recognition and Transparency

ERIC Educational Resources Information Center

Starcic, Andreja Istenic

2012-01-01

A competence management system (CMS) was devised to assist the registration of competencies in the textile and clothing sector, starting in the four EU countries of Portugal, Slovenia, the UK and Denmark, further leading to the European network. This paper presents the design and development framework assisting international multicultural…

Travel and Transportation. An Adult Competency Education Learning Module.

ERIC Educational Resources Information Center

Wallace, Virginia

This instructional unit on travel and transportation is one of six Adult Competency Education Learning Modules designed for use in a program of competency-based instruction for students with intermediate reading level ability. It is self-contained and designed for immediate classroom use. Each of five lessons contains these types of materials:…

Correlates of Gross Motor Competence in Children and Adolescents: A Systematic Review and Meta-Analysis.

PubMed

Barnett, Lisa M; Lai, Samuel K; Veldman, Sanne L C; Hardy, Louise L; Cliff, Dylan P; Morgan, Philip J; Zask, Avigdor; Lubans, David R; Shultz, Sarah P; Ridgers, Nicola D; Rush, Elaine; Brown, Helen L; Okely, Anthony D

2016-11-01

Gross motor competence confers health benefits, but levels in children and adolescents are low. While interventions can improve gross motor competence, it remains unclear which correlates should be targeted to ensure interventions are most effective, and for whom targeted and tailored interventions should be developed. The aim of this systematic review was to identify the potential correlates of gross motor competence in typically developing children and adolescents (aged 3-18 years) using an ecological approach. Motor competence was defined as gross motor skill competency, encompassing fundamental movement skills and motor coordination, but excluding motor fitness. Studies needed to assess a summary score of at least one aspect of motor competence (i.e., object control, locomotor, stability, or motor coordination). A structured electronic literature search was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement. Six electronic databases (CINAHL Complete, ERIC, MEDLINE Complete, PsycINFO ® , Scopus and SPORTDiscus with Full Text) were searched from 1994 to 5 August 2014. Meta-analyses were conducted to determine the relationship between potential correlates and motor competency if at least three individual studies investigated the same correlate and also reported standardized regression coefficients. A total of 59 studies were identified from 22 different countries, published between 1995 and 2014. Studies reflected the full range of age groups. The most examined correlates were biological and demographic factors. Age (increasing) was a correlate of children's motor competence. Weight status (healthy), sex (male) and socioeconomic background (higher) were consistent correlates for certain aspects of motor competence only. Physical activity and sport participation constituted the majority of investigations in the behavioral attributes and skills category. Whilst we found physical activity to be a positive correlate of skill composite and motor coordination, we also found indeterminate evidence for physical activity being a correlate of object control or locomotor skill competence. Few studies investigated cognitive, emotional and psychological factors, cultural and social factors or physical environment factors as correlates of motor competence. This systematic review is the first that has investigated correlates of gross motor competence in children and adolescents. A strength is that we categorized correlates according to the specific ways motor competence has been defined and operationalized (object control, motor coordination, etc.), which enables us to have an understanding of what correlates assist what types of motor competence. Indeed our findings do suggest that evidence for some correlates differs according to how motor competence is operationalized.

The effectiveness of an initial continuing education course in leadership for dentists.

PubMed

Roig Jornet, P; Kalenderian, E

2018-05-01

The purpose of this study was to measure the effectiveness of a continuing education course in leadership presented to postdoctoral dentist-leaders. The authors developed a 3-day course on leadership and management with topics including self-awareness, leadership qualities, emotional intelligence, communication skills, social skills, conflict management, personal branding, quality improvement and team motivation. Twenty-two course participants with a median age of 37.5 years and an average of 13.7 years of professional experience were assessed using three different metrics: satisfaction with the course and presenters immediately following the course; pre-course and post-course tests on knowledge of leadership topics; and self-assessments of leadership competency skills prior to the course, immediately following the course and then 6 months after the course. Participant satisfaction with both instructors' effectiveness and the overall course design was very high. A survey 6 months following the course showed that participants were very positive regarding the practical use of the leadership skills they acquired in the course. The average of all participants' scores on the objectively assessed leadership knowledge test showed a statistically significant (P<.001) difference between pre-course and post-course scores. At 6-month follow-up, participant self-assessment of leadership competency significantly improved following the course. A well-designed course in leadership skills can have a positive impact on the leadership knowledge and competency of dentist-leaders. This unique leadership course was effective in increasing leadership knowledge and self-perceived leadership competency. The course and the skilled instructors were rated very highly by participants. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Leadership competencies for medical education and healthcare professions: population-based study

PubMed Central

Çitaku, Fadil; Beran, Tanya; Donnon, Tyrone; Hecker, Kent; Cawthorpe, David

2012-01-01

Objective To identify and empirically investigate the dimensions of leadership in medical education and healthcare professions. Design A population-based design with a focus group and a survey were used to identify the perceived competencies for effective leadership in medical education. Setting The focus group, consisting of five experts from three countries (Austria n=1; Germany n=2; Switzerland n=2), was conducted (all masters of medical education), and the survey was sent to health professionals from medical schools and teaching hospitals in six countries (Austria, Canada, Germany, Switzerland, the UK and the USA). Participants The participants were educators, physicians, nurses and other health professionals who held academic positions in medical education. A total of 229 completed the survey: 135 (59.0%) women (mean age=50.3 years) and 94 (41.0%) men (mean age=51.0 years). Measures A 63-item survey measuring leadership competencies was developed and administered via electronic mail to participants. Results Exploratory principal component analyses yielded five factors accounting for 51.2% of the variance: (1) social responsibility, (2) innovation, (3) self-management, (4) task management and (5) justice orientation. There were significant differences between physicians and other health professionals on some factors (Wilk's λ=0.93, p<0.01). Social responsibility was rated higher by other health professionals (M=71.09) than by physicians (M=67.12), as was innovation (health professionals M=80.83; physicians M=76.20) and justice orientation (health professionals M=21.27; physicians M=20.46). Conclusions The results of the principal component analyses support the theoretical meaningfulness of these factors, their coherence, internal consistency and parsimony in explaining the variance of the data. Although there are some between-group differences, the competencies appear to be stable and coherent. PMID:22457482

Evaluation of competencies in the field of vocational rehabilitation and the employment of persons with disabilities.

PubMed

Wltavsky, Zdenka; Lebar, Lea; Bitenc, Crtomir

2014-06-01

For decades, employment of a person with disabilities has been considered a key indicator of the success of vocational rehabilitation. There is a link between the quality of vocational rehabilitation and a better quality of life for service users; these services have a significant impact on efficiency in the field of work. Very few authors have researched the qualification and skills of rehabilitation experts essential for successfully carrying out their professional activities. The objective of the present study was to investigate the perceived importance attached to the competencies of vocational rehabilitation professionals and the frequency of their application at work in three different countries, which was conducted using a questionnaire that was prepared on the basis of a questionnaire designed by Australian researchers. Basic competencies comprise four sets: vocational counselling, professional practice, personal counselling and rehabilitation case management. Special competencies are composed of two sets: workplace disability case management and workplace intervention and programme management. The questionnaire was completed by 131 respondents, of whom 61 were from Slovenia, 34 were from Austria and 36 were from the UK. t-Tests for two independent samples (sex), analysis of variance (type of education, country) and Pearson's correlation coefficient were used to compare the perception of basic and special competencies. The respondents perceived personal counselling, vocational counselling and management of rehabilitation cases as being the most important, whereas the least importance was assigned to interventions. In practice, the respondents used personal counselling most frequently and very few interventions.

Clinician Assessment of the Driving Competence of Patients with Dementia

PubMed Central

Ott, Brian R.; Anthony, David; Papandonatos, George D.; D’Abreu, Anelyssa; Burock, Jeffrey; Curtin, Alicia; Wu, Chuang-Kuo; Morris, John C.

2012-01-01

OBJECTIVES To determine the validity and reliability of clinician ratings of the driving competence of patients with mild dementia. DESIGN Observational study of a cross-section of drivers with mild dementia based on chart review by clinicians with varying types of expertise and experience. SETTING Outpatient dementia clinic. PARTICIPANTS Fifty dementia subjects from a longitudinal study of driving and dementia. MEASUREMENTS Each clinician reviewed information from the clinic charts and the first study visit. The clinician then rated the drivers as safe, marginal, or unsafe. A professional driving instructor compared these ratings with total driving scores on a standardized road test and categorical ratings of driving competence. Clinicians also completed a visual analog scale assessment of variables that led to their determinations of driving competence. RESULTS Accuracy of clinician ratings ranged from 62% to 78% for the instructor’s global rating of safe versus marginal or unsafe. In general, there was moderate accuracy and interrater reliability. Accuracy could have been improved in the least-accurate raters by greater attention to dementia duration and severity ratings, as well as less reliance on the history and physical examination. The most accurate predictors were clinicians specially trained in dementia assessment, who were not necessarily the most experienced in their years of clinical experience. CONCLUSION Although a clinician may be able to identify many potentially hazardous drivers, accuracy is insufficient to suggest that a clinician’s assessment alone is adequate to determine driving competence in those with mild dementia. PMID:15877559

A holistic measurement model of movement competency in children.

PubMed

Rudd, J; Butson, M L; Barnett, L; Farrow, D; Berry, J; Borkoles, E; Polman, R

2016-01-01

Different countries have different methods for assessing movement competence in children; however, it is unclear whether the test batteries that are used measure the same aspects of movement competence. The aim of this paper was to (1) investigate whether the Test of Gross Motor Development (TGMD-2) and Körperkoordinations Test für Kinder (KTK) measure the same aspects of children's movement competence and (2) examine the factorial structure of the TGMD-2 and KTK in a sample of Australian children. A total of 158 children participated (M age = 9.5; SD = 2.2). First, confirmatory factor analysis examined the independent factorial structure of the KTK and TGMD-2. Second, it was investigated whether locomotor, object control and body coordination loaded on the latent variable Movement Competency. Confirmatory factor analysis indicated an adequate fit for both the KTK and TGMD-2. An adequate fit was also achieved for the final model. In this model, locomotor (r = .86), object control (r = .71) and body coordination (r = .52) loaded on movement competence. Findings support our hypothesis that the TGMD-2 and KTK measure discrete aspects of movement competence. Future researchers and practitioners should consider using a wider range of test batteries to assess movement competence.

Structural Design of a 4-Meter Off-Axis Space Telescope for the Habitable-Zone Exoplanet Direct Imaging Mission

NASA Technical Reports Server (NTRS)

Arnold, William, Sr.; Stahl, H Philip

2017-01-01

This design study was conducted to support the HABEX project. There are a number of companion papers at this conference which go into detail on what all the HABEX goals are. The objective of this paper is to establish a baseline primary mirror design which satisfies the following structural related requirements. The designs in this study have a high TRL (Technology Readiness Level), realistic manufacturing limits and performance in line with the HABEX mission. A secondary goal of the study was to evaluate a number competing criteria for the selection. Questions such as differences in the on axis versus off axis static and dynamic response to disturbances. This study concentrates on the structural behavior, companion papers cover thermal and long term stability aspects of the problem.

