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Sample records for developing clinical competency

  1. Performance-based staff development. A baseline for clinical competence.

    PubMed

    Snyder-Halpern, R; Buczkowski, E

    1990-01-01

    Changes in health-care financing, complex technological advancements, and an expanding nursing knowledge base have made it increasingly difficult for health care educators to assess and enhance the development of professional nurses. Using a set of objective evaluation methods and tools, educators assessed the competency of novice and experienced staff. This information identified learning and practice needs that formed the bases for individualized orientation and clinical educational programs.

  2. Impact of Placement Type on the Development of Clinical Competency in Speech-Language Pathology Students

    ERIC Educational Resources Information Center

    Sheepway, Lyndal; Lincoln, Michelle; McAllister, Sue

    2014-01-01

    Background: Speech-language pathology students gain experience and clinical competency through clinical education placements. However, currently little empirical information exists regarding how competency develops. Existing research about the effectiveness of placement types and models in developing competency is generally descriptive and based…

  3. Evidence of clinical competence.

    PubMed

    Lejonqvist, Gun-Britt; Eriksson, Katie; Meretoja, Riitta

    2012-06-01

    This cross-sectional research used a qualitative questionnaire to explore clinical competence in nursing. The aim was to look for evidence of how clinical competence showed itself in practice. In the research, the views from both education and working life are combined to broadly explore and describe clinical competence from the perspective of students, clinical preceptors and teachers. The questions were formulated on how clinical competence is characterised and experienced, what contributes to it and how it is maintained, and on the relation between clinical competence and evidence-based care. The answers were analysed by inductive content analysis. The results showed that clinical competence in practice is encountering, knowing, performing, maturing and improving. Clinical competence is an ongoing process, rather than a state and manifests itself in an ontological and a contextual dimension.

  4. Development of the Computerized Model of Performance-Based Measurement System to Measure Nurses' Clinical Competence.

    PubMed

    Liou, Shwu-Ru; Liu, Hsiu-Chen; Tsai, Shu-Ling; Cheng, Ching-Yu; Yu, Wei-Chieh; Chu, Tsui-Ping

    2016-04-01

    Critical thinking skills and clinical competence are for providing quality patient care. The purpose of this study is to develop the Computerized Model of Performance-Based Measurement system based on the Clinical Reasoning Model. The system can evaluate and identify learning needs for clinical competency and be used as a learning tool to increase clinical competency by using computers. The system includes 10 high-risk, high-volume clinical case scenarios coupled with questions testing clinical reasoning, interpersonal, and technical skills. Questions were sequenced to reflect patients' changing condition and arranged by following the process of collecting and managing information, diagnosing and differentiating urgency of problems, and solving problems. The content validity and known-groups validity was established. The Kuder-Richardson Formula 20 was 0.90 and test-retest reliability was supported (r = 0.78). Nursing educators can use the system to understand students' needs for achieving clinical competence, and therefore, educational plans can be made to better prepare students and facilitate their smooth transition to a future clinical environment. Clinical nurses can use the system to evaluate their performance-based abilities and weakness in clinical reasoning. Appropriate training programs can be designed and implemented to practically promote nurses' clinical competence and quality of patient care. PMID:26829522

  5. Developing a competency-based educational structure within clinical and translational science.

    PubMed

    Dilmore, Terri Collin; Moore, Debra W; Bjork, Zuleikha

    2013-04-01

    In the emerging field of clinical and translational science (CTS), where researchers use both basic and clinical science research methodologies to move discoveries to clinical practice, establishing standards of competence is essential for preparing physician-scientists for the profession and for defining the field. The diversity of skills needed to execute quality research within the field of CTS has heightened the importance of an educational process that requires learners to demonstrate competence. Particularly within the more applied clinical science disciplines where there is a multi- or interdisciplinary approach to conducting research, defining and articulating the unique role and associated competencies of a physician-scientist is necessary. This paper describes a systematic process for developing a competency-based educational framework within a CTS graduate program at one institution.

  6. Development of a New O&M Clinical Competency Evaluation Tool and Examination of Validity and Reliability Evidence

    ERIC Educational Resources Information Center

    Renshaw, Rebecca L.

    2010-01-01

    The goal of this study was to create an evaluation tool that would be the new standard for evaluating clinical competencies of interns in the field of orientation and mobility (O&M). Using results from previous research in this area, specific competency skills were identified and the O&M Clinical Competency Evaluation Matrix (CCEM) was developed.…

  7. Developing emergency nursing competence.

    PubMed

    Proehl, Jean A

    2002-03-01

    Developing and maintaining the competence emergency nurses need is an important function of emergency clinical nurse specialists (CNS), educators, and other members of the emergency department (ED) leadership team. A thorough orientation is the first and most important step in developing the competence of emergency nurses. After orientation, the challenge is to maintain currency of practice in the face of incessant change such as new medications, new equipment, and new therapies in emergency care. This article focuses on the orientation of emergency nurses. A related article in this issue addresses assessment of competency. PMID:11818264

  8. Developing clinical competency: Experiences and perceptions of Advanced Midwifery Practitioners in training.

    PubMed

    Gaskell, Lynne; Beaton, Susan

    2015-07-01

    This paper will describe the experiences and perception of a cohort of trainee Advanced Midwifery Practitioners (AMP's) during their training on an MSc in Advanced Practice. The educational philosophy underpinning the master's programme is interprofessional learning linked closely to work based learning and assessment. The focus group explored how the AMP's were developing core competencies within four domains: The links between the university and clinical assessments were instrumental in developing both midwifery and specialised skills required for extending their scope of practice. The changing demographics of their client group facilitated the need to provide safe assessment and management of ladies with complex health and social needs in pregnancy and childbirth; provide specialised clinics and the development of a robust staff training and assessment process. The generic competencies they gained improved collaborative working with their medical colleagues, raising the trainees profile and acceptance of their extended role. In addition to this, development of specialised midwifery skills promoted a high degree of decision making responsibilities within midwifery to facilitate service development and promote evidence based care.

  9. [Development of a portfolio for competency-based assessment in a clinical clerkship curriculum].

    PubMed

    Roh, HyeRin; Lee, Jong-Tae; Yoon, Yoo Sang; Rhee, Byoung Doo

    2015-12-01

    The purpose of this report was to describe our experience in planning and developing a portfolio for a clinical clerkship curriculum. We have developed a portfolio for assessing student competency since 2007. During an annual workshop on clinical clerkship curricula, clerkship directors from five Paik hospitals of Inje University met to improve the assessment of the portfolio. We generated templates for students to record their activities and reflection and receive feedback. We uploaded these templates to our school's website for students to download freely. Annually, we have held a faculty development seminar and a workshop for portfolio assessment and feedback. Also, we established an orientation program on how to construct a learning portfolio for students. Future actions include creating a ubiquitous portfolio system, extending the portfolio to the entire curriculum, setting up an advisor system, and managing the quality of the portfolio. This study could be helpful for medical schools that plan to improve their portfolio assessment with an outcome-based approach.

  10. Assessing clinical competency: reports from discussion groups.

    PubMed

    Turnwald, Grant; Stone, Elizabeth; Bristol, David; Fuentealba, Carmen; Hardie, Lizette; Hellyer, Peter; Jaeger, Laurie; Kerwin, Sharon; Kochevar, Deborah; Lissemore, Kerry; Olsen, Christopher; Rogers, Kenita; Sabin, Beth; Swanson, Cliff; Warner, Angeline

    2008-01-01

    This report describes proposed new models for assessment of eight of the nine clinical competencies the American Veterinary Medical Association Council on Education requires for accreditation. The models were developed by discussion groups at the Association of American Veterinary Medical Colleges' Clinical Competency Symposium. Clinical competencies and proposed models (in parentheses) are described. Competency 1: comprehensive patient diagnosis (neurologic examination on a dog, clinical reasoning skills); Competency 2: comprehensive treatment planning (concept mapping, computerized case studies); Competency 3: anesthesia, pain management (student portfolio); Competency 4: surgery skills (objective structured clinical examination, cased-based examination, "super dog" model); Competency 5: medicine skills (clinical reasoning and case management, skills checklist); Competency 6: emergency and intensive care case management (computerized case study or scenario); Competency 7: health promotion, disease prevention/biosecurity (360 degrees evaluation, case-based computer simulation); Competency 8: client communications and ethical conduct (Web-based evaluation forms, client survey, communicating with stakeholders, telephone conversation, written scenario-based cases). The report also describes faculty recognition for participating in clinical competency assessments.

  11. What makes a competent clinical teacher?

    PubMed Central

    Wealthall, Stephen; Henning, Marcus

    2012-01-01

    Background Clinical teaching competency is a professional necessity ensuring that clinicians’ knowledge, skills and attitudes are effectively transmitted from experts to novices. The aim of this paper is to consider how clinical skills are transmitted from a historical and reflective perspective and to link these ideas with student and teacher perceptions of competence in clinical teaching. Methods The reflections are informed by a Delphi process and professional development survey designed to capture students’ and clinicians’ ideas about the attributes of a competent clinical teacher. In addition, the survey process obtained information on the importance and ‘teachability’ of these characteristics. Results Four key characteristics of the competent teacher emerged from the Delphi process: clinically competent, efficient organizer, group communicator and person–centred. In a subsequent survey, students were found to be more optimistic about the ‘teachability’ of these characteristics than clinicians and scored the attribute of person-centredness higher than clinicians. Clinicians, on the other hand, ascribed higher levels of importance to clinical competency, efficient organization and group communication than students. Conclusions The Delphi process created a non-threatening system for gathering student and clinician expectations of teachers and created a foundation for developing methods for evaluating clinical competency. This provided insights into differences between teachers’ and students’ expectations, their importance, and professional development. PMID:26451184

  12. Developing Culturally Competent Organizations.

    ERIC Educational Resources Information Center

    Focal Point, 1994

    1994-01-01

    This special issue examines multicultural aspects of services provided by agencies concerned with children's mental health. The lead article is titled "Developing Culturally Competent Organizations" by James L. Mason. This article uses the cultural competence model to discuss an organization's self-evaluation and its planning in the areas of…

  13. Evaluation of Clinical Competence.

    ERIC Educational Resources Information Center

    Newble, David I.

    In Australia the usual evaluation of whether a student will perform adequately as a doctor is a subjective evaluation of his clinical performance, usually at the completion of five or six years at medical school. The evaluation is performed on an inadequate and uncontrolled patient sample and appears to be subject to many errors. Recent work…

  14. Development and Initial Testing of a Structured Clinical Observation Tool to Assess Pharmacotherapy Competence

    ERIC Educational Resources Information Center

    Young, John Q.; Lieu, Sandra; O'Sullivan, Patricia; Tong, Lowell

    2011-01-01

    Objective: The authors developed and tested the feasibility and utility of a new direct-observation instrument to assess trainee performance of a medication management session. Methods: The Psychopharmacotherapy-Structured Clinical Observation (P-SCO) instrument was developed based on multiple sources of expertise and then implemented in 4…

  15. Competency Development for Principals.

    ERIC Educational Resources Information Center

    Snyder, Karolyn J.

    This paper describes two conceptual models for addressing long-range development needs of principals. The first, a job competency model for managing productive schools, presents a comprehensive view of the central job tasks of the principal for stretching the school's capacity to influence achievement norms. Changing the school's work norms…

  16. Development of clinical competence assessment tool for novice physical and occupational therapists-a mixed Delphi study.

    PubMed

    Kanada, Yoshikiyo; Sakurai, Hiroaki; Sugiura, Yoshito; Hirano, Yudai; Koyama, Soichiro; Tanabe, Shigeo

    2016-03-01

    [Purpose] The aim of this study was to clarify essential abilities of novice physical and occupational therapists for independent execution of their duties and to develop a clinical competence assessment tool. [Subjects] Forty-five experienced therapists participated in this study. [Methods] A two-phase mixed-methods design was used. First, semi structured interviews were conducted on 15 experienced therapists to create a comprehensive list of essential abilities that novice therapists need. Second, 30 experienced therapists participated in a two-round Delphi study to select items for the assessment tool being developed. [Results] Fifty-five items were extracted and classified into three categories: basic attitudes, therapeutic skills, and clinical practice-related thoughts. [Conclusion] Present results suggest that not only knowledge of execution of therapy-related duties and therapeutic skills is essential in novice therapist, but also appropriate abilities in social adjustment, self-management, and self-education. The newly developed tool might be useful for postgraduate education in clinical practice. PMID:27134395

  17. Developing Clinical Competency in Crisis Event Management: An Integrated Simulation Problem-Based Learning Activity

    ERIC Educational Resources Information Center

    Liaw, S. Y.; Chen, F. G.; Klainin, P.; Brammer, J.; O'Brien, A.; Samarasekera, D. D.

    2010-01-01

    This study aimed to evaluate the integration of a simulation based learning activity on nursing students' clinical crisis management performance in a problem-based learning (PBL) curriculum. It was hypothesized that the clinical performance of first year nursing students who participated in a simulated learning activity during the PBL session…

  18. Developing a Competency-based Curriculum in Basic and Clinical Pharmacology--A Delphi Study among Physicians.

    PubMed

    Midlöv, Patrik; Höglund, Peter; Eriksson, Tommy; Diehl, Annika; Edgren, Gudrun

    2015-12-01

    A new curriculum is planned for the medical school at Lund University, Sweden. Pharmacology, in a broad sense, has been identified as a subject that needs to be strengthened based on needs in the healthcare system. The aim was to identify the competencies in basic and clinical pharmacology that a newly qualified physician needs. Using a modified three-round Delphi technique, 31 physicians were invited to list necessary competencies (round 1). After content analysis, these panel members classified the list by importance on two occasions (rounds 2 and 3) using a 4-point scale (4 = necessary, 3 = desirable, 2 = useful, 1 = not necessary). Competencies with the highest ranks based on necessity were retained. Thirty physicians accepted the invitation and 25 (83%) of them completed all three rounds. Round 1 resulted in 258 suggestions, which were subsequently reduced to 95 competencies. Of these 95 competencies, 40 were considered necessary by at least 75% of the panel members. The degree of consensus increased between round 2 and round 3. Using a modified Delphi technique, we identified 40 competencies that could be transferred to learning outcomes for a new curriculum in basic and clinical pharmacology at medical school.

  19. Clinical instructors' perception of a faculty development programme promoting postgraduate year-1 (PGY1) residents' ACGME six core competencies: a 2-year study.

    PubMed

    Lee, Fa-Yauh; Yang, Ying-Ying; Hsu, Hui-Chi; Chuang, Chiao-Lin; Lee, Wei-Shin; Chang, Ching-Chih; Huang, Chia-Chang; Chen, Jaw-Wen; Cheng, Hao-Min; Jap, Tjin-Shing

    2011-01-01

    Objective The six core competencies designated by Accreditation Council for Graduate Medical Education (ACGME) are essential for establishing a patient centre holistic medical system. The authors developed a faculty programme to promote the postgraduate year 1 (PGY(1)) resident, ACGME six core competencies. The study aims to assess the clinical instructors' perception, attitudes and subjective impression towards the various sessions of the 'faculty development programme for teaching ACGME competencies.' Methods During 2009 and 2010, 134 clinical instructors participated in the programme to establish their ability to teach and assess PGY(1) residents about ACGME competencies. Results The participants in the faculty development programme reported that the skills most often used while teaching were learnt during circuit and itinerant bedside, physical examination teaching, mini-clinical evaluation exercise (mini-CEX) evaluation demonstration, training workshop and videotapes of 'how to teach ACGME competencies.' Participants reported that circuit bedside teaching and mini-CEX evaluation demonstrations helped them in the interpersonal and communication skills domain, and that the itinerant teaching demonstrations helped them in the professionalism domain, while physical examination teaching and mini-CEX evaluation demonstrations helped them in the patients' care domain. Both the training workshop and videotape session increase familiarity with teaching and assessing skills. Participants who applied the skills learnt from the faculty development programme the most in their teaching and assessment came from internal medicine departments, were young attending physician and had experience as PGY(1) clinical instructors. Conclusions According to the clinical instructors' response, our faculty development programme effectively increased their familiarity with various teaching and assessment skills needed to teach PGY(1) residents and ACGME competencies, and these clinical

  20. Developing clinical competency in crisis event management: an integrated simulation problem-based learning activity.

    PubMed

    Liaw, S Y; Chen, F G; Klainin, P; Brammer, J; O'Brien, A; Samarasekera, D D

    2010-08-01

    This study aimed to evaluate the integration of a simulation based learning activity on nursing students' clinical crisis management performance in a problem-based learning (PBL) curriculum. It was hypothesized that the clinical performance of first year nursing students who participated in a simulated learning activity during the PBL session would be superior to those who completed the conventional problem-based session. The students were allocated into either simulation with problem-based discussion (SPBD) or problem-based discussion (PBD) for scenarios on respiratory and cardiac distress. Following completion of each scenario, students from both groups were invited to sit an optional individual test involving a systematic assessment and immediate management of a simulated patient facing a crisis event. A total of thirty students participated in the first post test related to a respiratory scenario and thirty-three participated in the second post test related to a cardiac scenario. Their clinical performances were scored using a checklist. Mean test scores for students completing the SPBD were significantly higher than those who completing the PBD for both the first post test (SPBD 20.08, PBD 18.19) and second post test (SPBD 27.56, PBD 23.07). Incorporation of simulation learning activities into problem-based discussion appeared to be an effective educational strategy for teaching nursing students to assess and manage crisis events.