The Interrelations between Competences for Sustainable Development and Research Competences

ERIC Educational Resources Information Center

Lambrechts, Wim; Van Petegem, Peter

2016-01-01

Purpose: The purpose of this paper is to explore how competences for sustainable development and research interrelate within a context of competence-based higher education. Specific focus is oriented towards strengthening research competences for sustainability. Design/methodology/approach: Following a hermeneutic-interpretive methodology, this…

29 CFR 1926.651 - Specific excavation requirements.

Code of Federal Regulations, 2010 CFR

2010-07-01

... designed by a competent person. Structural ramps used for access or egress of equipment shall be designed by a competent person qualified in structural design, and shall be constructed in accordance with the design. (ii) Ramps and runways constructed of two or more structural members shall have the structural...

29 CFR 1926.651 - Specific excavation requirements.

Code of Federal Regulations, 2012 CFR

2012-07-01

... designed by a competent person. Structural ramps used for access or egress of equipment shall be designed by a competent person qualified in structural design, and shall be constructed in accordance with the design. (ii) Ramps and runways constructed of two or more structural members shall have the structural...

29 CFR 1926.651 - Specific excavation requirements.

Code of Federal Regulations, 2013 CFR

2013-07-01

... designed by a competent person. Structural ramps used for access or egress of equipment shall be designed by a competent person qualified in structural design, and shall be constructed in accordance with the design. (ii) Ramps and runways constructed of two or more structural members shall have the structural...

29 CFR 1926.651 - Specific excavation requirements.

Code of Federal Regulations, 2014 CFR

2014-07-01

... designed by a competent person. Structural ramps used for access or egress of equipment shall be designed by a competent person qualified in structural design, and shall be constructed in accordance with the design. (ii) Ramps and runways constructed of two or more structural members shall have the structural...

29 CFR 1926.651 - Specific excavation requirements.

Code of Federal Regulations, 2011 CFR

2011-07-01

... designed by a competent person. Structural ramps used for access or egress of equipment shall be designed by a competent person qualified in structural design, and shall be constructed in accordance with the design. (ii) Ramps and runways constructed of two or more structural members shall have the structural...

Students-Designers' Professional Competencies Formation by Means of Folk Arts and Crafts

ERIC Educational Resources Information Center

Budkeev, Sergey Mikhailovich; Kiryushina, Julia Vladimirovna; Shokorova, Larisa Vladimirovna

2016-01-01

This article reviewed the structure of design activities, special aspects of the specialists' training in multi-disciplinary design environment, the formation process of their cultural and professional competences, necessary for artistic, creative and research activities in the field of design. It identified the components of the national…

Face validity and reliability of a pictorial instrument for assessing fundamental movement skill perceived competence in young children.

PubMed

Barnett, Lisa M; Ridgers, Nicola D; Zask, Avigdor; Salmon, Jo

2015-01-01

To determine reliability and face validity of an instrument to assess young children's perceived fundamental movement skill competence. Validation and reliability study. A pictorial instrument based on the Test Gross Motor Development-2 assessed perceived locomotor (six skills) and object control (six skills) competence using the format and item structure from the physical competence subscale of the Pictorial Scale of Perceived Competence and Acceptance for Young Children. Sample 1 completed object control items in May (n=32) and locomotor items in October 2012 (n=23) at two time points seven days apart. Children were asked at the end of the test-retest their understanding of what was happening in each picture to determine face validity. Sample 2 (n=58) completed 12 items in November 2012 on a single occasion to test internal reliability only. Sample 1 children were aged 5-7 years (M=6.0, SD=0.8) at object control assessment and 5-8 years at locomotor assessment (M=6.5, SD=0.9). Sample 2 children were aged 6-8 years (M=7.2, SD=0.73). Intra-class correlations assessed in Sample 1 children were excellent for object control (intra-class correlation=0.78), locomotor (intra-class correlation=0.82) and all 12 skills (intra-class correlations=0.83). Face validity was acceptable. Internal consistency was adequate in both samples for each subscale and all 12 skills (alpha range 0.60-0.81). This study has provided preliminary evidence for instrument reliability and face validity. This enables future alignment between the measurement of perceived and actual fundamental movement skill competence in young children. Crown Copyright © 2014. Published by Elsevier Ltd. All rights reserved.

Eating Competence of College Students in an Introductory Nutrition Course

ERIC Educational Resources Information Center

Brown, Lora Beth; Larsen, Katrina J.; Nyland, Nora K.; Eggett, Dennis L.

2013-01-01

Objective: Describe eating competence, a positive and flexible way of conceptualizing eating attitudes and behaviors, in students enrolled in an introductory nutrition course. Methods: Online completion of the Satter Eating Competence Inventory (ecSI) and self-assessment of eating disorder status by 557 students (343 ages 18-20 years and 180 ages…

Development and Validation of the Perceived Social Work Competence Scale in China

ERIC Educational Resources Information Center

Wang, Yean; Chui, Ernest

2017-01-01

Objective: This article reports a study that developed and validated the Perceived Social Work Competence Scale (PSWCS) for assessing social work students' competence in Mainland China. Method: The indicators were generated by a broad empirical review of recent literature, confirmed by experts, and indigenized by means of two focus groups of…

A Study of the Congruency of Competencies and Criterion-Referenced Measures.

ERIC Educational Resources Information Center

Jones, John Wilbur, Jr.

The job of the 4-H extension agent involves fairly complex levels of performance. The curriculum for the extension agent program should produce youth workers who have the ability to perform competently and who possess the basic concepts and values required to function effectively. Performance objectives were written for each competency considered…

Competency Exams for Drafting-Related Occupations. Student and Instructor Manuals.

ERIC Educational Resources Information Center

Davis, Harley; Denison, John

This document contains 20 competency-based examinations with student and instructor manuals for drafting-related occupations. For each of the examinations, the student manual contains the following: the competency, the performance objective, directions, the facility to be used, the materials needed, a space to note time started and time finished,…

RELATE Competencies and Enablers Statements. Teacher Education Forum Series. Vol. 1, No. 5.

ERIC Educational Resources Information Center

Harste, Jerome C.; And Others

This report displays and briefly describes the set of professional competencies and other learning outcomes that comprise the objectives for elementary majors enrolled in the Indiana University competency-based teacher education program known as RELATE (Reading and Language Arts Teacher Education). This report is divided into 10 units and lists…

Assessing Problem Solving Competence through Inquiry-Based Teaching in School Science Education

ERIC Educational Resources Information Center

Zervas, Panagiotis; Sotiriou, Sofoklis; Tiemann, Rüdiger; Sampson, Demetrios G.

2015-01-01

Nowadays, there is a consensus that inquiry-based learning contributes to developing students' scientific literacy in schools. Inquiry-based teaching strategies are promoted for the development (among others) of the cognitive processes that cultivate problem solving (PS) competence. The build up of PS competence is a central objective for most…

Performance Evaluation of the Educational Leader (PEEL): Another Breakthrough in Competency Based Educational Administration.

ERIC Educational Resources Information Center

Metzger, Christa; Lynch, Steven B.

1974-01-01

This paper describes the Performance Evaluation of the Education Leader (PEEL) program, initiated from a study to define the competent school administrator and to develop an instrument to measure administrative competence objectively and accurately. The resulting PEEL materials include the following: (a) "Guidelines for Evaluation: The School…

Competency Exams for Food Production-Related Occupations. Student and Instructor Manuals.

ERIC Educational Resources Information Center

Southworth, Julie; Kammerer, William R.

This document contains 20 competency-based examinations with student and instructor manuals for food production-related occupations. For each of the examinations, the student manual contains the following: the competency, the performance objective, directions, the materials and equipment needed, a space to note time started and time finished, and…

The Case for the Perceived Social Competence Scale II

ERIC Educational Resources Information Center

Anderson-Butcher, Dawn; Amorose, Anthony J.; Lower, Leeann M.; Riley, Allison; Gibson, Allison; Ruch, Donna

2016-01-01

Objective: This study examines the psychometric properties of the revised Perceived Social Competence Scale (PSCS), a brief, user-friendly tool used to assess social competence among youth. Method: Confirmatory factor analyses (CFAs) examined the factor structure and invariance of an enhanced scale (PSCS-II), among a sample of 420 youth.…

Mental Health Disparities, Diversity, and Cultural Competence in Medical Student Education: How Psychiatry Can Play a Role

ERIC Educational Resources Information Center

Lu, Francis G.; Primm, Annelle

2006-01-01

Objective: The authors review recent developments in healthcare policy, including eliminating disparities in mental healthcare, increasing diversity in the healthcare workforce, and cultural competence. Following a discussion of the Liaison Committee on Medical Education (LCME) standards, as they relate to disparity, cultural competence, and…

Production Machine Shop Employment Competencies. Part Three: The Engine Lathe.

ERIC Educational Resources Information Center

Bishart, Gus; Werner, Claire

Competencies for production machine shop are provided for the third of four topic areas: the engine lathe. Each competency appears in a one-page format. It is presented as a goal statement followed by one or more "indicator" statements, which are performance objectives describing an ability that, upon attainment, will establish…

Development of a Training Program for Enhancement of Technology Competencies of University Lecturers

ERIC Educational Resources Information Center

Cruthaka, Chomsupak; Pinngern, Ouen

2016-01-01

The objectives were: (1) the components of the technology competencies of university lecturers were studied. The researchers also described and analyzed (2) the development of a training program for enhancement of the technology competencies of these lecturers. Also, the researchers evaluated (3) the program they had constructed. The sample…

Production Machine Shop Employment Competencies. Part Two: Saws, Drills, and Grinders.

ERIC Educational Resources Information Center

Bishart, Gus; Werner, Claire

Competencies for production machine shop are provided for the second of four topic areas: saws, drills, and grinders. Each competency appears in a one-page format. It is presented as a goal statement followed by one or more "indicator" statements, which are performance objectives describing an ability that, upon attainment, will…

Production Machine Shop Employment Competencies. Part One: Practices and Principles.

ERIC Educational Resources Information Center

Bishart, Gus; Werner, Claire

Competencies for production machine shop are provided for the first of four topic areas: principles and practice of machine shop. Each competency appears in a one-page format. It is presented as a goal statement followed by one or more "indicator" statements, which are performance objectives describing an ability that, upon attainment,…

Importance Attributed to Cardiovascular and Pulmonary Competencies by Public Sector Physical Therapists in Kuwait: A Population-based Exploratory Study.

PubMed

Al-Sayegh, Nowall; Al-Shuwai, Nadia; Al-Obaidi, Saud M; Dean, Elizabeth

2016-09-01

Indications for cardiovascular and pulmonary (CVP) physical therapy competencies are changing with the epidemic of non-communicable diseases in Kuwait, particularly lifestyle-related conditions. The degree to which the country's physical therapists (PTs) perceive the importance of CVP competencies (assessment/evaluation and clinical and laboratory investigation interpretation) in professional practice is relevant. Our study objectives were to (1) explore the importance attributed to specific CVP competencies by PTs to professional practice in Kuwait and (2) establish whether these are related to practitioner traits, for example, age, sex, practice setting and specialty. The study design was exploratory with a stratified random sample. Questionnaires (n = 221) were distributed to PTs practicing in the facilities of the Ministry of Health, the primary employer of PTs in Kuwait. Questions included participants' demographics and perceived importance of specific CVP competencies (Likert rating scale 1-not important to 5-highly important). Response rate was 87% (n = 193). Participant mean age was 36(±9) years, 63% were women and 48% were Kuwaiti. Ratings of moderately important or higher were 84% for cardiac assessment/intervention skills, 78.8% for cardiac clinical/laboratory investigations interpretation, 77.2% for pulmonary assessment/intervention skills and 73.6% for pulmonary clinical/laboratory investigations interpretation. PTs in the musculoskeletal area attributed less importance to the competencies than those in other specialties. Participants perceived CVP competencies as generally relevant to practice. However, greater importance was attributed to these competencies in relation to management of CVP conditions (e.g. those that address lifestyle-related conditions) rather than across practice areas. Research is needed to elucidate whether this finding reflects the profession's commitment to holistic care, the prevalence of lifestyle-related risk factors and conditions irrespective of a patient's primary complaint presenting to the PT, best evidence-based, non-pharmacologic practice to address these or some combination. Copyright © 2015 John Wiley & Sons, Ltd. Copyright © 2015 John Wiley & Sons, Ltd.

Designing for competence: spaces that enhance collaboration readiness in healthcare.

PubMed

Lamb, Gerri; Shraiky, James

2013-09-01

Many universities in the United States are investing in classrooms and campuses designed to increase collaboration and teamwork among the health professions. To date, we know little about whether these learning spaces are having the intended impact on student performance. Recent advances in the identification of interprofessional teamwork competencies provide a much-needed step toward a defined outcome metric. Rigorous study of the relationship between design and student competence in collaboration also requires clear specification of design concepts and development of testable frameworks. Such theory-based evaluation is crucial for design to become an integral part of interprofessional education strategies and initiatives. Current classroom and campus designs were analyzed for common themes and features in collaborative spaces as a starting place for specification of design concepts and model development. Four major themes were identified: flexibility, visual transparency/proximity, technology and environmental infrastructure. Potential models linking this preliminary set of design concepts to student competencies are proposed and used to generate hypotheses for future study of the impact of collaborative design spaces on student outcomes.

Motivational interviewing in health care: results of a brief training in endocrinology.

PubMed

Bean, Melanie K; Biskobing, Diane; Francis, Gary L; Wickham, Edmond

2012-09-01

Despite the importance of lifestyle change in disease management and the growing evidence supporting motivational interviewing (MI) as an effective counseling method to promote behavioral change, to date there are few published reports about MI training in graduate medical education. The study aimed to pilot the feasibility and effectiveness of a brief MI training intervention for endocrinology fellows and other providers. We used a pretest/posttest design to evaluate a brief MI training for 5 endocrinology fellows and 9 other providers. All participants completed subjective assessments of perceived confidence and beliefs about behavioral counseling at pretest and posttest. Objective assessment of MI was conducted using fellows' audiotaped patient encounters, which were coded using a validated tool for adherence to MI before and after the training. Paired t tests examined changes in objective and subjective assessments. The training intervention was well received and feasible in the endocrinology setting. At posttest, participants reported increased endorsement of the MI spirit and improved confidence in MI skills. Objective assessment revealed relative improvements in MI skills across several domains. However, most domains, as assessed by a validated tool, did not reach competency level after the training intervention. Although more intensive training may be needed to develop MI competence, the results of our pilot study suggest that brief, targeted MI training has short-term efficacy and is well received by endocrinology fellows and other providers.

Design and efficacy of an Ecohealth competency-based course on the prevention and control of vector diseases in Latin America.

PubMed

Magaña-Valladares, Laura; Rodríguez, Mario Henry; Betanzos-Reyes, Ángel Francisco; Riojas-Rodríguez, Horacio; Quezada-Jiménez, María Laura; Suárez-Conejero, Juana Elvira; Lamadrid-Figueroa, Héctor

2018-01-01

To design and analyze the efficacy of an Ecohealth competency-based course on the prevention and control of vector-borne-diseases for specific stakeholders. Multiple stakeholders and sectors of the region were consulted to identify Ecohealth group-specific competencies using an adjusted analysis matrix. Eight courses based on the competencies were implemented to train EA tutors. The effectiveness of the course was evaluated through the use of paired- t-tests by intervention group. Strategic, tactical, academia and community stakeholder groups and their competencies were identified. An overall gain of 43 percentage points (p<0.001) was observed in terms of competencies score in trained tutors, which further trained 1 033 people. The identification of the stakeholders and their competencies proved to be useful to guide training courses to significantly improve the initial competencies and create a critical mass to further advance the EA in the region.

A Comparative Study of Competency-Based Courses Demonstrating a Potential Measure of Course Quality and Student Success

ERIC Educational Resources Information Center

Krause, Jackie; Dias, Laura Portolese; Schedler, Chris

2015-01-01

While competency-based education is growing, standardized tools for evaluating the unique characteristics of course design in this domain are still under development. This preliminary research study evaluated the effectiveness of a rubric developed for assessing course design of competency-based courses in an undergraduate Information Technology…

A Measurement of Student Teachers' Parent-Teacher Communication Competences: The Design of a Video-Based Instrument

ERIC Educational Resources Information Center

De Coninck, Karen; Valcke, Martin; Vanderlinde, Ruben

2018-01-01

This study reports on the design of a video-based instrument to assess student teachers' parent-teacher communication competences (PTCC) in a reliable and valid way. PTCC refer to the competences needed to communicate successfully with parents during conversations such as parent-teacher conferences. Taking into account both conceptual and…

Getting Your Driver's License. An Adult Competency Education Learning Module.

ERIC Educational Resources Information Center

Wallace, Virginia

This instructional unit on getting one's driver's license is one of six Adult Competency Education Learning Modules designed for use in a program of competency-based instruction for students with intermediate reading level ability. It is self-contained and designed for immediate classroom use. The module is comprised of 4 parts and 10 lessons: The…

Design of a Competency-Based Assessment Model in the Field of Accounting

ERIC Educational Resources Information Center

Ciudad-Gómez, Adelaida; Valverde-Berrocoso, Jesús

2012-01-01

This paper presents the phases involved in the design of a methodology to contribute both to the acquisition of competencies and to their assessment in the field of Financial Accounting, within the European Higher Education Area (EHEA) framework, which we call MANagement of COMpetence in the areas of Accounting (MANCOMA). Having selected and…

Education and Self-Regulation of Learning for Gifted Pupils: Systemic Design and Development

ERIC Educational Resources Information Center

Mooij, Ton

2008-01-01

Gifted pupils differ from their age-mates with respect to development potential, actual competencies, self-regulatory capabilities, and learning styles in one or more domains of competence. The question is how to design and develop education that fits and further supports such characteristics and competencies of gifted pupils. Analysis of various…

Determinants and effects of medical students’ core self-evaluation tendencies on clinical competence and workplace well-being in clerkship

PubMed Central

Lin, Yung Kai

2017-01-01

Core self-evaluation (CSE) is a personality trait that involves a person’s evaluation of his or her own worth, competence, and capability. The objective of this study was to determine whether medical students’ CSEs exert beneficial effects on their adaptation to their clerkship in terms of their clinical competence and workplace well-being and whether their preclinical academic performance can be a trait-relevant situation that enhances their CSE expression. In total, 127 medical students from 2 cohorts were included as participants in this study. We analyzed complete measures of personal background, objective and subjective preclinical academic performance (course evaluation grades and self-reported efficacy), CSE tendencies, and clinical competence (as objective structured clinical examination scores) and workplace well-being (as compassion satisfaction and burnout) during their 2-year clerkship. Mixed linear models for repeated measures and multiple regressions were employed. Participants’ CSE tendencies had positive effects on their workplace compassion satisfaction and burnout but not on their clinical competence during their clerkship. Additionally, using the objective and subjective preclinical academic performance of the medical students as indicators, we observed that neither could be trait-relevant situations to enhance their CSE expression. CSE personality tendencies might be key to medical students’ ability to noncognitively adapt to clinical training during their clerkships. These tendencies should be identified earlier so that mentors can provide prompt care and support to mentees (medical students) during clerkships. PMID:29186158

Determinants and effects of medical students' core self-evaluation tendencies on clinical competence and workplace well-being in clerkship.

PubMed

Lin, Yung Kai; Chen, Der-Yuan; Lin, Blossom Yen-Ju

2017-01-01

Core self-evaluation (CSE) is a personality trait that involves a person's evaluation of his or her own worth, competence, and capability. The objective of this study was to determine whether medical students' CSEs exert beneficial effects on their adaptation to their clerkship in terms of their clinical competence and workplace well-being and whether their preclinical academic performance can be a trait-relevant situation that enhances their CSE expression. In total, 127 medical students from 2 cohorts were included as participants in this study. We analyzed complete measures of personal background, objective and subjective preclinical academic performance (course evaluation grades and self-reported efficacy), CSE tendencies, and clinical competence (as objective structured clinical examination scores) and workplace well-being (as compassion satisfaction and burnout) during their 2-year clerkship. Mixed linear models for repeated measures and multiple regressions were employed. Participants' CSE tendencies had positive effects on their workplace compassion satisfaction and burnout but not on their clinical competence during their clerkship. Additionally, using the objective and subjective preclinical academic performance of the medical students as indicators, we observed that neither could be trait-relevant situations to enhance their CSE expression. CSE personality tendencies might be key to medical students' ability to noncognitively adapt to clinical training during their clerkships. These tendencies should be identified earlier so that mentors can provide prompt care and support to mentees (medical students) during clerkships.

Competency Analytics Tool: Analyzing Curriculum Using Course Competencies

ERIC Educational Resources Information Center

Gottipati, Swapna; Shankararaman, Venky

2018-01-01

The applications of learning outcomes and competency frameworks have brought better clarity to engineering programs in many universities. Several frameworks have been proposed to integrate outcomes and competencies into course design, delivery and assessment. However, in many cases, competencies are course-specific and their overall impact on the…

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…

Active Learning through a Debate Series in a First-Year Pharmacy Self-Care Course

PubMed Central

Collins, Christine; Danison, Ryan; Lewis, Michelle

2015-01-01

Objective. To evaluate the usefulness of formal debates in the pharmacy classroom as a way to learn course material and as a tool for developing competency in essential skills including critical thinking, communication, public speaking, research methods, and teamwork. Design. Debates were incorporated into a self-care course, where students were assigned different debate topics focused on controversial issues. Quantitative analysis was completed to assess debate style learning, knowledge about the subjects presented, and the impact on necessary skills. Assessment. Quizzes given before and after debates showed up to a 36% improvement in grades and up to a 31% change in opinions on the topic. Students assessed themselves as more competent in the skill sets at the completion of the debate series. Conclusion. Incorporation of debates into didactic style courses offers students an opportunity to improve upon skills that will help them succeed as pharmacists. PMID:25861106

Psychological need satisfaction, intrinsic motivation and affective response to exercise in adolescents

PubMed Central

Schneider, Margaret L.; Kwan, Bethany M.