  1. Developing Competence at Work

    ERIC Educational Resources Information Center

    Bound, Helen; Lin, Magdalene

    2013-01-01

    In this paper, we explore the relationship between differing conceptualisations of competence, and the implications of these differences for the enacted workplace curriculum and its pedagogical epistemologies. We argue that when competence is understood as a set of stand-alone attributes that reside within an individual, it limits and over…

  2. Assessing clinical competency in the health sciences

    NASA Astrophysics Data System (ADS)

    Panzarella, Karen Joanne

    To test the success of integrated curricula in schools of health sciences, meaningful measurements of student performance are required to assess clinical competency. This research project analyzed a new performance assessment tool, the Integrated Standardized Patient Examination (ISPE), for assessing clinical competency: specifically, to assess Doctor of Physical Therapy (DPT) students' clinical competence as the ability to integrate basic science knowledge with clinical communication skills. Thirty-four DPT students performed two ISPE cases, one of a patient who sustained a stroke and the other a patient with a herniated lumbar disc. Cases were portrayed by standardized patients (SPs) in a simulated clinical setting. Each case was scored by an expert evaluator in the exam room and then by one investigator and the students themselves via videotape. The SPs scored each student on an overall encounter rubric. Written feedback was obtained from all participants in the study. Acceptable reliability was demonstrated via inter-rater agreement as well as inter-rater correlations on items that used a dichotomous scale, whereas the items requiring the use of the 4-point rubric were somewhat less reliable. For the entire scale both cases had a significant correlation between the Expert-Investigator pair of raters, for the CVA case r = .547, p < .05 and for the HD case r = .700, p < .01. The SPs scored students higher than the other raters. Students' self-assessments were most closely aligned with the investigator. Effects were apparent due to case. Content validity was gathered in the process of developing cases and patient scenarios that were used in this study. Construct validity was obtained from the survey results analyzed from the experts and students. Future studies should examine the effect of rater training upon the reliability. Criterion or predictive validity could be further studied by comparing students' performances on the ISPE with other independent estimates

  3. Conditions for Developing Communicative Competence

    ERIC Educational Resources Information Center

    Zascerinska, Jelena

    2010-01-01

    Introduction. Individuals need communicative competence for personal fulfillment and development, active citizenship, social inclusion and employment. Materials and Methods. The meaning of the key concepts of "communicative competence" and "opportunities" is studied within the search for conditions to develop. Conclusion. The theoretical findings…

  4. Assessing Competencies in a Master of Science in Clinical Research Program: The Comprehensive Competency Review.

    PubMed

    Robinson, Georgeanna F W B; Moore, Charity G; McTigue, Kathleen M; Rubio, Doris M; Kapoor, Wishwa N

    2015-12-01

    Competencies in Master of Science Clinical Research programs are becoming increasingly common. However, students and programs can only benefit fully from competency-based education if students' competence is formally assessed. Prior to a summative assessment, students must have at least one formative, formal assessment to be sure they are developing competence appropriate for their stage of training. This paper describes the comprehensive competency review (CCR), a milestone for MS students in Clinical Research at the University of Pittsburgh's Institute for Clinical Research Education. The CCR involves metacognitive reflection of the student's learning as a whole, written evidence of each competency, a narrative explaining the choice of evidence for demonstrating competencies, and a meeting in which two faculty members review the evidence and solicit further oral evidence of competence. CCRs allow for individualized feedback at the midpoint in degree programs, providing students with confidence that they will have the means and strategies to develop competence in all areas by the summative assessment of competence at their thesis defense. CCRs have also provided programmatic insight on the need for curricular revisions and additions. These benefits outweigh the time cost on the part of students and faculty in the CCR process.

  5. Assessing Competencies in a Master of Science in Clinical Research Program: The Comprehensive Competency Review.

    PubMed

    Robinson, Georgeanna F W B; Moore, Charity G; McTigue, Kathleen M; Rubio, Doris M; Kapoor, Wishwa N

    2015-12-01

    Competencies in Master of Science Clinical Research programs are becoming increasingly common. However, students and programs can only benefit fully from competency-based education if students' competence is formally assessed. Prior to a summative assessment, students must have at least one formative, formal assessment to be sure they are developing competence appropriate for their stage of training. This paper describes the comprehensive competency review (CCR), a milestone for MS students in Clinical Research at the University of Pittsburgh's Institute for Clinical Research Education. The CCR involves metacognitive reflection of the student's learning as a whole, written evidence of each competency, a narrative explaining the choice of evidence for demonstrating competencies, and a meeting in which two faculty members review the evidence and solicit further oral evidence of competence. CCRs allow for individualized feedback at the midpoint in degree programs, providing students with confidence that they will have the means and strategies to develop competence in all areas by the summative assessment of competence at their thesis defense. CCRs have also provided programmatic insight on the need for curricular revisions and additions. These benefits outweigh the time cost on the part of students and faculty in the CCR process. PMID:26332763

  6. Enhancing quality and safety competency development at the unit level: an initial evaluation of student learning and clinical teaching on dedicated education units.

    PubMed

    Mulready-Shick, Joann; Kafel, Kathleen W; Banister, Gaurdia; Mylott, Laura

    2009-12-01

    The need to attend to quality and safety competency development, increase capacity in nursing education programs, address the faculty and nursing shortages, and find new ways to keep step with an ever-changing health care environment has brought forth numerous creative curricular responses and collaborative efforts. To tackle these multiple needs and challenges simultaneously, a new academic-service partnership was created to collaboratively develop an innovative clinical education delivery model. The designed dedicated education unit model not only promoted student learning about quality and safety competencies via unit-based projects but also supported quality improvements in nursing care delivery. Following the initial semester of the model's implementation, a pilot study was conducted. The findings generated the evidence required to take this innovation to the next level. Moreover, the education-practice partnership, which was created to implement the clinical education delivery model, was strengthened as a result of this preliminary evaluation.

  7. Authentic professional competence in clinical neuropsychology.

    PubMed

    Denney, Robert L

    2010-08-01

    Authentic Professional Competence in Clinical Neuropsychology was Dr Denney's 2009 presidential address at the Annual Conference of the National Academy of Neuropsychology. In his address, he highlighted the need for clinical neuropsychologists to strive for authentic professional competence rather than a mere pretense of expertise. Undisputed credibility arises from authentic professional competence. Achieving authentic professional competence includes the completion of a thorough course of training within the defined specialty area and validation of expertise by one's peers through the board certification process. Included in the address were survey results regarding what the consumer believes about board certification as well as survey results regarding the experiences of recent neuropsychology diplomates. It is important for neuropsychologists to realize that the board certification process enhances public perception and credibility of the field as well as personal growth for the neuropsychologist. Lastly, he urged all neuropsychologists to support the unified training model and pursue board certification.

  8. [Japanese Association of Clinical Laborato Physicians--What We Are Doing Now and How We Should Develop in the Future as Competent Members of Team Medicine].

    PubMed

    Murakami, Junko

    2014-11-01

    No clinical laboratory would admit they do not practice team medicine, at least conceptually. However, true team medicine is more than an aspiration--it is an intentional care structure built, led, and delivered by a diverse, multidisciplinary team of physicians, medical technologists, nurses, pharmacists, and dozens of other professionals. We clinical laboratory physicians are able to fulfill an important role as competent members of the team medicine. Because we can look at the results of clinical examinations of patients earlier than anyone else, we can interpret the patient's condition by analyzing that results, and provide useful information to facilitate team medicine. I have conducted a questionnaire survey on team medicine targeting clinical laboratory physicians to clarify the tasks we are performing. In this paper, I describe what clinical laboratory physicians are currently doing, and how should we develop in the future.

  9. COMPETING COMMITMENTS in CLINICAL TRIALS

    PubMed Central

    Lidz, Charles W.; Appelbaum, Paul S.; Joffe, Steven; Albert, Karen; Rosenbaum, Jill; Simon, Lorna

    2013-01-01

    Most discussion about clinical care in clinical trials has concerned whether subjects’ care may be compromised by research procedures. The possibility that clinical researchers might give priority to helping their “patients” even if that required deviating from the imperatives of the research protocol largely has been ignored. We conducted an on-line survey with clinical researchers, including physicians, research nurses and other research staff, to assess the ways and frequency with which clinical trials may be at risk for being compromised by clinical researchers’ attempting to address the clinical needs of subjects. The survey covered recruitment, clinical management while in the trial, and termination decisions. It produced a 72.0% response rate. Over 20% of respondents agreed that researchers should deviate from the protocol to improve subjects’ care; 28% reported that medications restricted by the protocol were given; 21% reported that subjects who were not eligible had been recruited; and 9% said subjects had been retained in a trial despite meeting termination criteria. Some respondents reported that these deviations from the protocol happened many times. The ramifications of these findings are discussed. PMID:19873835

  10. Evaluation of psychology practitioner competence in clinical supervision.

    PubMed

    Gonsalvez, Craig J; Crowe, Trevor P

    2014-01-01

    There is a growing consensus favouring the development, advancement, and implementation of a competency-based approach for psychology training and supervision. There is wide recognition that skills, attitude-values, and relationship competencies are as critical to a psychologist's competence as are knowledge capabilities, and that these key competencies are best measured during placements, leaving the clinical supervisor in an unparalleled position of advantage to provide formative and summative evaluations on the supervisee's progression towards competence. Paradoxically, a compelling body of literature from across disciplines indicates that supervisor ratings of broad domains of competence are systematically compromised by biases, including leniency error and halo effect. The current paper highlights key issues affecting summative competency evaluations by supervisors: what competencies should be evaluated, who should conduct the evaluation, how (tools) and when evaluations should be conducted, and process variables that affect evaluation. The article concludes by providing research recommendations to underpin and promote future progress and by offering practice recommendations to facilitate a more credible and meaningful evaluation of competence and competencies.

  11. Identity Development and Multicultural Competency

    ERIC Educational Resources Information Center

    Munley, Patrick H.; Lidderdale, Melissa A.; Thiagarajan, Monica; Null, Ursla

    2004-01-01

    This study investigated the relationship of identity development, measured by the Self-identity Inventory (SII), and universal-diverse orientation (UDO) to multicultural counseling competence. After controlling for personal identity variables, multicultural coursework and training, and social desirability, multiple regression analyses indicated…

  12. Professional ethics: beyond the clinical competency.

    PubMed

    Vanaki, Zohreh; Memarian, Robabeh

    2009-01-01

    Assessment of clinical competency in professional roles especially in crucial situations can improve the nursing profession. This qualitative research was conducted to determine the process of acquiring clinical competency by nurses in its cultural context and within the health care delivery system in Iran. This study, using grounded theory methodology, took place in universities and hospitals in Tehran. Nurses (36) included nurse managers, tutors, practitioners, and members of the Iranian Nursing Organization. Simultaneous data collection and analysis took place using participant semistructured interviews. Three categories emerged: (a) personal characteristics such as philanthropy, strong conscience, being attentive, accepting responsibility, being committed to and respecting self and others; (b) care environment including appropriate management systems, in-service training provision, employment laws, and control mechanisms, suitable and adequate equipment; and (c) provision of productive work practices including love of the profession, critical thinking, nursing knowledge, and professional expertise. Professional ethics has emerged as the core variable that embodies concepts such as commitment, responsibility, and accountability. Professional ethics guarantees clinical competency and leads to the application of specialized knowledge and skill by nurses. The results can be used to form the basis of guiding the process of acquiring clinical competency by nurses using a systematic process.

  13. Professional ethics: beyond the clinical competency.

    PubMed

    Vanaki, Zohreh; Memarian, Robabeh

    2009-01-01

    Assessment of clinical competency in professional roles especially in crucial situations can improve the nursing profession. This qualitative research was conducted to determine the process of acquiring clinical competency by nurses in its cultural context and within the health care delivery system in Iran. This study, using grounded theory methodology, took place in universities and hospitals in Tehran. Nurses (36) included nurse managers, tutors, practitioners, and members of the Iranian Nursing Organization. Simultaneous data collection and analysis took place using participant semistructured interviews. Three categories emerged: (a) personal characteristics such as philanthropy, strong conscience, being attentive, accepting responsibility, being committed to and respecting self and others; (b) care environment including appropriate management systems, in-service training provision, employment laws, and control mechanisms, suitable and adequate equipment; and (c) provision of productive work practices including love of the profession, critical thinking, nursing knowledge, and professional expertise. Professional ethics has emerged as the core variable that embodies concepts such as commitment, responsibility, and accountability. Professional ethics guarantees clinical competency and leads to the application of specialized knowledge and skill by nurses. The results can be used to form the basis of guiding the process of acquiring clinical competency by nurses using a systematic process. PMID:19751933

  14. Clinical Teacher Competencies for Special Education.

    ERIC Educational Resources Information Center

    Schwartz, Louis; Oseroff, Andrew

    The curriculum provides the clinical teacher trainee with objectives and procedures for demonstrating competencies utilizing a performance based individualized curriculum in resource rooms with mildly handicapped educable retarded, learning disabled, and emotionally disturbed elementary school students. The curriculum is described to be a…

  15. Factors in the Development of Clinical Informatics Competence in Early Career Health Sciences Professionals in Australia: A Qualitative Study

    ERIC Educational Resources Information Center

    Gray, Kathleen; Sim, Jenny

    2011-01-01

    This paper reports on a qualitative study investigating how Australian health professionals may be developing and deploying essential clinical informatics capabilities in the first 5 years of their professional practice. It explores the experiences of four professionals in applying what they have learned formally and informally during their…

  16. Enhancement of Anatomical Learning and Developing Clinical Competence of First-Year Medical and Allied Health Profession Students

    ERIC Educational Resources Information Center

    Keim Janssen, Sarah A.; VanderMeulen, Stephane P.; Shostrom, Valerie K.; Lomneth, Carol S.

    2014-01-01

    Hands-on educational experiences can stimulate student interest, increase knowledge retention, and enhance development of clinical skills. The Lachman test, used to assess the integrity of the anterior cruciate ligament (ACL), is commonly performed by health care professionals and is relatively easy to teach to first-year health profession…

  17. Factors in the development of clinical informatics competence in early career health sciences professionals in Australia: a qualitative study.

    PubMed

    Gray, Kathleen; Sim, Jenny

    2011-03-01

    This paper reports on a qualitative study investigating how Australian health professionals may be developing and deploying essential clinical informatics capabilities in the first 5 years of their professional practice. It explores the experiences of four professionals in applying what they have learned formally and informally during their university education and during workplace learning and training. This study is based on a broad review of the literature on clinical informatics education and training; its findings support international analyses and suggest that new strategic efforts among stakeholders in the healthcare system are required to make progress in building workforce capacity in this field, in Australia and elsewhere.

  18. Addiction Competencies in the 2009 CACREP Clinical Mental Health Counseling Program Standards

    ERIC Educational Resources Information Center

    Lee, Tiffany K.; Craig, Stephen E.; Fetherson, Bianca T. L.; Simpson, C. Dennis

    2013-01-01

    The Council for Accreditation of Counseling and Related Educational Programs developed addiction competencies for clinical mental health counseling students. This article highlights these competencies, provides an overview of current addiction training, and describes methods to integrate addiction education into curricula.

  19. Clinical Core Competency Training for NASA Flight Surgeons

    NASA Technical Reports Server (NTRS)

    Polk, J. D.; Schmid, Josef; Hurst, Victor, IV; Doerr, Harold K.; Doerr, Harold K.

    2007-01-01

    Introduction: The cohort of NASA flight surgeons (FS) is a very accomplished group with varied clinical backgrounds; however, the NASA Flight Surgeon Office has identified that the extremely demanding schedule of this cohort prevents many of these physicians from practicing clinical medicine on a regular basis. In an effort to improve clinical competency, the NASA FS Office has dedicated one day a week for the FS to receive clinical training. Each week, an FS is assigned to one of five clinical settings, one being medical patient simulation. The Medical Operations Support Team (MOST) was tasked to develop curricula using medical patient simulation that would meet the clinical and operational needs of the NASA FS Office. Methods: The MOST met with the Lead FS and Training Lead FS to identify those core competencies most important to the FS cohort. The MOST presented core competency standards from the American Colleges of Emergency Medicine and Internal Medicine as a basis for developing the training. Results: The MOST identified those clinical areas that could be best demonstrated and taught using medical patient simulation, in particular, using high fidelity human patient simulators. Curricula are currently being developed and additional classes will be implemented to instruct the FS cohort. The curricula will incorporate several environments for instruction, including lab-based and simulated microgravity-based environments. Discussion: The response from the NASA FS cohort to the initial introductory class has been positive. As a result of this effort, the MOST has identified three types of training to meet the clinical needs of the FS Office; clinical core competency training, individual clinical refresher training, and just-in-time training (specific for post-ISS Expedition landings). The MOST is continuing to work with the FS Office to augment the clinical training for the FS cohort, including the integration of Web-based learning.

  20. Social-Emotional Learning Skill, Self-Regulation, and Social Competence in Typically Developing and Clinic-Referred Children

    ERIC Educational Resources Information Center

    McKown, Clark; Gumbiner, Laura M.; Russo, Nicole M.; Lipton, Meryl

    2009-01-01

    Social-emotional learning (SEL) skill includes the ability to encode, interpret, and reason about social and emotional information. In two related studies, we examined the relationship between children's SEL skill, their ability to regulate their own behavior, and the competence of their social interactions. Study 1 included 158 typically…

  1. Using competences and competence tools in workforce development.

    PubMed

    Green, Tess; Dickerson, Claire; Blass, Eddie

    The NHS Knowledge and Skills Framework (KSF) has been a driving force in the move to competence-based workforce development in the NHS. Skills for Health has developed national workforce competences that aim to improve behavioural performance, and in turn increase productivity. This article describes five projects established to test Skills for Health national workforce competences, electronic tools and products in different settings in the NHS. Competences and competence tools were used to redesign services, develop job roles, identify skills gaps and develop learning programmes. Reported benefits of the projects included increased clarity and a structured, consistent and standardized approach to workforce development. Findings from the evaluation of the tools were positive in terms of their overall usefulness and provision of related training/support. Reported constraints of using the competences and tools included issues relating to their availability, content and organization. It is recognized that a highly skilled and flexible workforce is important to the delivery of high-quality health care. These projects suggest that Skills for Health competences can be used as a 'common currency' in workforce development in the UK health sector. This would support the need to adapt rapidly to changing service needs.