2013-01-01

Objectives To further understanding of the factors influencing adolescents’ motivations for physical activity, the relationship of variables derived from Self-Determination Theory to adolescents’ affective response to exercise was examined. Design Correlational. Method Adolescents (N = 182) self-reported psychological needs satisfaction (perceived competence, relatedness, and autonomy) and intrinsic motivation related to exercise. In two clinic visits, adolescents reported their affect before, during, and after a moderate-intensity and a hard-intensity exercise task. Results Affective response to exercise and psychological needs satisfaction independently contributed to the prediction of intrinsic motivation in hierarchical linear regression models. The association between affective response to exercise and intrinsic motivation was partially mediated by psychological needs satisfaction. Conclusions Intrinsic motivation for exercise among adolescents may be enhanced when the environment supports perceived competence, relatedness, and autonomy, and when adolescents participate in activities that they find enjoyable. PMID:24015110

To bee or not to bee, this is the question…: The inborn numerical competence of humans and honeybees.

PubMed

Gross, Hans J

2011-09-01

Human inborn numerical competence means our ability to recognize object numbers precisely under circumstances which do not allow sequential counting. This archaic process has been called "subitizing," from the Latin "subito" = suddenly, immediately, indicating that the objects in question are presented to test persons only for a fraction of a second in order to prevent counting. In contrast, however, sequential counting, an outstanding cultural achievement of mankind, means to count "1, 2, 3, 4, 5, 6, 7, 8…" without a limit. The following essay will explain how the limit of numerical competence, i.e., the recognition of object numbers without counting, has been determined for humans and how this has been achieved for the first time in case of an invertebrate, the honeybee. Finally, a hypothesis explaining the influence of our limited, inborn numerical competence on counting in our times, e.g., in the Russian language, will be presented. Subitizing versus counting by young Down syndrome infants and autistics and the Savant syndrome will be discussed.

Use of an Objective Structured Clinical Examination in Clinical Nurse Specialist Education.

PubMed

Cuevas, Heather E; Timmerman, Gayle M

2016-01-01

Helping patients maximize their potential using expert coaching to facilitate lifestyle change is an important practice area for clinical nurse specialists (CNSs). The purpose is to determine the usefulness of objective structured clinical examinations (OSCEs) for evaluating CNS students' coaching competencies in the context of facilitating lifestyle change. Despite the use of OSCEs to assess competencies in clinical skills (eg, performance of procedures, decision making), its potential for evaluating coaching competencies for lifestyle change has not been demonstrated. We developed 4 OSCEs dealing with coaching patients in exercise, weight loss, stress reduction, or nonpharmacologic management of hyperlipidemia. Evaluation criteria included (1) approach to the patient, (2) information gathering, (3) motivational interviewing, and (4) management (medical and behavioral strategies). Student performance ranged from highly organized with proficient coaching skills to disorganized and focused solely on clinical management and prescriptive communication. Student responses were positive. Objective structured clinical examinations were highly useful for evaluating CNS students' coaching competencies for lifestyle change. Using OSCEs early in the semester to provide students feedback on their performance and again at the end to determine improvement optimizes use of this teaching strategy.

Educating medical students as competent users of health information technologies: the MSOP data.

PubMed

McGowan, Julie J; Passiment, Morgan; Hoffman, Helene M

2007-01-01

As more health information technologies become part of the health care environment, the need for physicians with medical informatics competencies is growing. In 2006, a survey was created to determine the degree to which the Association of American Medical College's Medical School Objectives Project (MSOP) medical informatics competencies had been incorporated into medical school curricula in the United States. a web-based tool was used to create the survey; medical education deans or their designees were requested to complete the survey. Analysis focused on the clinician, researcher, and manager roles of physicians. Seventy usable surveys were returned. Many of the objectives were stated in the schools' respective curricula and the competencies were being evaluated. However, only a few schools taught and assessed the medical informatics objectives that required interaction with health information. To insure that physicians have the knowledge, skills, and attitudes to effectively and efficiently interact with today's health information technologies, more medical informatics concepts need to be included and assessed in all undergraduate medical education curricula in the United States.

A longitudinal study of well-being, confidence and competence in junior doctors and the impact of emergency medicine placements

PubMed Central

Mason, Suzanne; O'Keeffe, Colin; Carter, Angela; Stride, Chris

2016-01-01

Objectives To measure levels of, and change in junior doctor well-being, confidence and self-reported competence over their second postgraduate training year and the impact of emergency department (ED) placements on these outcomes. Design A longitudinal study using an online survey administered at four time points (2010–2011). Setting 28 Acute Hospital Trusts, drawn from nine participating Postgraduate Deaneries in England. Participants Junior doctors who had a placement in an ED as part of their second postgraduate training year. Main outcome measures Levels of anxiety, depression, motivation, job satisfaction, confidence and self-reported competence, collected at four time points spread over the period of the doctor's second training year (F2). Results 217 junior doctors were recruited to the study. Over the year there was a significant increase in their overall job satisfaction, confidence and self-reported competence. Junior doctors also reported significantly increased levels of motivation and anxiety, and significantly decreased levels of extrinsic job satisfaction when working in ED compared with other specialties. There were also significant increases in both junior doctor confidence and self-reported competence after their placement in ED relative to other specialties. Conclusions While elements of junior doctor well-being worsened in their ED placement compared with their time spent in other specialties, the increased levels of anxiety and reduced extrinsic job satisfaction were within the normal range for other healthcare workers. These deficits were also balanced by greater improvements in motivation, confidence in managing common acute clinical conditions and perceived competence in performing acute procedures compared with benefits offered by placements in other specialties. PMID:26338523

Teaching evidence-based practice principles to prepare health professions students for an interprofessional learning experience

PubMed Central

Aronoff, Nell; Stellrecht, Elizabeth; Lyons, Amy G.; Zafron, Michelle L.; Glogowski, Maryruth; Grabowski, Jeremiah; Ohtake, Patricia J.

2017-01-01

Objective: The research assessed online learning modules designed to teach health professions students evidence-based practice (EBP) principles in an interprofessional context across two institutions. Methods: Students from nine health professions at two institutions were recruited to participate in this pilot project consisting of two online learning modules designed to prepare students for an in-person case-based interprofessional activity. Librarians and an instructional designer created two EBP modules. Students’ competence in EBP was assessed before and after the modules as well as after the in-person activity. Students evaluated the online learning modules and their impact on the students’ learning after the in-person session. Results: A total of 39 students from 8 health professions programs participated in the project. Average quiz scores for online EBP module 1 and module 2 were 83% and 76%, respectively. Following completion of the learning modules, adapted Fresno test of competence in EBP scores increased (p=0.001), indicating that the modules improved EBP skill competence. Student evaluations of the learning modules were positive. Students indicated that they acquired new information skills that contributed to their ability to develop a patient care plan and that they would use these information skills in their future clinical practice. Conclusions: Online EBP learning modules were effective in developing EBP knowledge and skills for health professions students. Using the same modules ensured that students from different health professions at different stages of their professional programs had consistent knowledge and enabled each student to fully engage in an interprofessional evidence-based activity. Student feedback indicated the modules were valued and beneficial. PMID:28983201

Evaluer les competences de communication en milieu scolaire (Evaluating Communicative Competence in the School Environment).

ERIC Educational Resources Information Center

Mothe, Jean-Claude

1981-01-01

Discusses the various aspects of tests based on the concepts of communicative competence and formative evaluation where the objective of the evaluation is to verify whether the learner is capable of using the language in actual communication. Takes most of the examples discussed from the text "Methode Orange 2." (MES)

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)

Organization of Individual Work of Students under Competence-Oriented Approach to Education in Higher School

ERIC Educational Resources Information Center

Ualiyeva, Nazym T.; Murzalinova, Alma Z.

2016-01-01

The main objective of this research is to identify the essence, content and specifics of organization of individual work of higher school students under competence-oriented approach. The research methodology is related to the choice of competence-oriented approach to ensure transformation of individual work into individual activity in…

Vocational Education Home Economics Education Teacher Handbook Grades 7-12. North Carolina Competency-Based Curriculum.

ERIC Educational Resources Information Center

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

This teacher handbook provides recommended goals and objectives and suggested measures for the competency-based secondary home economics curriculum in North Carolina. The guide is organized in two sections. The first section consists of an overview of the North Carolina Standard Course of Study and the competency-based curriculum. Information on…

Competence-Related Metadata for Educational Resources that Support Lifelong Competence Development Programmes

ERIC Educational Resources Information Center

Sampson, Demetrios G.

2009-01-01

In the context of the emerging paradigm of Lifelong Learning, competence-based learning is gradually attracting the attention of the Technology-Enhanced Learning community, since it appears to meet the 21st Century learning and training expectations of both individuals and organisations. On the other hand, the paradigm of Learning Objects--as a…

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…

The Foreign Language and Intercultural Competence Teacher: The Acquisition of a New Professional Identity

ERIC Educational Resources Information Center

Sercu, Lies

2006-01-01

It has now become commonplace to state that foreign language learning should be viewed in an intercultural perspective. The main objective of foreign language education is no longer defined strictly in terms of the acquisition of communicative competence. Teachers are now required to teach intercultural communicative competence. The aim of the…

MECHANICAL COMPETENCIES NEEDED FOR EMPLOYMENT IN FARM MACHINERY SALES AND SERVICE, AND FARM SUPPLIES AND EQUIPMENT BUSINESSES.

ERIC Educational Resources Information Center

GENTRY, GENE A.

OBJECTIVES WERE TO DETERMINE--(1) THE MECHANICAL COMPETENCIES AND UNDERSTANDINGS NEEDED BY EMPLOYEES IN TWO OFF-FARM AGRICULTURAL OCCUPATIONS, AND (2) THE DIFFERENCES BETWEEN COMPETENCIES NEEDED BY THESE EMPLOYEES AND SUCCESSFUL FARMERS. DAVID TUGEND'S SURVEY INSTRUMENT WAS THE BASIS FOR AN INSTRUMENT USED TO INTERVIEW RANDOM SAMPLES OF 25…

Improving the Entrepreneurial Competencies of Dutch Dairy Farmers through the Use of Study Groups

ERIC Educational Resources Information Center

Bergevoet, R. H. M.; Van Woerkum, Cees

2006-01-01

The objective of this paper is to describe and analyse the role that study groups might play in improving the entrepreneurial competencies of farmers. The most important competencies are described. Emphasis is placed on group learning processes and participatory approaches. Theories of adult learning and extension paradigms in relation to our…

Design of a Competency Administration Toolset (CAT)

DTIC Science & Technology

2017-03-01

Distribution is unlimited. DESIGN OF A COMPETENCY ADMINISTRATION TOOLSET (CAT) by David Cudd, Justin Letwinsky, Allison Moon, David Rodriguez, Blake......processing, which is perceived to be inefficient in both time and cost. The purpose of this systems engineering project was to design a web-based system

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.

Food Marketing: Cashier-Checker. Student Material. Competency Based Curriculum.

ERIC Educational Resources Information Center

Froelich, Larry; And Others

This curriculum for food marketing (cashier-checking) is designed to provide entry-level employment skills. It is organized into 13 units which contain one to ten competencies. A student competency sheet provided for each competency is organized into this format: unit and competency number and name, learning steps, learning activities, and…

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…

A Taxonomy of Instructional Objectives for Developmentally Disabled Persons: Vocational Domain. Working Paper 85-1. COMPETE: Community-Based Model for Public-School Exit and Transition to Employment.

ERIC Educational Resources Information Center

Dever, Richard B.

The purpose of Project COMPETE is to use previous research and exemplary practices to develop and validate a model and training sequence to assist retarded youth to make the transition from school to employment in the most competitive environment possible. This project working paper lists vocational goals and objectives that individuals with…

Template for a recommended curriculum in "Veterinary Professional Development and Career Success".

PubMed

Lloyd, James W; Walsh, Donal A

2002-01-01

Recent studies of the veterinary profession have established a need for training in various areas beyond those directed toward building competence and proficiency as a clinician. To address this need, a workshop was designed whose objective was to develop a detailed outline of a model curriculum that would encompass the skills, knowledge, aptitudes, and attitudes deemed essential for economic success in the veterinary profession. The model curriculum was created from comprehensive input provided by consultants and educators. Constraints for implementation of this curriculum are identified, and future directions are discussed.

Teaching and learning apheresis medicine: The Bermuda Triangle in Education.

PubMed

Crookston, Kendall P; Richter, Deana M

2010-01-01

Apheresis Medicine has evolved markedly due to an explosion of knowledge and technology, whereas the time available for training has shrunk as curricula have become increasingly overloaded. Apheresis teaching has inherited a strong clinical context where real patient problems are used in a hands-on environment. To optimize instruction, those involved in the education of apheresis professionals need to have (1) knowledge of how clinical laboratory medicine education has developed as a field, (2) an understanding of what is known from theory and research about how people learn, and (3) the skills to design teaching/learning activities in ways consistent with literature-based principles of adult education. These developments in education provide a context for curriculum projects currently underway by the American Society for Apheresis. Teachers must determine which competencies are central to the essence of a trained professional. Specific, robust, learning objectives targeted toward the development of higher levels of thinking, professional attitudes, and requisite skills are formulated to guide the learner toward mastering those competencies. Curriculum is developed for each objective, consisting of content and the best teaching/learning methods to help learners attain the objective. Appropriate assessment strategies are identified to determine whether the objective is being achieved. The integration of objectives, curriculum, and assessment creates The Bermuda Triangle of Education (Richter, The Circle of Learning and Bermuda Triangle in Education, University of New Mexico School of Medicine, 2004). When educators do not effectively navigate The Bermuda Triangle of Education, learning may disappear into the murky depths of confusion and apathy. When successfully navigated, the result will be a significant learning experience that leads to transformation through education. 2010 Wiley-Liss, Inc.

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.

Applying the food safety objective and related standards to thermal inactivation of Salmonella in poultry meat.

PubMed

Membré, Jeanne-Marie; Bassett, John; Gorris, Leon G M

2007-09-01

The objective of this study was to investigate the practicality of designing a heat treatment process in a food manufacturing operation for a product governed by a Food Safety Objective (FSO). Salmonella in cooked poultry meat was taken as the working example. Although there is no FSO for this product in current legislation, this may change in the (near) future. Four different process design calculations were explored by means of deterministic and probabilistic approaches to mathematical data handling and modeling. It was found that the probabilistic approach was a more objective, transparent, and quantifiable approach to establish the stringency of food safety management systems. It also allowed the introduction of specific prevalence rates. The key input analyzed in this study was the minimum time required for the heat treatment at a fixed temperature to produce a product that complied with the criterion for product safety, i.e., the FSO. By means of the four alternative process design calculations, the minimum time requirement at 70 degrees C was established and ranged from 0.26 to 0.43 min. This is comparable to the U.S. regulation recommendations and significantly less than that of 2 min at 70 degrees C used, for instance, in the United Kingdom regulation concerning vegetative microorganisms in ready-to-eat foods. However, the objective of this study was not to challenge existing regulations but to provide an illustration of how an FSO established by a competent authority can guide decisions on safe product and process designs in practical operation; it hopefully contributes to the collaborative work between regulators, academia, and industries that need to continue learning and gaining experience from each other in order to translate risk-based concepts such as the FSO into everyday operational practice.

The State of Evaluation in Internal Medicine Residency

PubMed Central

Holmboe, Eric; Beasley, Brent W.

2008-01-01

Background There are no nationwide data on the methods residency programs are using to assess trainee competence. The Accreditation Council for Graduate Medical Education (ACGME) has recommended tools that programs can use to evaluate their trainees. It is unknown if programs are adhering to these recommendations. Objective To describe evaluation methods used by our nation’s internal medicine residency programs and assess adherence to ACGME methodological recommendations for evaluation. Design Nationwide survey. Participants All internal medicine programs registered with the Association of Program Directors of Internal Medicine (APDIM). Measurements Descriptive statistics of programs and tools used to evaluate competence; compliance with ACGME recommended evaluative methods. Results The response rate was 70%. Programs were using an average of 4.2–6.0 tools to evaluate their trainees with heavy reliance on rating forms. Direct observation and practice and data-based tools were used much less frequently. Most programs were using at least 1 of the Accreditation Council for Graduate Medical Education (ACGME)’s “most desirable” methods of evaluation for all 6 measures of trainee competence. These programs had higher support staff to resident ratios than programs using less desirable evaluative methods. Conclusions Residency programs are using a large number and variety of tools for evaluating the competence of their trainees. Most are complying with ACGME recommended methods of evaluation especially if the support staff to resident ratio is high. PMID:18612734

Teacher's opinion about learning continuum of genetics based on student's level of competence

NASA Astrophysics Data System (ADS)

Juniati, Etika; Subali, Bambang

2017-08-01

This study focuses on designing learning continuum for developing a curriculum. The objective of this study is to get the opinion of junior and senior high school teachers about Learning Continuum based on Student's Level of Competence and Specific Pedagogical Learning Material on Aspect of Genetics Aspects. This research is a survey research involving 281 teachers from junior and senior high school teachers as respondents taken from five districts and city in Yogyakarta Special Region. The results of this study show that most of the junior high school teachers argue that sub aspects individual reproduction should be taught to students of grade VII and IX, virus reproduction at the grade X, and cell reproduction to mutation at the grade IX with level of competence to understand (C2) while most of the senior high school teachers argue that sub aspects individual, cell, and virus reproduction must be taught to students of grade X and division mechanism to mutation at the grade XII with level of competence to understand (C2), apply (C3), and analyze (C4). Based on the opinion of teachers, sub concepts in genetics can be taught from junior high school with different in the scope of materials but learning continuum that has been developed is not relevant with the students cognitive development and their grades.

Parenthood Education: A Curriculum Guide.

ERIC Educational Resources Information Center

Northern Illinois Univ., De Kalb. Dept. of Home Economics.

This home economics education curriculum guide provides the teacher-developer with learner competencies for a parenthood education program. The guide is designed in the form of competency statements, criteria for the competency, and enabling activities. Chapter 1, parental relationships, contains competencies concerning preparation for parenthood,…

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.

National reregistration and the continuing competence of EMT-paramedics

DOT National Transportation Integrated Search

2006-04-01

Objective: To determine if a difference exists in the continued cognitive competence of Nationally Registered Emergency Medical Technician Paramedics (NREMT-P) who voluntarily reregistered with the NREMT (a national non-profit corporation that provid...

An integrated approach to engineering curricula improvement with multi-objective decision modeling and linear programming

NASA Astrophysics Data System (ADS)

Shea, John E.

The structure of engineering curricula currently in place at most colleges and universities has existed since the early 1950's, and reflects an historical emphasis on a solid foundation in math, science, and engineering science. However, there is often not a close match between elements of the traditional engineering education, and the skill sets that graduates need to possess for success in the industrial environment. Considerable progress has been made to restructure engineering courses and curricula. What is lacking, however, are tools and methodologies that incorporate the many dimensions of college courses, and how they are structured to form a curriculum. If curriculum changes are to be made, the first objective must be to determine what knowledge and skills engineering graduates need to possess. To accomplish this, a set of engineering competencies was developed from existing literature, and used in the development of a comprehensive mail survey of alumni, employers, students and faculty. Respondents proposed some changes to the topics in the curriculum and recommended that work to improve the curriculum be focused on communication, problem solving and people skills. The process of designing a curriculum is similar to engineering design, with requirements that must be met, and objectives that must be optimized. From this similarity came the idea for developing a linear, additive, multi-objective model that identifies the objectives that must be considered when designing a curriculum, and contains the mathematical relationships necessary to quantify the value of a specific alternative. The model incorporates the three primary objectives of engineering topics, skills, and curriculum design principles and uses data from the survey. It was used to design new courses, to evaluate various curricula alternatives, and to conduct sensitivity analysis to better understand their differences. Using the multi-objective model to identify the highest scoring curriculum from a catalog of courses is difficult because of the many factors being considered. To assist this process, the multi-objective model and the curriculum requirements were incorporated in a linear program to select the "optimum" curriculum. The application of this tool was also beneficial in identifying the active constraints that limit curriculum development and content.

Applying Probabilistic Decision Models to Clinical Trial Design

PubMed Central

Smith, Wade P; Phillips, Mark H

2018-01-01

Clinical trial design most often focuses on a single or several related outcomes with corresponding calculations of statistical power. We consider a clinical trial to be a decision problem, often with competing outcomes. Using a current controversy in the treatment of HPV-positive head and neck cancer, we apply several different probabilistic methods to help define the range of outcomes given different possible trial designs. Our model incorporates the uncertainties in the disease process and treatment response and the inhomogeneities in the patient population. Instead of expected utility, we have used a Markov model to calculate quality adjusted life expectancy as a maximization objective. Monte Carlo simulations over realistic ranges of parameters are used to explore different trial scenarios given the possible ranges of parameters. This modeling approach can be used to better inform the initial trial design so that it will more likely achieve clinical relevance. PMID:29888075

Using Positive Youth Development Constructs to Design a Drug Education Curriculum for Junior Secondary Students in Hong Kong

PubMed Central

Lam, Ching Man; Lau, Patrick S. Y.; Law, Ben M. F.; Poon, Y. H.

2011-01-01

This paper outlines the design of a new curriculum for positive youth development (P.A.T.H.S. II) in Hong Kong. The paper discusses the conceptual base for designing a drug-education curriculum for junior-secondary students using four positive youth development constructs—cognitive competence, emotional competence, beliefs in the future, and self-efficacy. The program design is premised on the belief that adolescents do have developmental assets; therefore, the curriculum is designed to develop their psychosocial competencies. The goal of the curriculum is to develop the selfhood of these youths and ultimately achieve the goal of successful adolescent development. PMID:22194667

Attitudes and beliefs of occupational therapists participating in a cultural competency workshop.