  2. Using competences and competence tools in workforce development.

    PubMed

    Green, Tess; Dickerson, Claire; Blass, Eddie

    The NHS Knowledge and Skills Framework (KSF) has been a driving force in the move to competence-based workforce development in the NHS. Skills for Health has developed national workforce competences that aim to improve behavioural performance, and in turn increase productivity. This article describes five projects established to test Skills for Health national workforce competences, electronic tools and products in different settings in the NHS. Competences and competence tools were used to redesign services, develop job roles, identify skills gaps and develop learning programmes. Reported benefits of the projects included increased clarity and a structured, consistent and standardized approach to workforce development. Findings from the evaluation of the tools were positive in terms of their overall usefulness and provision of related training/support. Reported constraints of using the competences and tools included issues relating to their availability, content and organization. It is recognized that a highly skilled and flexible workforce is important to the delivery of high-quality health care. These projects suggest that Skills for Health competences can be used as a 'common currency' in workforce development in the UK health sector. This would support the need to adapt rapidly to changing service needs. PMID:21072016

  3. Towards Implementing a Global Competency-Based Nursing and Clinical Informatics Curriculum: Applying the TIGER Initiative.

    PubMed

    Hübner, Ursula; Ball, Marion; de Fátima Marin, Heimar; Chang, Polun; Wilson, Marisa; Anderson, Christel

    2016-01-01

    This workshop will review the history of the TIGER initiative in order to set the framework for an understanding of international informatics competencies. We will include a description of clinical nursing informatics programs in 37 countries as well as the results of a recent survey of nursing competencies in order to further discussions of internationally agreed-upon competency definitions. These two surveys will provide the basis for developing a consensus regarding the integration of core competencies into informatics curriculum developments. Expected outcomes include building consensus on core competencies and developing plans toward implementing intra- and inter-professional informatics competencies across disciplines globally. PMID:27332333

  4. Competence and scope of practice: ethics and professional development.

    PubMed

    Wise, Erica H

    2008-05-01

    In this article, I discuss the importance of the psychotherapist's capacities and attributes that go beyond formal education and training as they relate to both readiness for clinical training and continued competence throughout one's professional life. Professional development is essential to the maintenance of professional competence as a psychotherapist. Principles and standards from the American Psychological Association's (2002) Ethics Code are reviewed and illustrated with clinical vignettes. In striving to maintain competence, psychotherapists are strongly encouraged to focus on proactive self-care and professional development in addition to complying with the formal continuing education mandated by most states.

  5. A constructivist theoretical proposition of cultural competence development in nursing.

    PubMed

    Blanchet Garneau, Amélie; Pepin, Jacinthe

    2015-11-01

    Cultural competence development in healthcare professions is considered an essential condition to promote quality and equity in healthcare. Even if cultural competence has been recognized as continuous, evolutionary, dynamic, and developmental by most researchers, current models of cultural competence fail to present developmental levels of this competence. These models have also been criticized for their essentialist perspective of culture and their limited application to competency-based approach programs. To our knowledge, there have been no published studies, from a constructivist perspective, of the processes involved in the development of cultural competence among nurses and undergraduate student nurses. The purpose of this study was to develop a theoretical proposition of cultural competence development in nursing from a constructivist perspective. We used a grounded theory design to study cultural competence development among nurses and student nurses in a healthcare center located in a culturally diverse urban area. Data collection involved participant observation and semi-structured interviews with 24 participants (13 nurses and 11 students) working in three community health settings. The core category, 'learning to bring the different realities together to provide effective care in a culturally diverse context', was constructed using inductive qualitative data analysis. This core category encompasses three dimensions of cultural competence: 'building a relationship with the other', 'working outside the usual practice framework', and 'reinventing practice in action.' The resulting model describes the concurrent evolution of these three dimensions at three different levels of cultural competence development. This study reveals that clinical experience and interactions between students or nurses and their environment both contribute significantly to cultural competence development. The resulting theoretical proposition of cultural competence development

  6. A constructivist theoretical proposition of cultural competence development in nursing.

    PubMed

    Blanchet Garneau, Amélie; Pepin, Jacinthe

    2015-11-01

    Cultural competence development in healthcare professions is considered an essential condition to promote quality and equity in healthcare. Even if cultural competence has been recognized as continuous, evolutionary, dynamic, and developmental by most researchers, current models of cultural competence fail to present developmental levels of this competence. These models have also been criticized for their essentialist perspective of culture and their limited application to competency-based approach programs. To our knowledge, there have been no published studies, from a constructivist perspective, of the processes involved in the development of cultural competence among nurses and undergraduate student nurses. The purpose of this study was to develop a theoretical proposition of cultural competence development in nursing from a constructivist perspective. We used a grounded theory design to study cultural competence development among nurses and student nurses in a healthcare center located in a culturally diverse urban area. Data collection involved participant observation and semi-structured interviews with 24 participants (13 nurses and 11 students) working in three community health settings. The core category, 'learning to bring the different realities together to provide effective care in a culturally diverse context', was constructed using inductive qualitative data analysis. This core category encompasses three dimensions of cultural competence: 'building a relationship with the other', 'working outside the usual practice framework', and 'reinventing practice in action.' The resulting model describes the concurrent evolution of these three dimensions at three different levels of cultural competence development. This study reveals that clinical experience and interactions between students or nurses and their environment both contribute significantly to cultural competence development. The resulting theoretical proposition of cultural competence development

  7. Evidence of clinical competence by simulation, a hermeneutical observational study.

    PubMed

    Lejonqvist, Gun-Britt; Eriksson, Katie; Meretoja, Riitta

    2016-03-01

    Making the transition from theory to practise easier in nursing education through simulation is widely implemented all over the world, and there is research evidence of the positive effects of simulation. The pre-understanding for this study is based on a definition of clinical competence as encountering, knowing, performing, maturing and developing, and the hypothesis is that these categories should appear in simulated situations. The aim of the study was to explore the forms and expressions of clinical competence in simulated situations and furthermore to explore if and how clinical competence could be developed by simulation. An observational hermeneutic study with a hypothetic-deductive approach was used in 18 simulated situations with 39 bachelor degree nursing students. In the situations, the scenarios, the actors and the plots were described. The story told was "the way from suffering to health" in which three main plots emerged. The first was, doing as performing and knowing, which took the shape of knowing what to do, acting responsibly, using evidence and equipment, appearing confident and feeling comfortable, and sharing work and information with others. The second was, being as encountering the patient, which took the shape of being there for him/her and confirming by listening and answering. The third plot was becoming as maturing and developing which took the shape of learning in co-operation with other students. All the deductive categories, shapes and expressions appeared as dialectic patterns having their negative counterparts. The study showed that clinical competence can be made evident and developed by simulation and that the challenge is in encountering the patient and his/her suffering. PMID:26763209

  8. Relation between spiritual intelligence and clinical competency of nurses in Iran

    PubMed Central

    Karimi-Moonaghi, Hossein; Gazerani, Akram; Vaghee, Saeed; Gholami, Hassan; Salehmoghaddam, Amir Reza; Gharibnavaz, Raheleh

    2015-01-01

    Background: Clinical competency is one of the most important requirements in nursing profession, based on which nurses are assessed. To obtain an effective and improved form of clinical competency, several factors are observed and monitored by the health educational systems. Among these observed factors, spiritual intelligence is considered as one of the most significant factors in nurses’ success and efficacy. In this study, it is aimed to determine the spiritual intelligence status and its relationship with clinical competency. Materials and Methods: The descriptive–correlational research was carried out on 250 nurses in Mashhad educational hospitals, selected by multi-stage sampling. Demographic, clinical competency, and spiritual intelligence questionnaires were used for data collection and 212 questionnaires were analyzed. Results: About 53.3% of nurses obtained above average scores in spiritual intelligence. Clinical competency was evaluated by both self-evaluation and head nurse evaluation methods. Most nurses (53.8%) were having good level of clinical competency based on self-evaluation, 48.2% were at average level based on head nurse evaluation, and 53.3% were at average level based on overall score. A significant correlation was found between spiritual intelligence and clinical competency. Conclusions: In this study, the positive significant correlation between nurses’ spiritual intelligence and their clinical competency is investigated. Because of the positive effects of spiritual intelligence on nurses’ clinical competency and quality of care, it is recommended to develop nurses’ spiritual intelligence during their education and by way of continuous medical education. PMID:26793250

  9. Developing a Framework for Communication Management Competencies

    ERIC Educational Resources Information Center

    Jeffrey, Lynn Maud; Brunton, Margaret Ann

    2011-01-01

    Using a hierarchical needs assessment model developed by Hunt we identified the essential competencies of communication management practitioners for the purpose of curriculum development and selection. We found that the underlying values of the profession were embodied in two superordinate goals. Six major competencies were identified, which were…

  10. Developing the Intercultural Competence of Graduate Students

    ERIC Educational Resources Information Center

    Dimitrov, Nanda; Dawson, Debra L.; Olsen, Karyn C.; Meadows, Ken N.

    2014-01-01

    This study explores how teaching development programs may facilitate the development of intercultural competence in graduate students and prepare them for communicating effectively in the global workplace after graduation. First, we describe the concept of intercultural teaching competence and examine the skills that graduate students may need to…

  11. Competency-Based Human Resource Development Strategy

    ERIC Educational Resources Information Center

    Gangani, Noordeen T.; McLean, Gary N.; Braden, Richard A.

    2004-01-01

    This paper explores issues in developing and implementing a competency-based human resource development strategy. The paper summarizes a literature review on how competency models can improve HR performance. A case study is presented of American Medical Systems (AMS), a mid-sized health-care and medical device company, where the model is being…

  12. Competency-based continuing professional development.

    PubMed

    Campbell, Craig; Silver, Ivan; Sherbino, Jonathan; Cate, Olle Ten; Holmboe, Eric S

    2010-01-01

    Competence is traditionally viewed as the attainment of a static set of attributes rather than a dynamic process in which physicians continuously use their practice experiences to "progress in competence" toward the attainment of expertise. A competency-based continuing professional development (CPD) model is premised on a set of learning competencies that include the ability to (a) use practice information to identify learning priorities and to develop and monitor CPD plans; (b) access information sources for innovations in development and new evidence that may potentially be integrated into practice; (c) establish a personal knowledge management system to store and retrieve evidence and to select and manage learning projects; (d) construct questions, search for evidence, and record and track conclusions for practice; and (e) use tools and processes to measure competence and performance and develop action plans to enhance practice. Competency-based CPD emphasizes self-directed learning processes and promotes the role of assessment as a professional expectation and obligation. Various approaches to defining general competencies for practice require the creation of specific performance metrics to be meaningful and relevant to the lifelong learning strategies of physicians. This paper describes the assumptions, advantages, and challenges of establishing a CPD system focused on competencies that improve physician performance and the quality and safety of patient care. Implications for competency-based CPD are discussed from an individual and organizational perspective, and a model to bridge the transition from residency to practice is explored. PMID:20662577

  13. Handwriting Development, Competency, and Intervention

    ERIC Educational Resources Information Center

    Feder, Katya P.; Majnemer, Annette

    2007-01-01

    Failure to attain handwriting competency during the school-age years often has far-reaching negative effects on both academic success and self-esteem. This complex occupational task has many underlying component skills that may interfere with handwriting performance. Fine motor control, bilateral and visual-motor integration, motor planning,…

  14. Developing Competency in Payroll Procedures

    ERIC Educational Resources Information Center

    Jackson, Allen L.

    1975-01-01

    The author describes a sequence of units that provides for competency in payroll procedures. The units could be the basis for a four to six week minicourse and are adaptable, so that the student, upon completion, will be able to apply his learning to any payroll procedures system. (Author/AJ)

  15. Guidelines for Developing Competency-Based Curriculum.

    ERIC Educational Resources Information Center

    Goodson, Ludy

    1979-01-01

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

  16. 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…

  17. How Does Pragmatic Competence Develop in Bilinguals?

    ERIC Educational Resources Information Center

    Kecskes, Istvan

    2015-01-01

    This paper aims to discuss how the emerging new language with its own developing socio-cultural foundation affects the existing L1-governed knowledge and pragmatic competence of "adult sequential bilinguals." It is assumed that these bilinguals already have an L1-governed pragmatic competence at place, which will be adjusted to…

  18. Developing Ethical Competence in Healthcare Management

    ERIC Educational Resources Information Center

    Falkenström, Erica; Ohlsson, Jon; Höglund, Anna T

    2016-01-01

    Purpose: The purpose of this paper was to explore what kind of ethical competence healthcare managers need in handling conflicts of interest (COI). The aim is also to highlight essential learning processes to develop healthcare managers' ethical competence. Design/methodology/approach: A qualitative study was performed. Semi-structured interviews…

  19. Developing Intercultural Communicative Competence through Online Exchanges

    ERIC Educational Resources Information Center

    Chun, Dorothy M.

    2011-01-01

    Based on Byram's (1997) definition of intercultural communicative competence (ICC) and on specific types of discourse analysis proposed by Kramsch and Thorne (2002) and Ware and Kramsch (2005), this article explores how online exchanges can play a role in second language learners' development of pragmatic competence and ICC. With data obtained…

  20. Measuring student perceptions of clinical competence.

    PubMed

    Clark, Michele C; Owen, Steven V; Tholcken, Michele A

    2004-12-01

    In a large, southwestern, Gulf coast school of nursing, the faculty sought additional information to enhance their clinical evaluations of students. To gather such information, the faculty developed a rapid and psychometrically sound evaluation tool that elicited students' self-efficacy beliefs for newly learned clinical skills, and the perceived importance of the clinical skills they were mastering. The Self-Efficacy for Clinical Evaluation Scale (SECS) is a 30-item, dual-response scale that demonstrates strong psychometric properties. Scores on the SECS help faculty identify skills or content areas that students feel little confidence in using, even when students value those skills or content as very important. These insights are assisting course leaders in tailoring the course structure and teaching strategies to better meet students' educational and practice needs.

  1. Leadership Competency Development: A Higher Education Responsibility

    ERIC Educational Resources Information Center

    Seemiller, Corey

    2016-01-01

    Moving from why, how, and what, this chapter closes with a focus on how we know the outcomes of leadership education. This final chapter provides an overview of leadership competency development as a critical component of higher education.

  2. Summative clinical competency assessment: A survey of ultrasound practitioners' views.

    PubMed

    Harrison, Gill

    2015-02-01

    Clinical competency and the assessment of core skills is a crucial element of any programme leading to an award with a clinical skills component. This has become a more prominent feature of current reports on quality health care provision. This project aimed to determine ultrasound practitioners' opinions about how best to assess clinical competency. An on-line questionnaire was sent to contacts from the Consortium for the Accreditation of Sonographic Education and details distributed at the British Medical Ultrasound Society conference in 2011. One hundred and sixteen responses were received from a range of clinical staff with an interest in ultrasound assessment. The majority of respondents suggested that competency assessments should take place in the clinical departments with or without an element of assessment at the education centre. Moderation was an important area highlighted by respondents, with 84% of respondents suggesting that two assessors were required and 66% of those stating some element of external moderation should be included. The findings suggest that respondents' preference is for some clinical competency assessments to take place on routine lists within the clinical department, assessed by two people one of which would be an external assessor. In view of recent reports relating to training and assessment of health care professionals, the ultrasound profession needs to begin the debate about how best to assess clinical competence and ensure appropriate first post-competency of anyone undertaking ultrasound examinations.

  3. Handwriting development, competency, and intervention.

    PubMed

    Feder, Katya P; Majnemer, Annette

    2007-04-01

    Failure to attain handwriting competency during the school-age years often has far-reaching negative effects on both academic success and self-esteem. This complex occupational task has many underlying component skills that may interfere with handwriting performance. Fine motor control, bilateral and visual-motor integration, motor planning, in-hand manipulation, proprioception, visual perception, sustained attention, and sensory awareness of the fingers are some of the component skills identified. Poor handwriting may be related to intrinsic factors, which refer to the child's actual handwriting capabilities, or extrinsic factors which are related to environmental or biomechanical components, or both. It is important that handwriting performance be evaluated using a valid, reliable, standardized tool combined with informal classroom observation and teacher consultation. Studies of handwriting remediation suggest that intervention is effective. There is evidence to indicate that handwriting difficulties do not resolve without intervention and affect between 10 and 30% of school-aged children. Despite the widespread use of computers, legible handwriting remains an important life skill that deserves greater attention from educators and health practitioners.

  4. Pre-Clinical Development of a Recombinant, Replication-Competent Adenovirus Serotype 4 Vector Vaccine Expressing HIV-1 Envelope 1086 Clade C

    PubMed Central

    Alexander, Jeff; Mendy, Jason; Vang, Lo; Avanzini, Jenny B.; Garduno, Fermin; Manayani, Darly J.; Ishioka, Glenn; Farness, Peggy; Ping, Li-Hua; Swanstrom, Ronald; Parks, Robert; Liao, Hua-Xin; Haynes, Barton F.; Montefiori, David C.; LaBranche, Celia; Smith, Jonathan; Gurwith, Marc; Mayall, Tim

    2013-01-01

    Background There is a well-acknowledged need for an effective AIDS vaccine that protects against HIV-1 infection or limits in vivo viral replication. The objective of these studies is to develop a replication-competent, vaccine vector based on the adenovirus serotype 4 (Ad4) virus expressing HIV-1 envelope (Env) 1086 clade C glycoprotein. Ad4 recombinant vectors expressing Env gp160 (Ad4Env160), Env gp140 (Ad4Env140), and Env gp120 (Ad4Env120) were evaluated. Methods The recombinant Ad4 vectors were generated with a full deletion of the E3 region of Ad4 to accommodate the env gene sequences. The vaccine candidates were assessed in vitro following infection of A549 cells for Env-specific protein expression and for posttranslational transport to the cell surface as monitored by the binding of broadly neutralizing antibodies (bNAbs). The capacity of the Ad4Env vaccines to induce humoral immunity was evaluated in rabbits for Env gp140 and V1V2-specific binding antibodies, and HIV-1 pseudovirus neutralization. Mice immunized with the Ad4Env160 vaccine were assessed for IFNγ T cell responses specific for overlapping Env peptide sets. Results Robust Env protein expression was confirmed by western blot analysis and recognition of cell surface Env gp160 by multiple bNAbs. Ad4Env vaccines induced humoral immune responses in rabbits that recognized Env 1086 gp140 and V1V2 polypeptide sequences derived from 1086 clade C, A244 clade AE, and gp70 V1V2 CASE A2 clade B fusion protein. The immune sera efficiently neutralized tier 1 clade C pseudovirus MW965.26 and neutralized the homologous and heterologous tier 2 pseudoviruses to a lesser extent. Env-specific T cell responses were also induced in mice following Ad4Env160 vector immunization. Conclusions The Ad4Env vaccine vectors express high levels of Env glycoprotein and induce both Env-specific humoral and cellular immunity thus supporting further development of this new Ad4 HIV-1 Env vaccine platform in Phase 1 clinical

  5. 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…

  6. Radiographer Level of Simulation Training, Critical Thinking Skills, Self-Efficacy, and Clinical Competence

    ERIC Educational Resources Information Center

    Chiu, Jennifer G.