PubMed

Steed, Robin

2010-09-01

The purpose of this study was to increase understanding of the subjective experience of 13 white, female occupational therapists in Louisiana as they participated in a 6-hour workshop on cultural competency. The study employed a mixed method design using qualitative data, obtained from structured reflection questions, and quantitative data, obtained from two objective outcome measures. Three themes emerged from the qualitative data regarding the participants' conflicting attitudes towards African American clients. Therapists believed that: (1) healthcare disparities are not due to racial discrimination; (2) therapists should listen to and educate African American clients; and (3) racial bias and stress contribute to health issues in African American clients. Results from the two outcome measures, the Racial Argument Scale and the Racial Attitude Implicit Association Test, indicate that overall, the study participants held significantly negative attitudes towards African Americans which was not ameliorated by the intervention. The small convenience sample in this study precludes generalization to a broader population, and further investigation into the attitudes of healthcare professionals in Louisiana is needed. Future instructional interventions should take into account the participants' developmental stage of cultural competence. Copyright 2010 John Wiley & Sons, Ltd.

Development and evaluation of a web-based breast cancer cultural competency course for primary healthcare providers.

PubMed

Palmer, Richard C; Samson, Raquel; Triantis, Maria; Mullan, Irene D

2011-08-15

To develop and evaluate a continuing medical education (CME) course aimed at improving healthcare provider knowledge about breast cancer health disparities and the importance of cross-cultural communication in provider-patient interactions about breast cancer screening. An interactive web-based CME course was developed and contained information about breast cancer disparities, the role of culture in healthcare decision making, and demonstrated a model of cross-cultural communication. A single group pre-/post-test design was used to assess knowledge changes. Data on user satisfaction was also collected. In all, 132 participants registered for the CME with 103 completing both assessments. Differences between pre-/post-test show a significant increase in knowledge (70% vs. 94%; p < .001). Ninety-five percent of participants agreed that the web based training was an appropriate tool to train healthcare providers about cultural competency and health disparities. There was an overall high level of satisfaction among all users. Users felt that learning objectives were met and the web-based format was appropriate and easy to use and suggests that web-based CME formats are an appropriate tool to teach cultural competency skills. However, more information is needed to understand how the CME impacted practice behaviors.

Quantitative evaluation of "Can It Happen in Kansas: Response to Terrorism and Emerging Infections".

PubMed

Ablah, Elizabeth; Molgaard, Craig A; Fredrickson, Doren D; Wetta-Hall, Ruth; Cook, David J

2005-11-01

This study describes the evaluation of a 2-year plan to train 10 percent of Kansas' multidisciplinary health professionals for response to terrorism and emerging infections. This project was part of a national effort covering 19 states funded by the Health Resources and Services Administration in 2003. The initial training occurred in six 2-day workshops. A terrorism preparedness questionnaire was developed to assess Health Resources and Services Administration terrorism response competencies/learning objectives. These were measured before, after, and 3 months after training in a hybrid cross-sectional and cohort follow-up design. Health professionals' mean scores significantly improved on all four Health Resources and Services Administration terrorism self-reported competencies from pretest to posttest. Three months posttraining, health professionals' mean scores decreased slightly but remained significantly higher than their pretest scores. This project prepared healthcare professionals to respond to the medical consequences of terrorism. The integration of core competencies into the evaluation plan allowed for trainees to evaluate their confidence and abilities. The evaluation plan and curriculum may serve as useful tools for preparation of healthcare workers nationwide, with the potential to rebuild the public health infrastructure to assume preparedness responsibilities.

Evaluation of a clinical leadership programme for nurse leaders.

PubMed

Martin, Jacqueline S; McCormack, Brendan; Fitzsimons, Donna; Spirig, Rebecca

2012-01-01

This is an evaluation study of the impact of the adapted RCN Clinical Leadership Programme on the development of leadership competencies of nurse leaders in Switzerland. Transformational leadership competencies are essential for delivering high-quality care within health-care organizations. However, many countries have identified a lack of leadership skills in nurse leaders. Consequently, the development of leadership competencies is a major objective for health-care centres. This article describes the quantitative results of a mixed methods study. A one-group pre-test-post-test quasi-experimental design was used. A convenience sample of 14 ward leaders were assessed three times using the Leadership Practices Inventory (LPI). Descriptive and inferential data analysis techniques were employed. In total 420 observer-assessment questionnaires and 42 self-assessment questionnaires were distributed. Our main finding was that nurse leaders following the programme, demonstrated significant improvement in two subscales of the LPI -'inspiring a shared vision' and 'challenging the process'. This study showed improvement in two leadership practices of nurse leaders following a programme that has been adapted to Swiss health care. Findings concur with others studies that suggest that investments in educational programs to facilitate leadership skills in nurse leaders are justified. © 2011 Blackwell Publishing Ltd.

Nursing staff's communication modes in patient transfer before and after an educational intervention.

PubMed

Kindblom-Rising, Kristina; Wahlstrom, Rolf; Ekman, Sirkka-Liisa; Buer, Nina; Nilsson-Wikmar, Lena

2010-10-01

The objective was to explore and describe nursing staff's body awareness and communication in patient transfers and evaluate any changes made after an educational intervention to promote staff competence in guiding patients to move independently. In total, 63 nursing staff from two hospitals wrote weekly notes before and after the intervention. The topics were: A) reflect on a transfer during the last week that you consider was good and one that was poor; B) reflect on how your body felt during a good and a poor transfer. The notes were analysed with content analysis. The results showed five different communication modes connected with nursing staff's physical and verbal communication. These communication modes changed after 1 year to a more verbal communication, focusing on the patient's mobility. The use of instructions indicated a new or different understanding of patient transfer, which may contribute to a development of nursing staff's competence. STATEMENT OF RELEVANCE: The present findings indicate that patient transfer consists of communication. Therefore, verbal and bodily communication can have an integral part of training in patient transfer; furthermore, the educational design of such programmes is important to reach the goal of developing new understanding and enhancing nursing staff's competence in patient transfer.

Preparing Residents Effectively in Emergency Skills Training With a Serious Game

PubMed Central

Dankbaar, Mary E.W.; Roozeboom, Maartje Bakhuys; Oprins, Esther A.P. B.; Rutten, Frans; van Merrienboer, Jeroen J.G.; van Saase, Jan L.C.M.; Schuit, Stephanie C.E.

2017-01-01

Introduction Training emergency care skills is critical for patient safety but cost intensive. Serious games have been proposed as an engaging self-directed learning tool for complex skills. The objective of this study was to compare the cognitive skills and motivation of medical residents who only used a course manual as preparation for classroom training on emergency care with residents who used an additional serious game. Methods This was a quasi-experimental study with residents preparing for a rotation in the emergency department. The “reading” group received a course manual before classroom training; the “reading and game” group received this manual plus the game as preparation for the same training. Emergency skills were assessed before training (with residents who agreed to participate in an extra pretraining assessment), using validated competency scales and a global performance scale. We also measured motivation. Results All groups had comparable important characteristics (eg, experience with acute care). Before training, the reading and game group felt motivated to play the game and spent more self-study time (+2.5 hours) than the reading group. Game-playing residents showed higher scores on objectively measured and self-assessed clinical competencies but equal scores on the global performance scale and were equally motivated for training, compared with the reading group. After the 2-week training, no differences between groups existed. Conclusions After preparing training with an additional serious game, residents showed improved clinical competencies, compared with residents who only studied course material. After a 2-week training, this advantage disappeared. Future research should study the retention of game effects in blended designs. PMID:27764018

Preparing Residents Effectively in Emergency Skills Training With a Serious Game.

PubMed

Dankbaar, Mary E W; Roozeboom, Maartje Bakhuys; Oprins, Esther A P B; Rutten, Frans; van Merrienboer, Jeroen J G; van Saase, Jan L C M; Schuit, Stephanie C E

2017-02-01

Training emergency care skills is critical for patient safety but cost intensive. Serious games have been proposed as an engaging self-directed learning tool for complex skills. The objective of this study was to compare the cognitive skills and motivation of medical residents who only used a course manual as preparation for classroom training on emergency care with residents who used an additional serious game. This was a quasi-experimental study with residents preparing for a rotation in the emergency department. The "reading" group received a course manual before classroom training; the "reading and game" group received this manual plus the game as preparation for the same training. Emergency skills were assessed before training (with residents who agreed to participate in an extra pretraining assessment), using validated competency scales and a global performance scale. We also measured motivation. All groups had comparable important characteristics (eg, experience with acute care). Before training, the reading and game group felt motivated to play the game and spent more self-study time (+2.5 hours) than the reading group. Game-playing residents showed higher scores on objectively measured and self-assessed clinical competencies but equal scores on the global performance scale and were equally motivated for training, compared with the reading group. After the 2-week training, no differences between groups existed. After preparing training with an additional serious game, residents showed improved clinical competencies, compared with residents who only studied course material. After a 2-week training, this advantage disappeared. Future research should study the retention of game effects in blended designs.

Evaluation of the Program Effectiveness of Research Competence Development in Prospective Elementary School Teachers

ERIC Educational Resources Information Center

Khan, Natalya N.; Kolumbayeva, Sholpan Zh.; Karsybayeva, Raissa K.; Nabuova, Roza A.; Kurmanbekova, Manshuk B.; Syzdykbayeva, Aigul Dzh.

2016-01-01

To develop research competence in prospective teachers, a system of methods for diagnostics and formation of this competence in prospective elementary school teachers in the training process is designed. To diagnose the research competence, a series of techniques were used that allow subtle evaluation of each competence research component:…

An evaluation of the competencies of primary health care clinic nursing managers in two South African provinces

PubMed Central

Munyewende, Pascalia O.; Levin, Jonathan; Rispel, Laetitia C.

2016-01-01

Background Managerial competencies to enhance individual and organisational performance have gained currency in global efforts to strengthen health systems. Competent managers are essential in the implementation of primary health care (PHC) reforms that aim to achieve universal health coverage. Objective To evaluate the competencies of PHC clinic nursing managers in two South African provinces. Design A cross-sectional study was conducted in two South African provinces. Using stratified random sampling, 111 PHC clinic nursing managers were selected. All supervisors (n=104) and subordinate nurses (n=383) were invited to participate in the survey on the day of data collection. Following informed consent, the nursing managers, their supervisors, and subordinate nurses completed a 40-item, 360-degree competency assessment questionnaire, with six domains: communication, leadership and management, staff management, financial management, planning and priority setting, and problem-solving. Standard deviations, medians, and inter-quartile ranges (IQRs) were computed separately for PHC nursing managers, supervisors, and subordinate nurses for competencies in the six domains. The Tinsley and Weiss index was used to assess agreement between each of the three possible pairs of raters. Results A 95.4% response rate was obtained, with 105 nursing managers in Gauteng and Free State completing the questionnaires. There was a lack of agreement about nursing managers’ competencies among the three groups of raters. Overall, clinic nursing managers rated themselves high on the five domains of communication (8.6), leadership and management (8.67), staff management (8.75), planning and priority setting (8.6), and problem-solving (8.83). The exception was financial management with a median score of 7.94 (IQR 6.33–9.11). Compared to the PHC clinic managers, the supervisors and subordinate nurses gave PHC nursing managers lower ratings on all six competency domains, with the lowest rating for financial management (supervisor median rating 6.56; subordinate median rating 7.31). Conclusion The financial management competencies of PHC clinic nursing managers need to be prioritised in continuing professional development programmes. PMID:27938631

Evolutionary multiobjective design of a flexible caudal fin for robotic fish.

PubMed

Clark, Anthony J; Tan, Xiaobo; McKinley, Philip K

2015-11-25

Robotic fish accomplish swimming by deforming their bodies or other fin-like appendages. As an emerging class of embedded computing system, robotic fish are anticipated to play an important role in environmental monitoring, inspection of underwater structures, tracking of hazardous wastes and oil spills, and the study of live fish behaviors. While integration of flexible materials (into the fins and/or body) holds the promise of improved swimming performance (in terms of both speed and maneuverability) for these robots, such components also introduce significant design challenges due to the complex material mechanics and hydrodynamic interactions. The problem is further exacerbated by the need for the robots to meet multiple objectives (e.g., both speed and energy efficiency). In this paper, we propose an evolutionary multiobjective optimization approach to the design and control of a robotic fish with a flexible caudal fin. Specifically, we use the NSGA-II algorithm to investigate morphological and control parameter values that optimize swimming speed and power usage. Several evolved fin designs are validated experimentally with a small robotic fish, where fins of different stiffness values and sizes are printed with a multi-material 3D printer. Experimental results confirm the effectiveness of the proposed design approach in balancing the two competing objectives.

Design optimization of high-speed proprotor aircraft

NASA Technical Reports Server (NTRS)

Schleicher, David R.; Phillips, James D.; Carbajal, Kevin B.

1993-01-01

NASA's high-speed rotorcraft (HSRC) studies have the objective of investigating technology for vehicles that have both low downwash velocities and forward flight speed capability of up to 450 knots. This paper investigates a tilt rotor, a tilt wing, and a folding tilt rotor designed for a civil transport mission. Baseline aircraft models using current technology are developed for each configuration using a vertical/short takeoff and landing (V/STOL) aircraft design synthesis computer program to generate converged vehicle designs. Sensitivity studies and numerical optimization are used to illustrate each configuration's key design tradeoffs and constraints. Minimization of the gross takeoff weight is used as the optimization objective function. Several advanced technologies are chosen, and their relative impact on future configurational development is discussed. Finally, the impact of maximum cruise speed on vehicle figures of merit (gross weight, productivity, and direct operating cost) is analyzed. The three most important conclusions from the study are payload ratios for these aircraft will be commensurate with current fixed-wing commuter aircraft; future tilt rotors and tilt wings will be significantly lighter, more productive, and cheaper than competing folding tilt rotors; and the most promising technologies are an advanced-technology proprotor for both tilt rotor and tilt wing and advanced structural materials for the folding tilt rotor.

A 17 degree of freedom anthropomorphic manipulator

NASA Technical Reports Server (NTRS)

Vold, Havard I.; Karlen, James P.; Thompson, Jack M., Jr.; Farrell, James D.; Eismann, Paul H.

1989-01-01

A 17 axis anthropomorphic manipulator, providing coordinated control of two seven degree of freedom arms mounted on a three degree of freedom torso-waist assembly, is presented. This massively redundant telerobot, designated the Robotics Research K/B-2017 Dexterous Manipulator, employs a modular mechanism design with joint-mounted actuators based on brushless motors and harmonic drive gear reducers. Direct joint torque control at the servo level causes these high-output joint drives to behave like direct-drive actuators, facilitating the implementation of an effective impedance control scheme. The redundant, but conservative motion control system models the manipulator as a spring-loaded linkage with viscous damping and rotary inertia at each joint. This approach allows for real time, sensor-driven control of manipulator pose using a hierarchy of competing rules, or objective functions, to avoid unplanned collisions with objects in the workplace, to produce energy-efficient, graceful motion, to increase leverage, to control effective impedance at the tool or to favor overloaded joints.

The portfolio approach to competency-based assessment at the Cleveland Clinic Lerner College of Medicine.

PubMed

Dannefer, Elaine F; Henson, Lindsey C

2007-05-01

Despite the rapid expansion of interest in competency-based assessment, few descriptions of assessment systems specifically designed for a competency-based curriculum have been reported. The purpose of this article is to describe the design of a portfolio approach to a comprehensive, competency-based assessment system that is fully integrated with the curriculum to foster an educational environment focused on learning. The educational design goal of the Cleveland Clinic Lerner College of Medicine of Case Western Reserve University was to create an integrated educational program-curriculum and instructional methods, student assessment processes, and learning environment-to prepare medical students for success in careers as physician investigators. The first class in the five-year program matriculated in 2004. To graduate, a student must demonstrate mastery of nine competencies: research, medical knowledge, communication, professionalism, clinical skills, clinical reasoning, health care systems, personal development, and reflective practice. The portfolio provides a tool for collecting and managing multiple types of assessment evidence from multiple contexts and sources within the curriculum to document competence and promote reflective practice skills. This article describes how the portfolio was developed to provide both formative and summative assessment of student achievement in relation to the program's nine competencies.

Designing Online Interaction to Address Disciplinary Competencies: A Cross-Country Comparison of Faculty Perspectives

ERIC Educational Resources Information Center

Barberà, Elena; Layne, Ludmila; Gunawardena, Charlotte N.

2014-01-01

This study was conducted at colleges in three countries (United States, Venezuela, and Spain) and across three academic disciplines (engineering, education, and business), to examine how experienced faculty define competencies for their discipline, and design instructional interaction for online courses. A qualitative research design employing…

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.…

Competency-Based Horticulture: Floriculture.

ERIC Educational Resources Information Center

College of DuPage, Glen Ellyn, IL.

This competency-based horticulture curriculum guide is designed to provide secondary and postsecondary horticulture teachers with a task-oriented program in floriculture. It contains a master resource list, a listing of floriculture resources available from various states, and 89 competency task sheets organized into nine competency areas. These…

Competency Assessment Tool (CAT). The Evaluation of an Innovative Competency-Based Assessment Experience in Higher Education

ERIC Educational Resources Information Center

Ion, Georgeta; Cano, Elena; Cabrera, Nati

2016-01-01

This article examines an innovation in teaching-learning and assessment processes through the use of a platform called the Competency Assessment Tool (CAT). It allows for the tracking of student blogs with the objective of improving self-reflective processes and providing feedback. The experiment was carried out in six universities in Catalonia,…

Digital Competence Assessment: A Proposal for Operationalizing the Critical Dimension

ERIC Educational Resources Information Center

Cortoni, Ida; LoPresti, Veronica; Cervelli, Pierluigi

2015-01-01

The European Commission considers the development of digital competences a strategic action to spread and to develop a more active digital participation of citizens. The objective is to increase the level of digital competence in the European citizens up to 2015 and to reduce the number of those who don't use new technologies and don't surf the…

Initial experience with a calculus-based IPLS course at Vanderbilt

NASA Astrophysics Data System (ADS)

Hutson, M. Shane; Rericha, Erin C.

2014-03-01

By implementing research results from the PER community, we have designed a new calculus-based IPLS course and began teaching two sections of this course in Fall 2013, both taught by biological physicists. This course differs from Vanderbilt's other introductory physics offerings in two major ways. First, it seeks to implement PER-based active learning strategies including just-in-time teaching, peer instruction and context-rich problems. The latter are specifically designed within biomedical contexts. Second, the course content has been chosen to closely align with the core competencies delineated in the HHMI-AAMC report Scientific Foundations for Future Physicians. We provide students with a very explicit accounting (in the syllabus) of how this course will contribute to 5 of the 8 SFFP-competencies and 21 of its 37 learning objectives. Throughout the course and associated labs, we make repeated, explicit and hopefully authentic connections between physics and the life sciences. The chosen text reinforces our approach through well-developed biomedical applications of physics concepts. We will report what we've seen work and not work in our first implementation of an IPLS course and detail results regarding student learning and student attitudes towards physics.

A Nutrition Journal and Diabetes Shopping Experience to Improve Pharmacy Students' Empathy and Cultural Competence

PubMed Central

Hardy, Yolanda

2009-01-01

Objectives To implement and assess the effectiveness of an exercise designed to develop pharmacy students' empathy toward patients regarding diabetes and obesity and encourage cultural and “economic” competence. Design Students in the Nutrition Journal and Diabetes Shopping Experience attended a nutrition and weight management lecture, monitored their own nutritional intake by maintaining an online nutrition and exercise journal, and grocery shopped based on an assigned patient scenario. Scenarios varied in terms of income, ethnicity, insurance coverage, family size, grocery store, and medication lists. Students completed written reflections and group discussions and completed pre- and post-assignment survey instruments. Assessment The activities improved student confidence levels regarding nutrition and weight-related patient counseling, and knowledge about general nutrition and weight management. The majority of students agreed that the activities improved their ability to empathize with overweight patients regarding the challenges of nutrition and lifestyle changes and enhanced their awareness of the impact that cultural and financial situations have on nutrition and lifestyle. Conclusion The Nutrition Journal and Diabetes Shopping Experience positively impacted the way pharmacy students view the challenges surrounding nutrition and healthy eating in patients with culturally and socioeconomically diverse backgrounds. PMID:19513175

Comprehension ecrite et competence de communication. L'Enseignement de la competence de communication en langues secondes. (Written Comprehension and Communicative Competence. The Teaching of Communicative Competence in Second Languages). Acts of the Colloquium of the Swiss Interuniversity Commission for Applied Linguistics, CILA Bulletin.

ERIC Educational Resources Information Center

Duda, Richard

The immediate objective of this course in technical English was to enable French-speaking mechanics and technicians to read the instructions for the installation, operation and upkeep of American-made machinery. Although the learners knew very little English, available British and American technical documents were used because of their…

The Development of Virtual Laboratory Using ICT for Physics in Senior High School

NASA Astrophysics Data System (ADS)

Masril, M.; Hidayati, H.; Darvina, Y.

2018-04-01

One of the problems found in the implementation of the curriculum in 2013 is not all competency skills can be performed well. Therefore, to overcome these problems, virtual laboratory designed to improve the mastery of concepts of physics. One of the design objectives virtual laboratories is to improve the quality of education and learning in physics in high school. The method used in this study is a research method development four D model with the definition phase, design phase, development phase, and dissemination phase. Research has reached the stage of development and has been tested valid specialist. The instrument used in the research is a questionnaire consisting of: 1) the material substance; 2) The display of visual communication; 3) instructional design; 4) the use of software; and 5) Linguistic. The research results is validity in general has been a very good category (85.6), so that the design of virtual labs designed can already be used in high school.

What Do Faculty in Health Professions Need to be Competent Educators? Results from a School-Wide Needs Assessment.