    2013-01-01

    Radiography is an essential part of the healthcare continuum and ensuring the competency of each technologist is essential. A clinically competent technologist is vital in achieving quality diagnostic images to accurate diagnosis disease and pathology to develop treatment plans leading to improved patient outcomes. The purpose of this study was…

  7. Developing an empirical base for clinical nurse specialist education.

    PubMed

    Stahl, Arleen M; Nardi, Deena; Lewandowski, Margaret A

    2008-01-01

    This article reports on the design of a clinical nurse specialist (CNS) education program using National Association of Clinical Nurse Specialists (NACNS) CNS competencies to guide CNS program clinical competency expectations and curriculum outcomes. The purpose is to contribute to the development of an empirical base for education and credentialing of CNSs. The NACNS CNS core competencies and practice competencies in all 3 spheres of influence guided the creation of clinical competency grids for this university's practicum courses. This project describes the development, testing, and application of these clinical competency grids that link the program's CNS clinical courses with the NACNS CNS competencies. These documents guide identification, tracking, measurement, and evaluation of the competencies throughout the clinical practice portion of the CNS program. This ongoing project will continue to provide data necessary to the benchmarking of CNS practice competencies, which is needed to evaluate the effectiveness of direct practice performance and the currency of graduate nursing education. PMID:18438164

  8. Assessing Student Leadership Competency Development.

    PubMed

    Seemiller, Corey

    2016-09-01

    Many mission statements include language focusing on the institutional commitment to develop student leaders who will affect their communities and professions upon graduation. This chapter explores how institutions can ensure that elements of the experience are factors in a student's leadership development. PMID:27502097

  9. Social Justice Competencies and Career Development Practices

    ERIC Educational Resources Information Center

    Arthur, Nancy; Collins, Sandra; Marshall, Catherine; McMahon, Mary

    2013-01-01

    The recent focus on social justice issues in career development is primarily conceptual in nature and few resources account for the challenges or successes experienced by career development practitioners. The purpose of this article is to report the results of a research study of career practitioners in Canada regarding the competencies they use…

  10. Development of the Research Competencies Scale

    ERIC Educational Resources Information Center

    Swank, Jacqueline M.; Lambie, Glenn W.

    2016-01-01

    The authors present the development of the Research Competencies Scale (RCS). The purpose of this article is threefold: (a) present a rationale for the RCS, (b) review statistical analysis procedures used in developing the RCS, and (c) offer implications for counselor education, the enhancement of scholar-researchers, and future research.

  11. Constructive Development and Counselor Competence

    ERIC Educational Resources Information Center

    Eriksen, Karen P.; McAuliffe, Garrett J.

    2006-01-01

    Developmental predictors of students' ability to learn counseling skills would help counselor educators select candidates and assist admitted students in their learning. The present research examined the relationship between adult development, as measured by the Learning Environment Preferences test (W. S. Moore, 1989) and the Defining Issues…

  12. Critical friends: A way to develop preceptor competence?

    PubMed

    Carlson, Elisabeth

    2015-11-01

    Preceptorship entails for nurses to create a supportive learning and working climate where students or newcomers are given opportunities to develop professional competence. However, being a skilled and experienced nurse does not automatically turn the professional into a skilled educator as teaching of a subject is a whole different story. Preceptors need to continuously and critically reflect on their practices in order to facilitate the development of professional pedagogical competence. Critical friends are colleagues with comparable educational background evaluating the work of each other. The relationship should rely on friendship and mutual trust, adding new dimensions to the reflective process. Being engaged in a critical friendship allows the "friends" to become aware of their own shortcomings which can then be reflected on in relation to clinical as well as pedagogical practices. Being and having a critical friend might be one promising way forward for preceptors to develop pedagogical and professional competence. PMID:25498362

  13. Critical friends: A way to develop preceptor competence?

    PubMed

    Carlson, Elisabeth

    2015-11-01

    Preceptorship entails for nurses to create a supportive learning and working climate where students or newcomers are given opportunities to develop professional competence. However, being a skilled and experienced nurse does not automatically turn the professional into a skilled educator as teaching of a subject is a whole different story. Preceptors need to continuously and critically reflect on their practices in order to facilitate the development of professional pedagogical competence. Critical friends are colleagues with comparable educational background evaluating the work of each other. The relationship should rely on friendship and mutual trust, adding new dimensions to the reflective process. Being engaged in a critical friendship allows the "friends" to become aware of their own shortcomings which can then be reflected on in relation to clinical as well as pedagogical practices. Being and having a critical friend might be one promising way forward for preceptors to develop pedagogical and professional competence.

  14. Transmigrant Families: Intercultural and Bilingual Competences Development

    ERIC Educational Resources Information Center

    Gonzalez Barea, Eva Ma.; Garcia-Cano Torrico, Maria; Marquez Lepe, Esther; Ruiz Garzon, Francisca; Pozo Llorente, Ma. Teresa; Dietz, Gunther

    2010-01-01

    This article presents the results of a research project concerned with analysing and identifying the discourses and related strategies used by Spanish-German trans-migrant families to support and develop bilingual and intercultural competences stemming from their transmigratory experiences. Using the biographical-narrative approach, we reconstruct…

  15. Towards an operational definition of pharmacy clinical competency

    NASA Astrophysics Data System (ADS)

    Douglas, Charles Allen

    The scope of pharmacy practice and the training of future pharmacists have undergone a strategic shift over the last few decades. The pharmacy profession recognizes greater pharmacist involvement in patient care activities. Towards this strategic objective, pharmacy schools are training future pharmacists to meet these new clinical demands. Pharmacy students have clerkships called Advanced Pharmacy Practice Experiences (APPEs), and these clerkships account for 30% of the professional curriculum. APPEs provide the only opportunity for students to refine clinical skills under the guidance of an experienced pharmacist. Nationwide, schools of pharmacy need to evaluate whether students have successfully completed APPEs and are ready treat patients. Schools are left to their own devices to develop assessment programs that demonstrate to the public and regulatory agencies, students are clinically competent prior to graduation. There is no widely accepted method to evaluate whether these assessment programs actually discriminate between the competent and non-competent students. The central purpose of this study is to demonstrate a rigorous method to evaluate the validity and reliability of APPE assessment programs. The method introduced in this study is applicable to a wide variety of assessment programs. To illustrate this method, the study evaluated new performance criteria with a novel rating scale. The study had two main phases. In the first phase, a Delphi panel was created to bring together expert opinions. Pharmacy schools nominated exceptional preceptors to join a Delphi panel. Delphi is a method to achieve agreement of complex issues among experts. The principal researcher recruited preceptors representing a variety of practice settings and geographical regions. The Delphi panel evaluated and refined the new performance criteria. In the second phase, the study produced a novel set of video vignettes that portrayed student performances based on recommendations of

  16. Initial Development and Validation of the Mexican Intercultural Competence Scale.

    PubMed

    Torres, Lucas

    2013-01-01

    The current project sought to develop the Mexican Intercultural Competence Scale (MICS), which assesses group-specific skills and attributes that facilitate effective cultural interactions, among adults of Mexican descent. Study 1 involved an Exploratory Factor Analysis (N = 184) that identified five factors including Ambition/Perseverance, Networking, the Traditional Latino Culture, Family Relationships, and Communication. In Study 2, a Confirmatory Factor Analysis provided evidence for the 5-factor model for adults of Mexican origin living in the Midwest (N = 341) region of the U.S. The general findings are discussed in terms of a competence-based formulation of cultural adaptation and include theoretical and clinical implications. PMID:24058890

  17. An analysis of competency to stand trial: an integration of case law and clinical knowledge.

    PubMed

    Cruise, K R; Rogers, R

    1998-01-01

    In the past three decades competency to stand trial has emerged as a central issue in mental health law and forensic psychology. This article combines legal and clinical frameworks for a more integrated understanding of competency to stand trial. The legal framework focuses on Supreme Court decisions beginning with Dusky and reviews several legal theories of competence. The empirical framework is investigated within Grisso's (1986) conceptualization of legal competencies. In addition, the efficacy of specialized forensic assessments is evaluated, including the newly developed MacArthur Structured Assessment of the Competencies of Criminal Defendants (MacSAC-CD). The article concludes with observations of competency as a construct and their implications for forensic practice.

  18. Competency Model 101. The Process of Developing Core Competencies.

    ERIC Educational Resources Information Center

    Eichelberger, Lisa Wright; Hewlett, Peggy O'Neill

    1999-01-01

    The Mississippi Competency Model defines nurses' roles as provider (caregiver, teacher, counselor, advocate), professional (scholar, collaborator, ethicist, researcher), and manager (leader, facilitator, intrapreneur, decision maker, technology user) for four levels of nursing: licensed practical nurse, associate degree, bachelor's degree, and…

  19. Current methods in use for assessing clinical competencies: what works?

    PubMed

    Hardie, Elizabeth M

    2008-01-01

    An online survey was used to capture qualitative descriptions of methods used by a veterinary college to assess clinical competencies in its students. Each college was specifically asked about use of the methods detailed in the Toolbox of Assessment Methods developed by the Accreditation Council for Graduate Medical Education and the American Board of Medical Specialties. Additionally, each college was asked to detail the methods used to ensure competency in each of the nine areas specified by the American Veterinary Medical Association Council on Education. Associate deans of academic affairs or their equivalents at veterinary colleges in the United States, the United Kingdom, Canada, and the Caribbean were contacted by e-mail and asked to complete the survey. Responses were obtained from 24 of 32 colleges. The methods most often used were review of students' medical records (16), checklist evaluation of must-learn skills (16), procedural logs (11), multiple-choice skill examinations (11), case simulations using role-playing (7), short-answer skill examinations (7), global rating of live or recorded performance (7), case simulations using computerized case simulations (7), 360-degree evaluation of clinical performance (4), and standardized patient or client examination (3). Additional methods used included medical record portfolio review, paper-and-pencil branching problems, chart-stimulated oral exams, externship mentor evaluation, performance rubrics for clinical rotations, direct observation and query on cases, video evaluation, case correlation tasks, and an employer survey. Non-realistic models were used more often for skill evaluation than realistic models. One college used virtual-reality models for testing.

  20. Practicing what we know: Multicultural counseling competence among clinical psychology trainees and experienced multicultural psychologists.

    PubMed

    Sehgal, Radhika; Saules, Karen; Young, Amy; Grey, Melissa J; Gillem, Angela R; Nabors, Nina A; Byrd, Michelle R; Jefferson, Stephen

    2011-01-01

    Multicultural (MC) competence is considered a necessary skill for clinical and counseling psychologists; however, there is little to no research on the assessment of demonstrated multicultural counseling competence (DMCCC) of clinical psychology graduate students. In this study, we developed a MC assessment instrument to assess DMCCC of clinical psychology graduate students compared with MC-experienced psychologists. In addition, we assessed for differences between the endorsement of MC-appropriate strategies and actual use of these strategies in clinical practice, both by MC-experienced psychologists and clinical psychology students. Results revealed significant differences between the DMCCC of clinical psychology graduate students and MC-experienced psychologists. Significant differences also emerged between endorsement of strategies as multiculturally appropriate and likelihood of actual use of these strategies. Findings suggest that future training and competence models should incorporate participants' ability to not only identify multiculturally appropriate strategies but also use these strategies in therapy.

  1. Responsive Assessment: Assessing Student Nurses' Clinical Competence.

    ERIC Educational Resources Information Center

    Neary, Mary

    2001-01-01

    A study involving 300 nursing students, 155 nurse practitioners, and 80 assessors tested a model of responsive assessment that includes identification of learning needs and potential, assignment to suitable placements, continuous assessment of clinical practice and patient care, and alignment of teaching and assessment with patient needs and…

  2. Assessment of student competency in a simulated speech-language pathology clinical placement.

    PubMed

    Hill, Anne E; Davidson, Bronwyn J; McAllister, Sue; Wright, Judith; Theodoros, Deborah G

    2014-10-01

    Clinical education programs in speech-language pathology enable the transition of students' knowledge and skills from the classroom to the workplace. Simulated clinical learning experiences provide an opportunity to address the competency development of novice students. This study reports on the validation of an assessment tool designed to evaluate speech-language pathology students' performance in a simulated clinical placement. The Assessment of Foundation Clinical Skills (AFCS) was designed to link to concepts and content of COMPASS(®): Competency Assessment in Speech Pathology, a validated assessment of performance in the workplace. It incorporates units and elements of competency relevant to the placement. The validity of the AFCS was statistically investigated using Rasch analysis. Participants were 18 clinical educators and 130 speech-language pathology students undertaking the placement. Preliminary results support the validity of the AFCS as an assessment of foundation clinical skills of students in this simulated clinical placement. All units of competency and the majority of elements were relevant and representative of these skills. The use of a visual analogue scale which included a pre-Novice level to rate students' performance on units of competency was supported. This research provides guidance for development of quality assessments of performance in simulated placements.

  3. Beyond information retrieval and electronic health record use: competencies in clinical informatics for medical education.

    PubMed

    Hersh, William R; Gorman, Paul N; Biagioli, Frances E; Mohan, Vishnu; Gold, Jeffrey A; Mejicano, George C

    2014-01-01

    Physicians in the 21st century will increasingly interact in diverse ways with information systems, requiring competence in many aspects of clinical informatics. In recent years, many medical school curricula have added content in information retrieval (search) and basic use of the electronic health record. However, this omits the growing number of other ways that physicians are interacting with information that includes activities such as clinical decision support, quality measurement and improvement, personal health records, telemedicine, and personalized medicine. We describe a process whereby six faculty members representing different perspectives came together to define competencies in clinical informatics for a curriculum transformation process occurring at Oregon Health & Science University. From the broad competencies, we also developed specific learning objectives and milestones, an implementation schedule, and mapping to general competency domains. We present our work to encourage debate and refinement as well as facilitate evaluation in this area.

  4. Nine Constructs of Cultural Competence for Curriculum Development

    PubMed Central

    Brookover, Cecile; Kennedy, Kathleen

    2010-01-01

    Objective To examine the self-administered Clinical Cultural Competency Questionnaire (CCCQ) and assess the perceived level of cultural competence of students in Xavier University of Louisiana College of Pharmacy to guide curriculum development within the 4-year academic program. Methods The CCCQ was administrated to each class of pharmacy students during spring 2009. Exploratory factor analysis with principal components and varimax rotation was conducted to build the constructs explaining the factors measuring students' self-assessment of cultural competence. Results Nine factors, including 46 items extracted from the CCCQ and explaining 79% of the total variance, were found as the best fit to measure students' self-assessment of cultural competence. Conclusions The CCCQ was found to be a practical, valid, and reliable self-assessment instrument to measure the perceived level of pharmacy students' knowledge, skills, attitudes, and encounters in cross-cultural environments. The questionnaire allowed the identification of students' needs for training in cultural competence and the development of a curriculum tailored to satisfy those needs. PMID:21436922

  5. [Planning nursing teaching: educational purposes and clinical competence].

    PubMed

    Dell'Acqua, Magda Cristina Queiroz; Miyadahira, Ana Maria Kazue; Ide, Cilene Aparecida Costardi

    2009-06-01

    Thinking about nursing education implies articulating this issue with the expressions of theoretical frameworks, from the perspective of a pedagogical aspect that includes both constructivism and competencies. The objective was to characterize, from a longitudinal view, the construction of care competencies that exist in the teaching plans of nursing undergraduate programs. This exploratory-descriptive study used a qualitative approach. Documentary analysis was performed on the nine teaching plans of undergraduate care subjects. The ethical-legal aspects were guaranteed, so that data was collected only after the study had been approved by the Research Ethics Committee. The data evidenced a curriculum organization centered on subjects, maintaining internal rationales that seem to resist summative organizations. Signs emerge of hardly substantial links between any previous knowledge and the strengthening of critical judgment and clinical reasoning. As proposed, the study contributed with reconsiderations for the teaching-learning process and showed the influence of constructivism on the proposal of clinical competencies.

  6. An evaluation of the clinical performance of newly qualified nurses: a competency based assessment.

    PubMed

    O'Connor, S E; Pearce, J; Smith, R L; Voegeli, D; Walton, P

    2001-10-01

    The clinical performance of newly qualified staff nurses, or their 'fitness for purpose' has become a central professional and corporate issue and highlighted as a central causes for the reforms recommended by the Peach report (Peach 1999). However the ability to gauge the performance of newly qualified nurses remains a largely subjective exercise relying upon anecdotal evidence or general statements of newly qualified nurses' feelings of inadequacy on qualification. This article seeks to address this issue by reporting the findings of project that sought to compare the expectations of senior nurses regarding the level of competence of newly qualified nurses with that of the actual level of competency as assessed by the preceptors after 8 weeks in post. Using a specifically designed instrument to assess clinical competency a comparison has been made between 139 senior nurses' expectations of the competency of newly qualified nurses and the actual competence as assessed by preceptors of 36 newly qualified nurses after 8 weeks in post. The findings indicate that the senior nurses have clear subjective expectations of the competence level of newly qualified nurses. However these expectations are consistently lower than the actual level of competency demonstrated by the newly qualified nurses as assessed by their preceptors. This research demonstrates that through the use of a validated tool newly qualified nurses consistently perform at a higher level of competency than that expected by senior nurses. The ability to estimate competency levels by objective means should be developed. Further research is needed involving a larger sample of Trusts and Schools of Nursing to replicate the results of this study and to compare methods of the assessment of performance in terms of competency in practice on qualification. It is through developments based upon research such as this that a systematic evaluation of the contribution of Schools of Nursing to the competence of newly

  7. Core informatics competencies for clinical and translational scientists: what do our customers and collaborators need to know?

    PubMed

    Valenta, Annette L; Meagher, Emma A; Tachinardi, Umberto; Starren, Justin

    2016-07-01

    Since the inception of the Clinical and Translational Science Award (CTSA) program in 2006, leaders in education across CTSA sites have been developing and updating core competencies for Clinical and Translational Science (CTS) trainees. By 2009, 14 competency domains, including biomedical informatics, had been identified and published. Since that time, the evolution of the CTSA program, changes in the practice of CTS, the rapid adoption of electronic health records (EHRs), the growth of biomedical informatics, the explosion of big data, and the realization that some of the competencies had proven to be difficult to apply in practice have made it clear that the competencies should be updated. This paper describes the process undertaken and puts forth a new set of competencies that has been recently endorsed by the Clinical Research Informatics Workgroup of AMIA. In addition to providing context and background for the current version of the competencies, we hope this will serve as a model for revision of competencies over time.

  8. Impact of leadership development on competencies.

    PubMed

    Krejci, J W; Malin, S

    1997-01-01

    Managed care has changed role expectations for front-line nurses. Roles now include outcome management, team coordination, and guardianship of patient's continuity along the continuum. Organizations are investing in leadership development training for non-management nurses in hopes that such competencies will enhance their value-added competitive edge, but data are needed to validate the value of such training to the organization. Authors report the self-perceived competencies in leadership understanding and ability (in a study of 87 participants) before and after leadership development training that focused on: planned change, communication, conflict, group dynamics, systems theory, and oppressed group behavior. Significant increases were reported in both understanding and ability to perform stated competencies both immediately after and 3 months after 3 days of training. Self-perceptions of both leadership understanding and ability before leadership training were higher for those with advanced degrees and/or those in management positions. However, some of these differences became insignificant after training. PMID:9362865

  9. Competencies for the Contemporary Career: Development and Preliminary Validation of the Career Competencies Questionnaire

    ERIC Educational Resources Information Center

    Akkermans, Jos; Brenninkmeijer, Veerle; Huibers, Marthe; Blonk, Roland W. B.

    2013-01-01

    A new and promising area of research has recently emerged in the field of career development: career competencies. The present article provides a framework of career competencies that integrates several perspectives from the literature. The framework distinguishes between reflective, communicative, and behavioral career competencies. Six career…

  10. Development and Evaluation of Vocational Competency Measures. Final Report.

    ERIC Educational Resources Information Center

    Chalupsky, Albert B.; And Others

    A series of occupational competency tests representing all seven vocational education curriculum areas were developed, field tested, and validated. Seventeen occupations were selected for competency test development: agricultural chemicals applications technician, farm equipment mechanic, computer operator, word processing specialist, apparel…

  11. Developing and implementing core competencies for integrative medicine fellowships.

    PubMed

    Ring, Melinda; Brodsky, Marc; Low Dog, Tieraona; Sierpina, Victor; Bailey, Michelle; Locke, Amy; Kogan, Mikhail; Rindfleisch, James A; Saper, Robert

    2014-03-01

    The Consortium of Academic Health Centers for Integrative Medicine defines integrative medicine as "the practice of medicine that reaffirms the importance of the relationship between practitioner and patient, focuses on the whole person, is informed by evidence, and makes use of all appropriate therapeutic approaches, health care professionals, and disciplines to achieve optimal health and healing." Over the past three decades, the U.S. public increasingly has sought integrative medicine approaches. In an effort to train medical professionals to adequately counsel patients on the safe and appropriate use of these approaches, medical schools and residencies have developed curricula on integrative medicine for their trainees. In addition, integrative medicine clinical fellowships for postresidency physicians have emerged to provide training for practitioners interested in gaining greater expertise in this emerging field. Currently, 13 clinical fellowships in integrative medicine exist in the United States, and they are predominantly connected to academic medical centers or teaching affiliate hospitals. In 2010, the Consortium of Academic Health Centers for Integrative Medicine, represented by 56 member academic health care institutions with a shared commitment to advance the principles and practices of integrative medicine, convened a two-year task force to draft integrative medicine fellowship core competencies. These competencies would guide fellowship curriculum development and ensure that graduates possessed a common body of knowledge, skills, and attitudes. In this article, the authors discuss the competencies and the task force's process to develop them, as well as associated teaching and assessment methods, faculty development, potential barriers, and future directions.

  12. Preliminary clinical nursing leadership competency model: a qualitative study from Thailand.

    PubMed

    Supamanee, Treeyaphan; Krairiksh, Marisa; Singhakhumfu, Laddawan; Turale, Sue

    2011-12-01

    This qualitative study explored the clinical nursing leadership competency perspectives of Thai nurses working in a university hospital. To collect data, in-depth interviews were undertaken with 23 nurse administrators, and focus groups were used with 31 registered nurses. Data were analyzed using content analysis, and theory development was guided by the Iceberg model. Nurses' clinical leadership competencies emerged, comprising hidden characteristics and surface characteristics. The hidden characteristics composed three elements: motive (respect from the nursing and healthcare team and being secure in life), self-concept (representing positive attitudes and values), and traits (personal qualities necessary for leadership). The surface characteristics comprised specific knowledge of nurse leaders about clinical leadership, management and nursing informatics, and clinical skills, such as coordination, effective communication, problem solving, and clinical decision-making. The study findings help nursing to gain greater knowledge of the essence of clinical nursing leadership competencies, a matter critical for theory development in leadership. This study's results later led to the instigation of a training program for registered nurse leaders at the study site, and the formation of a preliminary clinical nursing leadership competency model.

  13. Developing cultural competence in palliative care.

    PubMed

    McGee, Paula; Johnson, Mark R D

    2014-02-01

    Increasing ethnic or cultural diversity in the population served by health-care services requires improved competence and updated provision. Both individual staff and institutions need to reflect on and prepare to meet new challenges. Three key elements-reflective self-awareness, knowledge of others, and skills in managing difference-must be developed. Recognition of diversity and a database of appropriate information are essential for both workers and management of organisations. Above all, some preparedness for continual change and learning is essential. This article provides some suggestions and examples to assist with this.

  14. Development of Intercultural Competence among US American Teachers: Professional Development Factors that Enhance Competence

    ERIC Educational Resources Information Center

    DeJaeghere, Joan G.; Zhang, Yongling

    2008-01-01

    The increasing diversity of the student age population in the USA calls for increased cultural competence on behalf of educators to effectively teach students. This article reports on a study of a suburban school district's initiatives that utilized the Development Model of Intercultural Sensitivity, the Intercultural Development Inventory (IDI)…

  15. Using simulation to evaluate clinical competence after impairment.

    PubMed

    Raborn, G W; Carter, R M

    1999-01-01

    It is important for individual dentists and the profession to have access to a process for evaluating the clinical competence of practitioners who are professionally impaired as a result of an accident or a medical disability. No common standards for such evaluations currently exist, however, as demand for this type of assessment is still rare. This article reviews the evaluative approach taken by a team of experienced dental educators in examining three dentists who suffered from medical disabilities. An attempt was made to standardize the evaluation process by using clinical simulation to create an environment that would be comfortable for the dentists and acceptable to the lawyers and the insurance companies. Following evaluation, recommendations on individual competence were made, contributing to a faster resolution of legal and insurance issues.

  16. Developing Competency of Teachers in Basic Education Schools

    ERIC Educational Resources Information Center

    Yuayai, Rerngrit; Chansirisira, Pacharawit; Numnaphol, Kochaporn

    2015-01-01

    This study aims to develop competency of teachers in basic education schools. The research instruments included the semi-structured in-depth interview form, questionnaire, program developing competency, and evaluation competency form. The statistics used for data analysis were percentage, mean, and standard deviation. The research found that…

  17. Communicative Competence: Existing Concepts and Prospects for Further Development

    ERIC Educational Resources Information Center

    Zascerinska, Jelena

    2010-01-01

    Communicative competence is set out to be of the eight key competences which individuals need for personal fulfilment and development, active citizenship, social inclusion and employment (European Commission 2004, p. 3). The success of the sustainable development of communicative competence requires existing concepts of communicative competence…

  18. Information Competency: Challenges and Strategies for Development.

    ERIC Educational Resources Information Center

    Academic Senate for California Community Colleges, Sacramento.

    In 1996, the California Community College Board of Governors (BOG) issued a policy statement identifying information competency as a priority. Recognizing information competency as an academic and professional matter, in May 1999 the Chancellor delegated the issue of information competency as a graduation requirement to the Academic Senate for…

  19. Developing Cultural Competence: Mainstream Teachers and Professional Development

    ERIC Educational Resources Information Center

    Colombo, Michaela W.

    2007-01-01

    In response to the underachievement of its Latino children, one district implemented Parent Partnership for Achieving Literacy (PAL), a program to build cultural bridges between home and school. Professional development (PD) that helped mainstream teachers develop cultural competence to work effectively with Latino children and their families was…

  20. Impact of Nursing Learning Environments on Adaptive Competency Development in Baccalaureate Nursing Students.

    ERIC Educational Resources Information Center

    Laschinger, Heather K. Spence

    1992-01-01

    Kolb's experiential learning theory was used as a framework to study 179 generic baccalaureate students' perceptions of the different types of learning environments and adaptive competencies. Clinical experience and preceptorships contributed more to competency development than did nursing or nonnursing classes. (JOW)

  1. Clinical competence in developmental-behavioural paediatrics: raising the bar.

    PubMed

    O'Keeffe, Mick

    2014-01-01

    For our specialist paediatric workforce to be suitably equipped to deal with current childhood morbidity, a high level of competence in developmental-behavioural paediatrics (DBP) is necessary. New models of training and assessment are required to meet this challenge. An evolution of training in DBP, built around the centrepiece of competency-based medical education, is proposed. Summative assessment based upon entrustable professional activities, and a menu of formative workplace-based assessments specific to the DBP context are key components. A pilot project to develop and implement these changes is recommended.

  2. 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.

  3. Competency Management and Learning Organization in a New Clinical Fieldwork Course

    ERIC Educational Resources Information Center

    Putthinoi, Supawadee; Lersilp, Suchitporn; Chakpitak, Nopasit

    2015-01-01

    As Thailand transitions into an ageing society, greater demands will be placed on healthcare systems. The concept of competency management and learning organization can be beneficial in continually expanding organizational capacity in order to create response. This study aimed to develop a new clinical fieldwork course in the community by…

  4. [Evaluation of clinical competence in the nursing profession].

    PubMed

    Solà Pola, Montserrat; Molins Mesalles, Ainhoa; Martínez Carretero, Josep Maria

    2005-01-01

    The quality of health services depends on the competence of the health service professionals. It is essential to define and evaluate professional competences in order to improve professional development, ensure the quality of, and manage, professionals in terms of their competences. To do so, it is necessary to utilize a combination of different methods. The evaluation of the diverse stages related to nursing--at the end of undergraduate studies, postgraduate studies or specialization, and during independent work--has different proposals, content and methods; and the institutions implicated in these stages should make themselves responsible to acquire the professional which society needs. Since 1994, more than 150 projects have been carried out in Catalonia which confirm the validity, trustworthiness, acceptability and utility of these evaluative methods in undergraduate and postgraduate studies and in the selection and accreditation of professionals.

  5. Metaphoric competence in cognitive and language development.

    PubMed

    Marschark, M; Nall, L

    1985-01-01

    Consideration of the age-related changes in children's language and cognitive development suggests qualitative changes in their creative language use. Many, if not most, researchers in the area have argued that some metaphoric competence emerges far earlier than would be expected on the basis of explanation or interpretation tasks alone. These same researchers, however, appear largely to have neglected consideration of the cognitive prerequisites for such abilities and differences between what is nonliteral for the adult and nonliteral for the child. If figurative language is defined as involving intentional violation of conceptual boundaries in order to highlight some correspondence, one must be sure that children credited with that competence have (1) the metacognitive and metalinguistic abilities to understand at least some of the implications of such language (Lakoff & Johnson, 1980; Nelson, 1974; Nelson & Nelson, 1978), (2) a conceptual organization that entails the purportedly violated conceptual boundaries (Lange, 1978), and (3) some notion of metaphoric tension as well as ground. Having stacked the definitional cards, we doubt that many investigators would assert that 2-year-old children at nonverbal symbolic play are doing anything that is literally metaphorical in our terms. But neither will we deny that one can observe creative components in the verbal and nonverbal play of the young child that are precursors of later nonliteral language skills (see McCune-Nicolich, 1981, for discussion). We simply do not see these creative abilities as specific to language in any way that justifies calling them metaphoric competence. Rather, the child's abilities to deal flexibly with the world, to "play" with possible alternative organizations of it, and to see similarity in diversity represent the bases of subsequent cognitive as well as language development. Far from being an exceptional aspect of development, apparently nonliteral language should be considered a

  6. A Historical Perspective on the Development of the Concept "Competence"

    ERIC Educational Resources Information Center

    Zascerinska, Jelena

    2010-01-01

    Communicative competence that involves language (Druviete 2007, p. 12) is one of the eight key competences which individuals need for personal fulfilment and development, active citizenship, social inclusion and employment (European Commission 2004, p. 3). The enhancement of students' communicative competence becomes particularly important for the…

  7. Teacher Assertiveness in the Development of Students' Social Competence

    ERIC Educational Resources Information Center

    Villena Martínez, M. D.; Justicia, F. Justicia; Fernández de Haro, E.

    2016-01-01

    Introduction: Social competence in school students has been studied extensively in terms of their being socially competent or not. However, there has been little analysis of how teachers contribute to the development of these skills. This research assesses the influence of teachers' assertiveness on the social competence of their students and on…

  8. Genetic Counseling Supervisors' Self-Efficacy for Select Clinical Supervision Competencies.

    PubMed

    Finley, Sabra Ledare; Veach, Pat McCarthy; MacFarlane, Ian M; LeRoy, Bonnie S; Callanan, Nancy

    2016-04-01

    Supervision is a primary instructional vehicle for genetic counseling student clinical training. Approximately two-thirds of genetic counselors report teaching and education roles, which include supervisory roles. Recently, Eubanks Higgins and colleagues published the first comprehensive list of empirically-derived genetic counseling supervisor competencies. Studies have yet to evaluate whether supervisors possess these competencies and whether their competencies differ as a function of experience. This study investigated three research questions: (1) What are genetic counselor supervisors' perceptions of their capabilities (self-efficacy) for a select group of supervisor competencies?, (2) Are there differences in self-efficacy as a function of their supervision experience or their genetic counseling experience, and 3) What training methods do they use and prefer to develop supervision skills? One-hundred thirty-one genetic counselor supervisors completed an anonymous online survey assessing demographics, self-efficacy (self-perceived capability) for 12 goal setting and 16 feedback competencies (Scale: 0-100), competencies that are personally challenging, and supervision training experiences and preferences (open-ended). A MANOVA revealed significant positive effects of supervision experience but not genetic counseling experience on participants' self-efficacy. Although mean self-efficacy ratings were high (>83.7), participant comments revealed several challenging competencies (e.g., incorporating student's report of feedback from previous supervisors into goal setting, and providing feedback about student behavior rather than personal traits). Commonly preferred supervision training methods included consultation with colleagues, peer discussion, and workshops/seminars.

  9. Developing Cultural Competence in Human Service Providers.

    ERIC Educational Resources Information Center

    Krajewski-Jaime, Elvia R.; And Others

    Cultural competence assumes greater importance in the United States as international relations shift and the United States changes its own demographic makeup. Hispanics have significant health care needs and cultural beliefs that influence their acceptance of service. As part of an effort to build cultural competence in undergraduate social work…

  10. Experiential Training To Develop Culturally Competent Counselors.

    ERIC Educational Resources Information Center

    Watson, Albert L.; Kapadia, Niloufer

    Traditionally, counselor educators have employed didactic methods and a Western European world view to train students who will serve minorities. This article proposes a curriculum approach which specifies the desired competencies expected of culturally sensitive, competent, multicultural counselors through experiential methods during training. To…

  11. How Scientists Develop Competence in Visual Communication

    ERIC Educational Resources Information Center

    Ostergren, Marilyn

    2013-01-01

    Visuals (maps, charts, diagrams and illustrations) are an important tool for communication in most scientific disciplines, which means that scientists benefit from having strong visual communication skills. This dissertation examines the nature of competence in visual communication and the means by which scientists acquire this competence. This…

  12. Developing Leadership Competencies in the Heartland

    ERIC Educational Resources Information Center

    Cejda, Brent D.; Jolley, Michael R.