PubMed

Gardner, Aimee K; Waters, Vicki; McLaughlin, Robert J

2017-01-01

Teaching may be the one responsibility most distinctly identified with being a faculty member, but may be the one for which faculty is least prepared. We performed a needs assessment to understand the educational needs of health professions faculty. Faculty completed a survey examining the extent to which they valued and felt competent in 36 education-related skills within six categories, including instructional methods, curriculum development, assessment, instructional design, learners and learning, and diversity and inclusion. Participants rated each item using a 1 (not at all valuable/competent) to 5 (extremely valuable/competent) scale. Ninety-five percent of faculty (n=19/20) responded. Value means per topic included diversity and inclusion (4.61±0.65), instructional methods (4.60±0.28), learners and learning (4.60±0.34), assessment (4.54±0.31), instructional design (4.27±0.50), and curriculum development (4.21±0.28). Self-rated competence was highest for diversity and inclusion (4.18±0.76), followed by learners and learning (3.76±0.75), instructional methods (3.73±0.65), assessment (3.22±0.95), curriculum development (3.07±0.88), and instructional design (2.71±0.77). All value/competency comparisons found the value of these skills skills to be significantly greater than competence in that category (p<0.001 for each), with largest discrepancies in instructional design and assessment. Opportunities exist to improve alignment between valued educator skills and their perceived competency levels in these skills.

Students' Perceptions and Faculty Measured Competencies in Higher Education

ERIC Educational Resources Information Center

Malechwanzi, J. Muthiani; Lei, Hongde; Wang, Lu

2016-01-01

This study aims to investigate whether there is significant relationship between students' perceived faculty competencies and faculty evaluated competencies. The study identified four main dimensions for measuring faculty competencies namely: teaching, research, additional services and advising. This study adopted a mixed method design. The study…

Teacher's Guide for Competency-Based Education Curriculum for Floriculture.

ERIC Educational Resources Information Center

Associated Educational Consultants, Inc., Pittsburgh, PA.

This teacher's guide is designed to facilitate use of the West Virginia floriculture competency-based education (CBE) curriculum by instructors in floriculture programs. The curriculum is organized into 13 learning units, correlated with specific competencies. Each competency includes a learning checklist, learning activities, and evaluative…

Building Intercultural Competence through Intercultural Competency Certification of Undergraduate Students

ERIC Educational Resources Information Center

Janeiro, Maria G. Fabregas; Fabre, Ricardo Lopez; Nuno de la Parra, Jose Pablo

2014-01-01

The Intercultural Competency Certificate (CCI in Spanish) designed for the Universidad Popular Autonoma del Estado de Puebla (UPAEP University) is a theory based comprehensive plan to develop undergraduate students' intercultural competence. This Certificate is based in the Developmental Model of Intercultural Sensitivity (DMIS) developed by…

Validating a Web-based Diabetes Education Program in continuing nursing education: knowledge and competency change and user perceptions on usability and quality

PubMed Central

2014-01-01

Background Nurses as the members of health care professionals need to improve their knowledge and competencies particularly in diabetes mellitus through continuing nursing education programs. E-learning is an indirect method of training that can meet nurses’ educational needs. This study is aimed at validating a web-based diabetes education program through measurement of nurses’ knowledge and clinical competency in diabetes and nurses’ perception about its usability and quality. Methods This Quasi-experimental research was conducted on a single group of 31 nurses employed in hospitals affiliated with Shiraz University of Medical Sciences. We used a 125 MCQ knowledge test and Objective Structured Clinical Exam (OSCE) to measure knowledge and clinical competency of nurses in diabetes before and after intervention. A Learning Management System (LMS) was designed to provide educational content in the form of 12 multimedia electronic modules, interactive tests; a forum and learning activities. Nurses were trained for two months in this system after which the post-test was administered. Each nurse completed two questionnaires for measurement of their perceptions on usability and quality. We used descriptive statistics for demographic and descriptive data analysis. Paired t-test was used to compare pre- and post-data using SPSS. Results The findings showed significant differences in knowledge scores (p < 0.001), total score of clinical competencies (p < 0.001), and all ten assessed clinical competencies. The range of ratings given by participants varied on the six usability variables of Web-based training (2.96-4.23 from 5) and eight quality variables of Web-based training (3.58-4.37 from 5). Conclusion Web-based education increased nurses’ knowledge and competencies in diabetes. They positively evaluated Web-based learning usability and quality. It is hoped that this course will have a positive clinical outcomes. PMID:26086025

Validating a Web-based Diabetes Education Program in continuing nursing education: knowledge and competency change and user perceptions on usability and quality.

PubMed

Moattari, Marzieh; Moosavinasab, Elham; Dabbaghmanesh, Mohammad Hossein; ZarifSanaiey, Nahid

2014-01-01

Nurses as the members of health care professionals need to improve their knowledge and competencies particularly in diabetes mellitus through continuing nursing education programs. E-learning is an indirect method of training that can meet nurses' educational needs. This study is aimed at validating a web-based diabetes education program through measurement of nurses' knowledge and clinical competency in diabetes and nurses' perception about its usability and quality. This Quasi-experimental research was conducted on a single group of 31 nurses employed in hospitals affiliated with Shiraz University of Medical Sciences. We used a 125 MCQ knowledge test and Objective Structured Clinical Exam (OSCE) to measure knowledge and clinical competency of nurses in diabetes before and after intervention. A Learning Management System (LMS) was designed to provide educational content in the form of 12 multimedia electronic modules, interactive tests; a forum and learning activities. Nurses were trained for two months in this system after which the post-test was administered. Each nurse completed two questionnaires for measurement of their perceptions on usability and quality. We used descriptive statistics for demographic and descriptive data analysis. Paired t-test was used to compare pre- and post-data using SPSS. The findings showed significant differences in knowledge scores (p < 0.001), total score of clinical competencies (p < 0.001), and all ten assessed clinical competencies. The range of ratings given by participants varied on the six usability variables of Web-based training (2.96-4.23 from 5) and eight quality variables of Web-based training (3.58-4.37 from 5). Web-based education increased nurses' knowledge and competencies in diabetes. They positively evaluated Web-based learning usability and quality. It is hoped that this course will have a positive clinical outcomes.

Competencies for Learning Design: A Review of the Literature and a Proposed Framework

ERIC Educational Resources Information Center

MacLean, Piers; Scott, Bernard

2011-01-01

The term "learning design" is used in this paper to refer to the process of designing effective learning experiences for a variety of contexts: in the classroom or laboratory, in the field, online and via standalone packages using a range of media. Learning design involves a wide set of knowledge, skills and competencies, including:…

Crafting interactivity for stakeholder engagement: transforming assumptions about communication in science and policy.

PubMed

Aakhus, Mark

2011-11-01

The International Radiation Protection Association's guiding principles for stakeholder engagement focus on fostering, facilitating, and enabling interaction among stakeholders that is inclusive and fosters competent decision making. Implicit in these standards is a call to cultivate knowledge and competence in designing communication for stakeholder engagement among radiation protection professionals. Communication as design is an approach to risk communication in science and policy that differs from, yet complements, the more well-known communication practices of informing and persuading. Design focuses on the recurring practical problem faced by professionals in making communication possible among stakeholders where it has otherwise been difficult, impossible, or even unimagined. The knowledge and competence associated with design involves principles for crafting interactivity across a variety of mediated and non-mediated encounters among stakeholders. Risk communication can be improved by cultivating expertise in scalable communication design that embraces the demands of involvement without abandoning the need for competence in science and policy communication.

Outcome based education enacted: teachers' tensions in balancing between student learning and bureaucracy.

PubMed

Barman, Linda; Silén, Charlotte; Bolander Laksov, Klara

2014-12-01

This paper reports on how teachers within health sciences education translate outcome-based education (OBE) into practice when they design courses. The study is an empirical contribution to the debate about outcome- and competency-based approaches in health sciences education. A qualitative method was used to study how teachers from 14 different study programmes designed courses before and after OBE was implemented. Using an interpretative approach, analysis of documents and interviews was carried out. The findings show that teachers enacted OBE either to design for more competency-oriented teaching-learning, or to further detail knowledge and thus move towards reductionism. Teachers mainly understood the outcome-based framework as useful to support students' learning, although the demand for accountability created tension and became a bureaucratic hindrance to design for development of professional competence. The paper shows variations of how teachers enacted the same outcome-based framework for instructional design. These differences can add a richer understanding of how outcome- or competency-based approaches relate to teaching-learning at a course level.

Computer problem-solving coaches for introductory physics: Design and usability studies

NASA Astrophysics Data System (ADS)

Ryan, Qing X.; Frodermann, Evan; Heller, Kenneth; Hsu, Leonardo; Mason, Andrew

2016-06-01

The combination of modern computing power, the interactivity of web applications, and the flexibility of object-oriented programming may finally be sufficient to create computer coaches that can help students develop metacognitive problem-solving skills, an important competence in our rapidly changing technological society. However, no matter how effective such coaches might be, they will only be useful if they are attractive to students. We describe the design and testing of a set of web-based computer programs that act as personal coaches to students while they practice solving problems from introductory physics. The coaches are designed to supplement regular human instruction, giving students access to effective forms of practice outside class. We present results from large-scale usability tests of the computer coaches and discuss their implications for future versions of the coaches.

A competency framework for colonoscopy training derived from cognitive task analysis techniques and expert review.

PubMed

Zupanc, Christine M; Burgess-Limerick, Robin; Hill, Andrew; Riek, Stephan; Wallis, Guy M; Plooy, Annaliese M; Horswill, Mark S; Watson, Marcus O; Hewett, David G

2015-12-01

Colonoscopy is a difficult cognitive-perceptual-motor task. Designing an appropriate instructional program for such a task requires an understanding of the knowledge, skills and attitudes underpinning the competency required to perform the task. Cognitive task analysis techniques provide an empirical means of deriving this information. Video recording and a think-aloud protocol were conducted while 20 experienced endoscopists performed colonoscopy procedures. "Cued-recall" interviews were also carried out post-procedure with nine of the endoscopists. Analysis of the resulting transcripts employed the constant comparative coding method within a grounded theory framework. The resulting draft competency framework was modified after review during semi-structured interviews conducted with six expert endoscopists. The proposed colonoscopy competency framework consists of twenty-seven skill, knowledge and attitude components, grouped into six categories (clinical knowledge; colonoscope handling; situation awareness; heuristics and strategies; clinical reasoning; and intra- and inter-personal). The colonoscopy competency framework provides a principled basis for the design of a training program, and for the design of formative assessment to gauge progress towards attaining the knowledge, skills and attitudes underpinning the achievement of colonoscopy competence.

Planning, Executing, and Evaluating Competency-Based Instruction. Microcomputer Applications for Vocational Teachers: A Competency-Based Approach--Book C.

ERIC Educational Resources Information Center

Roth, Gene; Tesolowski, Dennis

This handbook is the third in a series of five competency-based resource guides on microcomputer applications for vocational teachers. The 13 units of instruction in this handbook are concerned with the content of the 14 competencies included in the category, "Planning, Executing, and Evaluating Competency-Based Instruction." Units are designed to…