    2013-01-01

    The Leading Forward Initiative of the American Association of Community Colleges (AACC) outlined a set of essential competencies for effective leadership in community colleges. Research has confirmed that community college leaders agree the competencies are important to effective leadership. Few studies, however, have examined how these leadership…

  13. Developing competency in interns for endotracheal intubation: An educational article

    PubMed Central

    Makwana, Harsha Dhirubhai; Suthar, Nilay N; Gajjar, Mehul P; Thakor, Advait V

    2016-01-01

    Background: Our existing undergraduate curriculum lacks developing competency for endotracheal intubation. Even though it is a lifesaving procedure, interns are exposed only during their posting in anesthesia or emergency medicine and so, when need arises, they fail to perform endotracheal intubation and it leads to catastrophes. Aims and Objectives: The aim of this study was to develop competency in interns for endotracheal intubation. Materials and Methods: A study was conducted on fifty interns of medical college. Lecture and demonstration were used for cognitive domain and one-to-one training and practice on manikin for affective and psychomotor domains, respectively. Live demonstration on patients was done whenever possible. Gain in knowledge was evaluated by pre- and post-test using standardized validated questionnaire. Skills were assessed by direct observation of procedural skill on manikin, split in steps: Laryngoscopy, intubation, and ventilation. Session was evaluated using feedback questionnaire and Likert scale. Results: Interns showed mean marks of 8.12 ± 1.63 in pretest compared to 13.86 ± 1.06 of posttest with a gain of 34.8% (P = 0.0001), which is highly significant. Twenty-two percent interns completed all steps correctly in the first attempt, 62% in the second attempt, while 16% required third attempt to correctly complete all steps. Conclusion: This training developed competency for basic knowledge and practice of endotracheal intubation in interns adequately on manikin. Training for endotracheal intubation should be carried out at the beginning of internship before they go for clinical practice and repeated during their rotation of Anesthesia and Emergency Medicine Department, so they can retain their competency for it and can do later on whenever required. PMID:27563588

  14. Enhancing pediatric clinical competency with high-fidelity simulation.

    PubMed

    Birkhoff, Susan D; Donner, Carol

    2010-09-01

    In today's tertiary pediatric hospital setting, the increased complexity of patient care demands seamless coordination and collaboration among multidisciplinary team members. In an effort to enhance patient safety, clinical competence, and teamwork, simulation-based learning has become increasingly integrated into pediatric clinical practice as an innovative educational strategy. The simulated setting provides a risk-free environment where learners can incorporate cognitive, psychomotor, and affective skill acquisition without fear of harming patients. One pediatric university hospital in Southeastern Pennsylvania has enhanced the traditional American Heart Association (AHA) Pediatric Advanced Life Support (PALS) course by integrating high-fidelity simulation into skill acquisition, while still functioning within the guidelines and framework of the AHA educational standards. However, very little research with reliable standardized testing methods has been done to measure the effect of simulation-based learning. This article discusses the AHA guidelines for PALS, evaluation of PALS and nursing clinical competencies, communication among a multidisciplinary team, advantages and disadvantages of simulation, incorporation of high-fidelity simulation into pediatric practice, and suggestions for future practice.

  15. Towards an Operational Definition of Clinical Competency in Pharmacy

    PubMed Central

    2015-01-01

    Objective. To estimate the inter-rater reliability and accuracy of ratings of competence in student pharmacist/patient clinical interactions as depicted in videotaped simulations and to compare expert panelist and typical preceptor ratings of those interactions. Methods. This study used a multifactorial experimental design to estimate inter-rater reliability and accuracy of preceptors’ assessment of student performance in clinical simulations. The study protocol used nine 5-10 minute video vignettes portraying different levels of competency in student performance in simulated clinical interactions. Intra-Class Correlation (ICC) was used to calculate inter-rater reliability and Fisher exact test was used to compare differences in distribution of scores between expert and nonexpert assessments. Results. Preceptors (n=42) across 5 states assessed the simulated performances. Intra-Class Correlation estimates were higher for 3 nonrandomized video simulations compared to the 6 randomized simulations. Preceptors more readily identified high and low student performances compared to satisfactory performances. In nearly two-thirds of the rating opportunities, a higher proportion of expert panelists than preceptors rated the student performance correctly (18 of 27 scenarios). Conclusion. Valid and reliable assessments are critically important because they affect student grades and formative student feedback. Study results indicate the need for pharmacy preceptor training in performance assessment. The process demonstrated in this study can be used to establish minimum preceptor benchmarks for future national training programs. PMID:26089563

  16. In Practice: Using the "Developing Competency" Vector to Prepare Students for Competent Academic Major Exploration

    ERIC Educational Resources Information Center

    Galilee-Belfer, Mika

    2012-01-01

    Though many programs for undecided students focus on the "developing purpose" vector, the author argues that putting purpose before competency is putting the cart before the horse. In this article, she shares practical strategies she has used to help her students at the University of Arizona reach competence in understanding the academic world.…

  17. Reflective writing in the competency-based curriculum at the cleveland clinic lerner college of medicine.

    PubMed

    Isaacson, J Harry; Salas, Renee; Koch, Carl; McKenzie, Margaret

    2008-01-01

    The Cleveland Clinic Lerner College of Medicine of Case Western Reserve University is a five-year medical school where the major emphasis is to train physician investigators. In this article we describe our experience with reflective writing in our competency-based medical school, which has reflective practice as one of the nine core competencies. We outline how we use reflective writing as a way to help students develop their reflective practice skills. Reflective writing opportunities, excerpts of student pieces, and faculty and student perspectives are included. We have experienced the value of reflective writing in medical school education and believe elements of our program can be adapted to other training environments.

  18. A Competency-Based Human Resource Development Strategy

    ERIC Educational Resources Information Center

    Gangani, Noordeen; McLean, Gary N.; Braden, Richard A.

    2006-01-01

    This article explores some of the major issues in developing and implementing a competency-based human resource development strategy. The article summarizes a brief literature review on how competency models can be developed and implemented to improve employee performance. A case study is presented of American Medical Systems (AMS), a mid-sized…

  19. Cultural competence training for clinical staff: measuring the effect of a one-hour class on cultural competence.

    PubMed

    Delgado, Deborah Ann; Ness, Sheryl; Ferguson, Kathy; Engstrom, Patricia Lorraine; Gannon, Theresa M; Gillett, Craig

    2013-04-01

    In an environment of changing demographics and health care disparities, it is essential that nurses continue to develop competence in providing care across cultures. This article presents the findings of a pilot project to measure and compare self-reported cultural competence scores before and after participation in one of the core classes of a cultural competence curriculum. Cultural competence of the staff of a patient care unit (N = 98) was assessed prior to the class, at 3 months, and at 6 months posteducation using the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Revised. The results demonstrated that following an educational intervention the participants self-reported a statistically significant increase (p = .03) in cultural competence within the category range of cultural awareness. Providing cultural competence education may better equip nurses to care for patients from diverse cultures.

  20. Developing physician-leaders: key competencies and available programs.

    PubMed

    Stoller, James K

    2008-01-01

    Because effective leadership is critical to organizational success, frontrunner organizations cultivate leaders for bench depth and pipeline development. The many challenges in healthcare today create a special need for great leadership. This paper reviews the leadership competencies needed by physician-leaders and current experience with developing physician-leaders in healthcare institution-sponsored programs. On the basis of this review, six key leadership competency domains are proposed: 1. technical skills and knowledge (regarding operational, financial, and information systems, human resources, and strategic planning), 2. industry knowledge (e.g., regarding clinical processes, regulation, and healthcare trends), 3. problem-solving skills, 4. emotional intelligence, 5. communication, and 6. a commitment to lifelong learning. Review of current experience indicates that, in addition to leadership training through degree and certificate-granting programs (e.g., by universities and/or official medical societies), healthcare institutions themselves are developing intramural programs to cultivate physician-leaders. Greater attention is needed to assessing the impact and effectiveness of such programs in developing leaders and benefiting organizational outcomes.

  1. How scientists develop competence in visual communication

    NASA Astrophysics Data System (ADS)

    Ostergren, Marilyn

    Visuals (maps, charts, diagrams and illustrations) are an important tool for communication in most scientific disciplines, which means that scientists benefit from having strong visual communication skills. This dissertation examines the nature of competence in visual communication and the means by which scientists acquire this competence. This examination takes the form of an extensive multi-disciplinary integrative literature review and a series of interviews with graduate-level science students. The results are presented as a conceptual framework that lays out the components of competence in visual communication, including the communicative goals of science visuals, the characteristics of effective visuals, the skills and knowledge needed to create effective visuals and the learning experiences that promote the acquisition of these forms of skill and knowledge. This conceptual framework can be used to inform pedagogy and thus help graduate students achieve a higher level of competency in this area; it can also be used to identify aspects of acquiring competence in visual communication that need further study.

  2. Deliberations on the Development of an Intercultural Competence Curriculum

    ERIC Educational Resources Information Center

    Punteney, Katherine

    2016-01-01

    Committed to developing an institution-wide intercultural competence curriculum for master's-level students preparing for international careers, a team of nine professors from across disciplines deliberated for a year on their fundamental understandings of intercultural competence and what it would mean to facilitate the development of that…

  3. Developing Students' Intercultural Communication Competences in Western Etiquette Teaching

    ERIC Educational Resources Information Center

    Zhang, Xiaochi

    2010-01-01

    How to develop students' intercultural communication competences is a controversial issue in foreign language education in China. In this article, the author attempts to offer an answer to this issue by putting forward a proposition for developing students' intercultural communication competences in western etiquette teaching. First of all, the…

  4. Knowledge Management Model: Practical Application for Competency Development

    ERIC Educational Resources Information Center

    Lustri, Denise; Miura, Irene; Takahashi, Sergio

    2007-01-01

    Purpose: This paper seeks to present a knowledge management (KM) conceptual model for competency development and a case study in a law service firm, which implemented the KM model in a competencies development program. Design/methodology/approach: The case study method was applied according to Yin (2003) concepts, focusing a six-professional group…

  5. A Formative Program Evaluation of Electronic Clinical Tracking System Documentation to Meet National Core Competencies.

    PubMed

    Smith, Lynette S; Branstetter, M Laurie

    2016-09-01

    Electronic clinical tracking systems are used in many educational institutions of higher learning to document advanced practice registered nursing students' clinical experiences. Students' clinical experiences are constructed according to the National Organization of Nurse Practitioner Faculties core competencies. These competencies form a basis for evaluation of advanced practice registered nursing programs. However, no previous studies have evaluated the use of electronic clinical tracking systems to validate students' clinical experiences in meeting national core competencies. Medatrax, an electronic clinical tracking system, is evaluated using a formative program evaluation approach to determine if students' clinical documentations meet Family/Across the Lifespan Nurse Practitioner Competencies in a midsouthern family nurse practitioner program. This formative program evaluation supports the use of an electronic clinical tracking system in facilitating accreditation and program outcome goals. The significance of this study is that it provides novel evidence to support the use of an electronic clinical tracking system to assist a midsouthern school of nursing in meeting national core competencies.

  6. The Action Competence Approach and the "New" Discourses of Education for Sustainable Development, Competence and Quality Criteria

    ERIC Educational Resources Information Center

    Mogensen, Finn; Schnack, Karsten

    2010-01-01

    Action competence has been a key concept in educational circles in Denmark since the 1980s. This paper explores the relationship between the action competence approach and recent discourses of education for sustainable development (ESD), competence and quality criteria. First we argue that action competence is an educational ideal, referring to…

  7. Developing Multicultural Counseling Competencies in Undergraduate Students.

    ERIC Educational Resources Information Center

    Estrada, Ana Ulloa; Durlak, Joseph A.; Juarez, Scott C.

    2002-01-01

    Assessed impact of training undergraduates in multicultural counseling competencies. When compared with a control group of students in a psychology of personality course (n=20), repeated measures analyses of variance confirmed that multicultural counseling trainees (n=21) significantly increased levels of multicultural counseling awareness and…

  8. Competence Development of Entrepreneurs in Innovative Horticulture

    ERIC Educational Resources Information Center

    Mulder, Martin; Lans, Thomas; Verstegen, Jos; Biemans, Harm; Meijer, Ypie

    2007-01-01

    Purpose: The purpose of this paper is to study the learning of entrepreneurs in authentic learning environments. The research questions are: How do entrepreneurs assess their compentencies, and how do employees and external consultants assess the compentencies of these entrepreneurs? What are the competence strengths and weaknesses of…

  9. Developing Intercultural Competence in Europe: The Challenges

    ERIC Educational Resources Information Center

    Hoskins, Bryony; Sallah, Momodou

    2011-01-01

    Anti-racism has not played a prominent role in recent major European Union Lifelong Learning strategies. Nevertheless, its importance in Europe with increasing levels of migration has kept the concept, in the form of intercultural competence and intercultural dialogue, alive within European Education and Culture policy. This article traces the use…

  10. Critical thinking and clinical competence: a study of their relationship in BSN seniors.

    PubMed

    May, B A; Edell, V; Butell, S; Doughty, J; Langford, C

    1999-03-01

    National nursing organizations and nurses in the workplace identify critical thinking skills as essential to competent nursing practice. This study sets out to test the relationship between critical thinking skills and clinical competence because it seems that competent practice depends on critical thinking abilities. This study focuses on one school of nursing's response to the challenge of defining and measuring critical thinking and clinical competence and examining their relationship. An exploratory nonexperimental design was used with a heterogeneous sample consisting of two graduating nursing classes (N = 143). While the group of participants was able to think critically and practice competently according to set standards, there were no statistically significant correlations between critical thinking and clinical competence total scores. One conclusion for these findings is that critical thinking may not emerge as an associated factor with clinical competence until some time after nursing students become practicing nurses. PMID:10102507

  11. Developing core dental public health competencies for predoctoral dental and dental hygiene students.

    PubMed

    Mascarenhas, Ana Karina; Atchison, Kathryn Ann

    2015-01-01

    Dental professionals are an "underutilized" workforce, when it comes to advocating for prevention and wellness in populations. The goal of this HRSA-funded project is to develop dental public health (DPH) competencies and curriculum for US predoctoral dental and dental hygiene programs. These competencies and accompanying curriculum are designed to better prepare the oral health workforce to meet the needs of the entire population, including the chronically underserved, those challenged by poor health literacy, or communities encountering barriers to accessing oral health care. By increasing the DPH competency of all graduating dental providers, in population-based approaches to preventing oral diseases rather than the existing exclusive focus on treatment, the number of providers who can respond to a population or the public's unmet needs and challenges, both in private practices and publicly supported clinics, will increase. This paper describes the competency development process and the eight competencies that were identified. PMID:26630639

  12. Developing core dental public health competencies for predoctoral dental and dental hygiene students.

    PubMed

    Mascarenhas, Ana Karina; Atchison, Kathryn Ann

    2015-01-01

    Dental professionals are an "underutilized" workforce, when it comes to advocating for prevention and wellness in populations. The goal of this HRSA-funded project is to develop dental public health (DPH) competencies and curriculum for US predoctoral dental and dental hygiene programs. These competencies and accompanying curriculum are designed to better prepare the oral health workforce to meet the needs of the entire population, including the chronically underserved, those challenged by poor health literacy, or communities encountering barriers to accessing oral health care. By increasing the DPH competency of all graduating dental providers, in population-based approaches to preventing oral diseases rather than the existing exclusive focus on treatment, the number of providers who can respond to a population or the public's unmet needs and challenges, both in private practices and publicly supported clinics, will increase. This paper describes the competency development process and the eight competencies that were identified.

  13. 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

  14. Core competencies for pharmaceutical physicians and drug development scientists.

    PubMed

    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.

  15. Development and Validation of the Career Competencies Indicator (CCI)

    ERIC Educational Resources Information Center

    Francis-Smythe, Jan; Haase, Sandra; Thomas, Erica; Steele, Catherine

    2013-01-01

    This article describes the development and validation of the Career Competencies Indicator (CCI); a 43-item measure to assess career competencies (CCs). Following an extensive literature review, a comprehensive item generation process involving consultation with subject matter experts, a pilot study and a factor analytic study on a large sample…

  16. Development and Validation of the Educational Technologist Multimedia Competency Survey

    ERIC Educational Resources Information Center

    Ritzhaupt, Albert D.; Martin, Florence

    2014-01-01

    The purpose of this research study was to identify the multimedia competencies of an educational technologist by creating a valid and reliable survey instrument to administer to educational technology professionals. The educational technology multimedia competency survey developed through this research is based on a conceptual framework that…

  17. Multicultural Counseling Competencies, 2003: Association for Multicultural Counseling and Development.

    ERIC Educational Resources Information Center

    Roysircar, Gargi; Arredondo, Patricia; Fuertes, Jairo N.; Ponterotto, Joseph G.; Toporek, Rebecca L.

    This book updates earlier Association for Multicultural Counseling and Development (AMCD) multicultural counseling competencies (MCC). Each chapter author particularizes definitions and/or conceptualizations of multicultural competencies to the topic of his or her chapter. The present document operationalizes the MCC into practice examples,…

  18. Developing Idiomatic Competence in the ESOL Classroom: A Pragmatic Account

    ERIC Educational Resources Information Center

    Liontas, John I.

    2015-01-01

    Building on previous theoretical constructs and empirical findings on idioms, this article advances an integrated theoretical and methodological framework for developing idiomatic competence in English for speakers of other languages (ESOL). Beginning with a definition of the term "idiomatic competence," the author then presents a…

  19. Developing Intercultural Competence in Multilingual and Multicultural Student Groups

    ERIC Educational Resources Information Center

    Krajewski, Sabine

    2011-01-01

    Internationalization and intercultural competence are key issues in higher education institutions across the globe. In times of accelerating globalization, intercultural competence emerges as one of the most desirable graduate capabilities for those who are likely to work in international environments. This article focuses on the development of…

  20. A program to enhance competence in clinical transaction skills.

    PubMed

    Gotterer, Gerald S; Petrusa, Emil; Gabbe, Steven G; Miller, Bonnie M

    2009-07-01

    The ability to take a comprehensive and accurate clinical history, perform a thorough and nuanced physical examination, engage in sequential clinical reasoning using all relevant clinical and laboratory data, and communicate clearly and compassionately with patients and other providers--the skills of the clinical transaction--are critical to a successful therapeutic outcome. Yet few medical schools' curricula include an explicit focus on developing these skills beyond the introductory level. Vanderbilt Medical School has developed a structured curriculum, integrated into the traditional clerkships of the third and fourth years, that ensures that each student receives specific instruction in clinical transaction skills. The clinical transaction curriculum is based on a set of 25 presenting problems, with learning objectives identified for each problem. Primary responsibility for instruction relating to each presenting problem is assigned to specific core clerkships, with the major portion of teaching provided by a nucleus of specially selected and compensated master clinical teachers. The Clinical Transaction Project at Vanderbilt was begun in 2004. Future development will focus on enhancing approaches to student assessment.

  1. Developing competencies for pediatric hospice and palliative medicine.

    PubMed

    Klick, Jeffrey C; Friebert, Sarah; Hutton, Nancy; Osenga, Kaci; Pituch, Kenneth J; Vesel, Tamara; Weidner, Norbert; Block, Susan D; Morrison, Laura J

    2014-12-01

    In 2006, hospice and palliative medicine (HPM) became an officially recognized subspecialty. This designation helped initiate the Accreditation Council of Graduate Medical Education Outcomes Project in HPM. As part of this process, a group of expert clinician-educators in HPM defined the initial competency-based outcomes for HPM fellows (General HPM Competencies). Concurrently, these experts recognized and acknowledged that additional expertise in pediatric HPM would ensure that the competencies for pediatric HPM were optimally represented. To fill this gap, a group of pediatric HPM experts used a product development method to define specific Pediatric HPM Competencies. This article describes the development process. With the ongoing evolution of HPM, these competencies will evolve. As part of the Next Accreditation System, the Accreditation Council of Graduate Medical Education uses milestones as a framework to better define competency-based, measurable outcomes for trainees. Currently, there are no milestones specific to HPM, although the field is designing curricular milestones with multispecialty involvement, including pediatrics. These competencies are the conceptual framework for the pediatric content in the HPM milestones. They are specific to the pediatric HPM subspecialist and should be integrated into the training of pediatric HPM subspecialists. They will serve a foundational role in HPM and should inform a wide range of emerging innovations, including the next evolution of HPM Competencies, development of HPM curricular milestones, and training of adult HPM and other pediatric subspecialists. They may also inform pediatric HPM outcome measures, as well as standards of practice and performance for pediatric HPM interdisciplinary teams.

  2. Issues in Selecting Methods of Evaluating Clinical Competence in the Health Professions: Implications for Athletic Training Education

    ERIC Educational Resources Information Center

    Middlemas, David A.; Hensal, Carleton

    2009-01-01

    Objectives: To examine methods used to evaluate the clinical competence and proficiency of students in medicine and allied health professions. To identify factors that would be valuable to educators in athletic training and other medical and allied health professions in the development and use of clinical assessment methods. Data Sources: We…

  3. Fostering Competence in Medicines Development: The IFAPP Perspective

    PubMed Central

    Dubois, Dominique J.; Jurczynska, Anna; Kerpel-Fronius, Sandor; Kesselring, Gustavo; Imamura, Kyoko; Nell, Gerfried; Silva, Honorio; Stonier, Peter

    2016-01-01

    IFAPP (International Federation of Associations of Pharmaceutical Physicians and Pharmaceutical Medicine) is a nonprofit organization with the mission to promote Pharmaceutical Medicine & Medicines Development (PM&MD) by enhancing the competencies and maintaining high research ethical standards of Pharmaceutical Physicians and other professionals involved in medicines development worldwide, leading to the availability and appropriate use of medicines for the benefit of patients and society1. About 30 national professional associations related to PM&MD, involving 7000 professionals, are affiliated to IFAPP. Medicines development has traditionally been a challenging enterprise, with high risk, high investment, and potentially high returns in the lengthy and complex process of identifying a new chemical entity as a candidate for development and possibly succeeding in bringing it as a pharmaceutical product to the market. However, the emergence of genomics, translational research, biomarkers, and precision medicine pose challenges going forward involving allocation of resources, price, market access, and cost-effectiveness as opposed to the traditional concepts of “efficacy” and “safety.” Education and Continuing Professional Development (CPD) are a major focus of IFAPP. The International Conference on Pharmaceutical Medicine (ICPM) is the largest event for our organization; ICPM is held every 2 or 3 years and is aimed to provide the state of the art in key areas for our discipline and profession. The paper is a reflection on the role of competency-based education and training for Pharmaceutical Physicians and medicines development scientists, as was discussed during the recent ICPM 2016 held in Sao Paulo, Brazil on April 18–19, with the support of the Brazilian Association of Pharmaceutical Medicine, and gathered around 200 representatives from the pharmaceutical, clinical research and regulatory arenas from all over the world2,3. PMID:27790146

  4. Core informatics competencies for clinical and translational scientists: what do our customers and collaborators need to know?

    PubMed

    Valenta, Annette L; Meagher, Emma A; Tachinardi, Umberto; Starren, Justin

    2016-07-01

    Since the inception of the Clinical and Translational Science Award (CTSA) program in 2006, leaders in education across CTSA sites have been developing and updating core competencies for Clinical and Translational Science (CTS) trainees. By 2009, 14 competency domains, including biomedical informatics, had been identified and published. Since that time, the evolution of the CTSA program, changes in the practice of CTS, the rapid adoption of electronic health records (EHRs), the growth of biomedical informatics, the explosion of big data, and the realization that some of the competencies had proven to be difficult to apply in practice have made it clear that the competencies should be updated. This paper describes the process undertaken and puts forth a new set of competencies that has been recently endorsed by the Clinical Research Informatics Workgroup of AMIA. In addition to providing context and background for the current version of the competencies, we hope this will serve as a model for revision of competencies over time. PMID:27121608

  5. Interlanguage Pragmatic Development: The Relation between Pragmalinguistic Competence and Sociopragmatic Competence

    ERIC Educational Resources Information Center

    Chang, Yuh-Fang

    2011-01-01

    The past few years saw significant advances in the field of interlanguage pragmatics development since several researchers' call for more studies focusing on the development of pragmatic competence of second or foreign language learners. The existing literature, however, still leaves us an incomplete picture of the nature of the relation between…

  6. Developing Export Management Competencies and Skills among Undergraduate Business Students.

    ERIC Educational Resources Information Center

    Scharf, Fred; Bell, Jim

    2002-01-01

    Responses of 25 Northern Ireland business students who undertook client-sponsored projects in local businesses reported increased proficiency in conducting research, improved competence in export management, development of soft skills, and better ability to apply theory to practice. (SK)

  7. The interplay between experiential and traditional learning for competency development

    PubMed Central

    Bonesso, Sara; Gerli, Fabrizio; Pizzi, Claudio

    2015-01-01

    Extensive research demonstrated that firms may pursue several advantages in hiring individuals with the set of emotional, social, and cognitive (ESC) competencies that are most critical for business success. Therefore, the role of education for competency development is becoming paramount. Prior studies have questioned the traditional methods, grounded in the lecture format, as a way to effectively develop ESC competencies. Alternatively, they propose experiential learning techniques that involve participants in dedicated courses or activities. Despite the insights provided by these studies, they do not take into account a comprehensive set of learning methods and their combined effect on the individual's competency portfolio within educational programs that aim to transfer primarily professional skills. Our study aims to fill these gaps by investigating the impact of the interplay between different learning methods on ESC competencies through a sample of students enrolled in the first year of a master's degree program. After providing a classification of three learning methods [traditional learning (TL), individual experiential learning (IEL), and social experiential learning (SEL)], the study delves into their combined influence on ESC competencies, adopting the Artificial Neural Network. Contrary to prior studies, our results provide counterintuitive evidence, suggesting that TL needs to be implemented together, on the one hand, with IEL to achieve a significant effect on emotional competencies and, on the other hand, with SEL to have an impact on social competencies. Moreover, IEL plays a prominent role in stimulating cognitive competencies. Our research contributes to educational literature by providing new insights on the effective combination of learning methods that can be adopted into programs that transfer technical knowledge and skills to promote behavioral competencies. PMID:26388810

  8. The interplay between experiential and traditional learning for competency development.

    PubMed

    Bonesso, Sara; Gerli, Fabrizio; Pizzi, Claudio

    2015-01-01

    Extensive research demonstrated that firms may pursue several advantages in hiring individuals with the set of emotional, social, and cognitive (ESC) competencies that are most critical for business success. Therefore, the role of education for competency development is becoming paramount. Prior studies have questioned the traditional methods, grounded in the lecture format, as a way to effectively develop ESC competencies. Alternatively, they propose experiential learning techniques that involve participants in dedicated courses or activities. Despite the insights provided by these studies, they do not take into account a comprehensive set of learning methods and their combined effect on the individual's competency portfolio within educational programs that aim to transfer primarily professional skills. Our study aims to fill these gaps by investigating the impact of the interplay between different learning methods on ESC competencies through a sample of students enrolled in the first year of a master's degree program. After providing a classification of three learning methods [traditional learning (TL), individual experiential learning (IEL), and social experiential learning (SEL)], the study delves into their combined influence on ESC competencies, adopting the Artificial Neural Network. Contrary to prior studies, our results provide counterintuitive evidence, suggesting that TL needs to be implemented together, on the one hand, with IEL to achieve a significant effect on emotional competencies and, on the other hand, with SEL to have an impact on social competencies. Moreover, IEL plays a prominent role in stimulating cognitive competencies. Our research contributes to educational literature by providing new insights on the effective combination of learning methods that can be adopted into programs that transfer technical knowledge and skills to promote behavioral competencies. PMID:26388810

  9. Development of clinical sites.

    PubMed

    O'Brien, Mary

    2015-02-01

    Clinical experiences are vital to all types of healthcare educational programs. Supervised clinical experiences provide the opportunity for the learner to apply didactic knowledge and theory to real world situations and hone skills necessary for entry into practice. Nurse anesthesia programs utilize a wide variety of clinical sites to expose student registered nurse anesthetists to experiences that will prepare them clinically, academically and professionally to enter practice as a Certified Registered Nurse Anesthetist. This article describes the process of developing a clinical site. A thorough evaluation will determine the types of experiences meant to be offered at the site, the resources available to house and educate the students, and how to evaluate the effectiveness of the clinical site. Open communication between the clinical coordinator and the program director or designee is essential to ensure success of the clinical site. The Council on Accreditation of Nurse Anesthesia Educational Programs has resources available to guide those interested in becoming a clinical site, as well as for program administrators who seek to add new experiences to their programs. PMID:25842629

  10. Discovery of Novel Peptides Regulating Competence Development in Streptococcus mutans

    PubMed Central

    Ahn, Sang-Joon; Kaspar, Justin; Kim, Jeong Nam; Seaton, Kinda

    2014-01-01

    A MarR-like transcriptional repressor (RcrR) and two predicted ABC efflux pumps (RcrPQ) encoded by a single operon were recently shown to be dominant regulators of stress tolerance and development of genetic competence in the oral pathogen Streptococcus mutans. Here, we focused on polar (ΔrcrR-P) and nonpolar (ΔrcrR-NP) rcrR mutants, which are hyper- and nontransformable, respectively, to dissect the mechanisms by which these mutations impact competence. We discovered two open reading frames (ORFs) in the 3′ end of the rcrQ gene that encode peptides of 27 and 42 amino acids (aa) which are also dramatically upregulated in the ΔrcrR-NP strain. Deletion of, or start codon mutations in, the ORFs for the peptides in the ΔrcrR-NP background restored competence and sensitivity to competence-stimulating peptide (CSP) to levels seen in the ΔrcrR-P strain. Overexpression of the peptides adversely affected competence development. Importantly, overexpression of mutant derivatives of the ABC exporters that lacked the peptides also resulted in impaired competence. FLAG-tagged versions of the peptides could be detected in S. mutans, and FLAG tagging of the peptides impaired their function. The competence phenotypes associated with the various mutations, and with overexpression of the peptides and ABC transporters, were correlated with the levels of ComX protein in cells. Collectively, these studies revealed multiple novel mechanisms for regulation of competence development by the components of the rcrRPQ operon. Given their intimate role in competence and stress tolerance, the rcrRPQ-encoded peptides may prove to be useful targets for therapeutics to diminish the virulence of S. mutans. PMID:25135217

  11. A Study on the Self-Efficacy and Competence of Approved Clinical Instructors on Athletic Training Educational Competencies

    ERIC Educational Resources Information Center

    Ludwig, Christopher M.

    2014-01-01

    The purpose of this research was to survey allied healthcare and medical practitioners who were approved clinical instructors (ACIs) of an accredited Athletic Training Education Program to gain insight into their self-efficacy and competence on the acute care of pulmonary injuries and illnesses category in the 5th edition of the Athletic Training…

  12. Developper une competence de communication chez l'enfant (Developing Communicative Competence in the Child).

    ERIC Educational Resources Information Center

    Tamuly, Annette

    1994-01-01

    A discussion of communicative language teaching of children of about eight focuses on their unique communication capacities and needs, particularly in the school environment, on the importance of teaching communication strategies as a social and linguistic tool, on developing metalinguistic competence, and on the role of the imagination in…

  13. Reproductive competence: a recurrent logic module in eukaryotic development

    PubMed Central

    Noble, Luke M.; Andrianopoulos, Alex

    2013-01-01

    Developmental competence is the ability to differentiate in response to an appropriate stimulus, as first elaborated by Waddington in relation to organs and tissues. Competence thresholds operate at all levels of biological systems from the molecular (e.g. the cell cycle) to the ontological (e.g. metamorphosis and reproduction). Reproductive competence, an organismal process, is well studied in mammals (sexual maturity) and plants (vegetative phase change), though far less than later stages of terminal differentiation. The phenomenon has also been documented in multiple species of multicellular fungi, mostly in early, disparate literature, providing a clear example of physiological differentiation in the absence of morphological change. This review brings together data on reproductive competence in Ascomycete fungi, particularly the model filamentous fungus Aspergillus nidulans, contrasting mechanisms within Unikonts and plants. We posit reproductive competence is an elementary logic module necessary for coordinated development of multicellular organisms or functional units. This includes unitary multicellular life as well as colonial species both unicellular and multicellular (e.g. social insects such as ants). We discuss adaptive hypotheses for developmental and reproductive competence systems and suggest experimental work to address the evolutionary origins, generality and genetic basis of competence in the fungal kingdom. PMID:23864594

  14. Assessing Clinical Reasoning (ASCLIRE): Instrument Development and Validation

    ERIC Educational Resources Information Center

    Kunina-Habenicht, Olga; Hautz, Wolf E.; Knigge, Michel; Spies, Claudia; Ahlers, Olaf

    2015-01-01

    Clinical reasoning is an essential competency in medical education. This study aimed at developing and validating a test to assess diagnostic accuracy, collected information, and diagnostic decision time in clinical reasoning. A norm-referenced computer-based test for the assessment of clinical reasoning (ASCLIRE) was developed, integrating the…

  15. Methodology for developing competency standards for dietitians in Australia.

    PubMed

    Palermo, Claire; Conway, Jane; Beck, Eleanor J; Dart, Janeane; Capra, Sandra; Ash, Susan

    2016-03-01

    Competency standards document the knowledge, skills, and attitudes required for competent performance. This study develops competency standards for dietitians in order to substantiate an approach to competency standard development. Focus groups explored the current and emerging purpose, role, and function of the profession, which were used to draft competency standards. Consensus was then sought using two rounds of a Delphi survey. Seven focus groups were conducted with 28 participants (15 employers/practitioners, 5 academics, 8 new graduates). Eighty-two of 110 invited experts participated in round one and 67 experts completed round two. Four major functions of dietitians were identified: being a professional, influencing the health of individuals, groups, communities, and populations through evidence-based nutrition practice, and working collaboratively in teams. Overall there was a high level of consensus on the standards: 93% achieved agreement by participants in round one and all revised standards achieved consensus on round 2. The methodology provides a framework for other professions wishing to embark on competency standard review or development.

  16. Developing psychiatric competence during medical education and internship: contributing factors.

    PubMed

    Høifødt, Tordis Sørensen; Olstad, Reidun; Sexton, Hal

    2007-11-01

    The study describes the learning process in psychiatry of medical students through their clerkship and internship, It focused upon the development of students' attitudes to psychiatry, subjective psychiatric competence and self-confidence. The relationships between the participants' background, aspects of the learning environment, their attitudes to psychiatry, psychiatric competence and psychiatric self-confidence were explored in order to develop an empirical model of the learning process.The participants were medical students at the University of Tromsoe, Norway. The study was prospective and based on students' self-reports, Structural panel modelling and growth curve analyses were used to explore the complex interactions between the variables over time and to create a model of the learning processes. The medical students significantly increased their subjective competence and psychiatric self-confidence during their clerkship in psychiatry and maintained them during their internship. Previous psychiatric experience, attitudes towards psychiatry and current psychiatric experience contributed to subjective psychiatric competence, Competence in turn had a positive effect on self-confidence. Interestingly, those with greater subjective competence also appeared to have more psychiatric experience during their internship. An empirical model of the important aspects of the learning process was developed.

  17. Developing competencies for pediatric hospice and palliative medicine.

    PubMed

    Klick, Jeffrey C; Friebert, Sarah; Hutton, Nancy; Osenga, Kaci; Pituch, Kenneth J; Vesel, Tamara; Weidner, Norbert; Block, Susan D; Morrison, Laura J

    2014-12-01

    In 2006, hospice and palliative medicine (HPM) became an officially recognized subspecialty. This designation helped initiate the Accreditation Council of Graduate Medical Education Outcomes Project in HPM. As part of this process, a group of expert clinician-educators in HPM defined the initial competency-based outcomes for HPM fellows (General HPM Competencies). Concurrently, these experts recognized and acknowledged that additional expertise in pediatric HPM would ensure that the competencies for pediatric HPM were optimally represented. To fill this gap, a group of pediatric HPM experts used a product development method to define specific Pediatric HPM Competencies. This article describes the development process. With the ongoing evolution of HPM, these competencies will evolve. As part of the Next Accreditation System, the Accreditation Council of Graduate Medical Education uses milestones as a framework to better define competency-based, measurable outcomes for trainees. Currently, there are no milestones specific to HPM, although the field is designing curricular milestones with multispecialty involvement, including pediatrics. These competencies are the conceptual framework for the pediatric content in the HPM milestones. They are specific to the pediatric HPM subspecialist and should be integrated into the training of pediatric HPM subspecialists. They will serve a foundational role in HPM and should inform a wide range of emerging innovations, including the next evolution of HPM Competencies, development of HPM curricular milestones, and training of adult HPM and other pediatric subspecialists. They may also inform pediatric HPM outcome measures, as well as standards of practice and performance for pediatric HPM interdisciplinary teams. PMID:25404726

  18. Development of an Evaluative Procedure for Clinical Clerkships.

    ERIC Educational Resources Information Center

    And Others; Pancorbo, Salvador

    1980-01-01

    In order to evaluate the clinical competencies of graduate pharmacy students upon the completion of a medicine rotation, an oral examination has been developed that requires students to present data and defend decisions. Objectives, responsibilities, and competencies required by the rotation and nine sample exam questions are appended. (JMD)

  19. Development of an interprofessional competency framework in Japan.

    PubMed

    Haruta, Junji; Sakai, Ikuko; Otsuka, Mariko; Yoshimoto, Hisashi; Yoshida, Kazue; Goto, Michiko; Shimoi, Toshinori

    2016-09-01

    This article presents a project that aimed to identify a set of competencies (domains and statements) to prepare Japanese students and healthcare practitioners for collaborative practice. The Japan Association for Interprofessional Education (JAIPE) has started a government-funded project to formulate its interprofessional competency framework, in cooperation with professional organisations (e.g. Japan Society for Medical Education) in healthcare and social sciences. This three-year project is underway as part of the Initiative to Build up the Core Healthcare Personnel programme of Mie University. This project consists of five stages: literature review, data collection, prototype development, consensus formation, and finalisation. Our efforts will culminate in Japan's first interprofessional competency framework, with consensus from relevant academic societies and other stakeholders. We hope that the involvement of stakeholder participation will improve the usability of the final interprofessional competency framework. PMID:27351518

  20. Learning and Innovation Competence in Agricultural and Rural Development

    ERIC Educational Resources Information Center

    Pant, Laxmi Prasad

    2012-01-01

    Purpose: The fields of competence development and capacity development remain isolated in the scholarship of learning and innovation despite the contemporary focus on innovation systems thinking in agricultural and rural development. This article aims to address whether and how crossing the conventional boundaries of these two fields provide new…

  1. SCID: A Competency-Based Curriculum Development Model.

    ERIC Educational Resources Information Center

    Norton, Robert E.

    To provide structure for developing curriculum for Competency Based Education (CBE), an effective and efficient model, Systematic Curriculum and Instructional Development (SCID), has been devised. SCID has five phases: analysis, design, development, implementation, and evaluation. Each of 23 components involves several steps, some optional. Phase…

  2. Development and psychometric evaluation of the competency inventory for nursing students: a learning outcome perspective.

    PubMed

    Hsu, Li-Ling; Hsieh, Suh-Ing

    2013-05-01

    Deficiency in essential core competencies could jeopardize the safety of patients. Adopting the outcome-based approach, a set of minimally required core competencies for nursing students was developed to ensure the quality of nursing education. Determination of what point to measure competency is needed. Most importantly, competence indicators of nursing students can be used in curriculum development, planning, and learning outcome evaluation. The purpose of this study was to develop a competency inventory to measure learning outcomes of baccalaureate nursing students and to test its psychometric properties. Psychometric testing was conducted with a convenience sample of 599 nursing students in 2011. Principal axis factor analysis was performed on the 52-item scale to determine construct validity and Cronbach's alpha was used to measure the internal consistency. Principal axis factoring method identified six factors through the direct oblimin rotations including pattern matrix and structure matrix: ethical and responsibility, general clinical skills, lifelong learning, clinical biomedical science, caring and critical thinking reasoning. Exploratory factor analysis yielded an instrument with 43-items on six factors, accounting for 69.84% of the variance in scores. The Competency Inventory of Nursing Students (CINS) factors ranged from 0.91 to 0.98. This study shows that the Competency Inventory of Nursing Students has satisfactory psychometric properties and could be a useful instrument for measuring learning outcomes of nursing student. The competence indicators show merit for assessing learning outcomes for nursing students in nursing education. However, a cross-validation of the scale with another sample is also needed. PMID:22727581

  3. Clinical vaccine development

    PubMed Central

    2015-01-01

    Vaccination is regarded as one of the biggest triumphs in the history of medicine. We are living in the most successful period of vaccine development. The accumulation of multidisciplinary knowledge and the investment of massive funding have enabled the development of vaccines against many infectious diseases as well as other diseases including malignant tumors. The paradigm of clinical vaccine evaluation and licensure has also been modernized based on scientific improvements and historical experience. However, there remain a number of hurdles to overcome. Continuous efforts are focused on increasing the efficacy and reducing the risks related to vaccine use. Cutting-edge knowledge about immunology and microbiology is being rapidly translated to vaccine development. Thus, physicians and others involved in the clinical development of vaccines should have sufficient understanding of the recent developmental trends in vaccination and the diseases of interest. PMID:25648742

  4. Assessing competency in spasticity management: a method of development and assessment.

    PubMed

    Escaldi, Steven V; Cuccurullo, Sara J; Terzella, Matthew; Petagna, Ann Marie; Strax, Thomas E

    2012-03-01

    This project endeavored to create an educational module including methodology to instruct physical medicine and rehabilitation residents in the evaluation and appropriate treatment of patients with spasticity and other sequelae of the upper motor neuron syndrome. It further sought to verify acquired competencies in spasticity management through objective evaluation methodology. A physical medicine and rehabilitation board-certified physician with 10 yrs clinical experience in spasticity management trained 16 residents using a standardized competency-based module. Assessment tools developed for this program address the basic competencies outlined by the Accreditation Council for Graduate Medical Education. The 16 residents successfully demonstrated proficiency in every segment of the evaluation module by the end of the Postgraduate Year 3 spasticity management rotation. Objective measures compared resident scores on an institution-specific standardized test administered before and after training. Resident proficiency in the skills and knowledge pertaining to spasticity management was objectively verified after completion of the standardized educational module. Validation of the assessment tool is evidenced by significantly improved postrotational institution-specific standardized test scores (mean pretest score, 61.1%; mean posttest score, 95.4%) as well as oral testing. In addition, the clinical development tool was validated by residents being individually observed performing skills and deemed competent by a board-certified physical medicine and rehabilitation physician specializing in spasticity management. The standardized educational module and evaluation methodology provide a potential framework for the definition of baseline competency in the clinical skill area of spasticity management. PMID:22173081

  5. Working Toward a Competency-Based Preceptor Development Program.

    PubMed

    Gueorguieva, Vera; Chang, Ann; Fleming-Carroll, Bonnie; Breen-Reid, Karen M; Douglas, Mary; Parekh, Sandhaya

    2016-09-01

    Preceptorship programs are widely used in nursing education and transition to practice. This article describes a variety of improvements implemented in an academic health sciences center on the basis of findings from a study previously conducted with preceptors in the same institution. A long-standing preceptor preparation program was redesigned and expanded into two levels-an introductory workshop directed toward meeting the needs of new preceptors, and an advanced workshop for experienced preceptors. Organization-specific preceptor competencies were developed as a foundation for preceptor practice. The competencies also informed the revised preceptor development program that included selection, ongoing development, and evaluation. A more structured support system, a standardized performance feedback process, and additional recognition strategies were incorporated in the new competency-based preceptor program. J Contin Educ Nurs. 2016;47(9):427-432. PMID:27580510

  6. Assessing Language Competence: Guidelines for Assisting Persons with Limited English Proficiency in Research and Clinical Settings.

    ERIC Educational Resources Information Center

    Acevedo, Marcela C.; Reyes, Carla J.; Annett, Robert D.; Lopez, Edith M.

    2003-01-01

    Current guidelines indicate that therapeutic interactions must be in the client's primary language. This article addresses the ethical dilemmas faced by monolingual clinicians and researchers who must assess the foreign language competence of an interpreter. Guidelines are proposed for assessing language competence of staff in clinical and…

  7. Multicultural Grand Rounds: Competency-Based Training Model for Clinical Psychology Graduate Students

    ERIC Educational Resources Information Center

    Stites, Shana D.; Warholic, Christina L.

    2014-01-01

    Preparing students to enter the field of psychology as competent professionals requires that multicultural practices be infused into all areas of training. This article describes how the Grand Rounds model was adapted to a graduate clinical psychology training program to foster applied learning in multicultural competence. This extension of Grand…

  8. The Growing Admissibility of Expert Testimony by Clinical Social Workers on Competence to Stand Trial

    ERIC Educational Resources Information Center

    Siegel, David M.

    2008-01-01

    Expert testimony by clinical social workers concerning a criminal defendant's competence to stand trial has increasingly been admitted in certain state courts over the past two decades, yet most state laws still require that court-appointed competence evaluators be psychiatrists or psychologists. Pressure to admit social workers' testimony will…

  9. Minimum Competencies in Undergraduate Motor Development. Guidance Document

    ERIC Educational Resources Information Center

    National Association for Sport and Physical Education, 2004

    2004-01-01

    The minimum competency guidelines in Motor Development described herein at the undergraduate level may be gained in one or more motor development course(s) or through other courses provided in an undergraduate curriculum. The minimum guidelines include: (1) Formulation of a developmental perspective; (2) Knowledge of changes in motor behavior…

  10. The Development of Community Competence in the Teacher Education Curriculum

    ERIC Educational Resources Information Center

    Dobber, Marjolein; Vandyck, Inne; Akkerman, Sanne; Graaff, Rick de; Beishuizen, Jos; Pilot, Albert; Verloop, Nico; Vermunt, Jan

    2013-01-01

    Teachers are expected to frequently collaborate within teacher communities in schools. This requires teacher education to prepare student teachers by developing the necessary community competence. The present study empirically investigates the extent to which teacher education programmes pay attention to and aim to stimulate the development of…

  11. Developing Intercultural Competencies during History Class

    ERIC Educational Resources Information Center

    Costa, Vitor; Saial, Joaquim; Castro, Irene; Pita, Fátima

    2009-01-01

    The aim of this paper is to present some good practices for integrating Intercultural Education in History class. The activities presented in the article are developed during the ICTime course in Seixal, Portugal.

  12. Robot Competence Development by Constructive Learning

    NASA Astrophysics Data System (ADS)

    Meng, Q.; Lee, M. H.; Hinde, C. J.

    This paper presents a constructive learning approach for developing sensor-motor mapping in autonomous systems. The system’s adaptation to environment changes is discussed and three methods are proposed to deal with long term and short term changes. The proposed constructive learning allows autonomous systems to develop network topology and adjust network parameters. The approach is supported by findings from psychology and neuroscience especially during infants cognitive development at early stages. A growing radial basis function network is introduced as a computational substrate for sensory-motor mapping learning. Experiments are conducted on a robot eye/hand coordination testbed and results show the incremental development of sensory-motor mapping and its adaptation to changes such as in tool-use.

  13. Robot Competence Development by Constructive Learning

    NASA Astrophysics Data System (ADS)

    Meng, Q.; Lee, M. H.; Hinde, C. J.

    This paper presents a constructive learning approach for developing sensor-motor mapping in autonomous systems. The system's adaptation to environment changes is discussed and three methods are proposed to deal with long term and short term changes. The proposed constructive learning allows autonomous systems to develop network topology and adjust network parameters. The approach is supported by findings from psychology and neuroscience especially during infants cognitive development at early stages. A growing radial basis function network is introduced as a computational substrate for sensory-motor mapping learning. Experiments are conducted on a robot eye/hand coordination testbed and results show the incremental development of sensory-motor mapping and its adaptation to changes such as in tool-use.

  14. Mammalian oocyte development: checkpoints for competence.

    PubMed

    Fair, Trudee

    2010-01-01

    During the lifespan of the female, biochemical changes occur in the ovarian environment. These changes are brought about by numerous endogenous and exogenous factors, including husbandry practices, production demands and disease, and can have a profound effect on ovarian oocyte quality and subsequent embryo development. Despite many investigations, there is no consensus regarding the time or period of follicular oocyte development that is particularly sensitive to insult. Here, the key molecular and morphological events that occur during oocyte and follicle growth are reviewed, with a specific focus on identifying critical checkpoints in oocyte development. The secondary follicle stage appears to be a key phase in follicular oocyte development because major events such as activation of the oocyte transcriptome, sequestration of the zona pellucida, establishment of bidirectional communication between the granulosa cells and the oocyte and cortical granule synthesis occur during this period of development. Several months later, the periovulatory period is also characterised by the occurrence of critical events, including appropriate degradation or polyadenylation of mRNA transcripts, resumption of meiosis, spindle formation, chromosome alignment and segregation, and so should also be considered as a potential checkpoint of oocyte development.

  15. Competing designs for phase I clinical trials: a review.

    PubMed

    Rosenberger, William F; Haines, Linda M

    2002-09-30

    Phase I clinical trials are typically small, uncontrolled studies designed to determine a maximum tolerated dose of a drug which will be used in further testing. Two divergent schools have developed in designing phase I clinical trials. The first defines the maximum tolerated dose as a statistic computed from data, and hence it is identified, rather than estimated. The second defines the maximum tolerated dose as a parameter of a monotonic dose-response curve, and hence is estimated. We review techniques from both philosophies. The goal is to present these methods in a single package, to compare them from philosophical and statistical grounds, to hopefully clear up some common misconceptions, and to make a few recommendations. This paper is not a review of simulation studies of these designs, nor does it present any new simulations comparing these designs.

  16. Competency-based postgraduate training: can we bridge the gap between theory and clinical practice?

    PubMed

    ten Cate, Olle; Scheele, Fedde

    2007-06-01

    The introduction of competency-based postgraduate medical training, as recently stimulated by national governing bodies in Canada, the United States, the United Kingdom, The Netherlands, and other countries, is a major advancement, but at the same time it evokes critical issues of curricular implementation. A source of concern is the translation of general competencies into the practice of clinical teaching. The authors observe confusion around the term competency, which may have adverse effects when a teaching and assessment program is to be designed. This article aims to clarify the competency terminology. To connect the ideas behind a competency framework with the work environment of patient care, the authors propose to analyze the critical activities of professional practice and relate these to predetermined competencies. The use of entrustable professional activities (EPAs) and statements of awarded responsibility (STARs) may bridge a potential gap between the theory of competency-based education and clinical practice. EPAs reflect those activities that together constitute the profession. Carrying out most of these EPAs requires the possession of several competencies. The authors propose not to go to great lengths to assess competencies as such, in the way they are abstractly defined in competency frameworks but, instead, to focus on the observation of concrete critical clinical activities and to infer the presence of multiple competencies from several observed activities. Residents may then be awarded responsibility for EPAs. This can serve to move toward competency-based training, in which a flexible length of training is possible and the outcome of training becomes more important than its length.

  17. The Development of Competent Marketing Professionals

    ERIC Educational Resources Information Center

    Walker, Ian; Tsarenko, Yelena; Wagstaff, Peter; Powell, Irene; Steel, Marion; Brace-Govan, Jan

    2009-01-01

    The process of transition from university undergraduate to business professional is a crucial stage in the development of a business career. This study examines both graduate and employer perspectives on the essential skills and knowledge needed by marketing professionals to successfully perform their roles. From in-depth interviews with 14…

  18. Evaluating clinical competence during nursing education: A comprehensive integrative literature review.

    PubMed

    Lejonqvist, Gun-Britt; Eriksson, Katie; Meretoja, Riitta

    2016-04-01

    This paper explored concepts, definitions and theoretical perspectives evaluating clinical competence during nursing education. The questions were: (i) How is clinical competence evaluated? and (ii) What is evaluated? An integrative review of 19 original research articles from 2009 to 2013 was performed. Results showed that evaluation tools were used in 14, observations in 2 and reflecting writing in 3 studies. The students participated in all but one evaluation alone or together with peers, faculty members or preceptors. Three themes were found: (i) professional practice with a caring perspective; (ii) clinical skills and reflective practice; and (iii) cognitive, affective and psychomotor skills both with a nursing perspective. This review shows an emphasis on structured methods with a risk reducing nursing to tasks and skills why combinations with qualitative evaluations are recommended. A holistic view of competence dominated and in designing evaluations, explicit perspectives and operationalized definitions of clinical competence became evident. PMID:26369943

  19. Teaching medical student geriatrics competencies in 1 week: an efficient model to teach and document selected competencies using clinical and community resources.

    PubMed

    Atkinson, Hal H; Lambros, Ann; Davis, Brooke R; Lawlor, Janice S; Lovato, James; Sink, Kaycee M; Demons, Jamehl L; Lyles, Mary F; Watkins, Franklin S; Callahan, Kathryn E; Williamson, Jeff D

    2013-07-01

    The Association of American Medical Colleges (AAMC) and the John A. Hartford Foundation published geriatrics competencies for medical students in 2008 defining specific knowledge and skills that medical students should be able to demonstrate before graduation. Medical schools, often with limited geriatrics faculty resources, face challenges in teaching and assessing these competencies. As an initial step to facilitate more-efficient implementation of the competencies, a 1-week geriatrics rotation was developed for the third year using clinical, community, and self-directed learning resources. The Wake Forest University School of Medicine Acute Care for the Elderly Unit serves as home base, and each student selects a half-day outpatient or long-term care experience. Students also perform a home-based falls-risk assessment with a Meals-on-Wheels client. The objectives for the rotation include 20 of the 26 individual AAMC competencies and specific measurable tracking tasks for seven individual competencies. In the evaluation phase, 118 students completed the rotation. Feedback was positive, with an average rating of 7.1 (1 = worst, 10 = best). Students completed a 23-item pre- and post-knowledge test, and average percentage correct improved by 15% (P < .001); this improvement persisted at graduation (2 years after the pretest). On a 12-item survey of attitudes toward older adults, improvement was observed immediately after the rotation that did not persist at graduation. Ninety-seven percent of students documented completion of the competency-based tasks. This article provides details of development, structure, evaluation, and lessons learned that will be useful for other institutions considering a brief, concentrated geriatrics experience in the third year of medical school.

  20. A Competency-Based Clinical Chemistry Course for the Associate Degree Medical Laboratory Technician Graduate in a Medical Technology Baccalaureate Program.

    ERIC Educational Resources Information Center

    Buccelli, Pamela

    Presented is a project that developed a competency-based clinical chemistry course for associate degree medical laboratory technicians (MLT) in a medical technology (MT) baccalaureate program. Content of the course was based upon competencies expected of medical technologists at career-entry as defined in the statements adopted in 1976 by the…

  1. A Training Program Using an Audience Response System to Calibrate Dental Faculty Members Assessing Student Clinical Competence.

    PubMed

    Metz, Michael J; Metz, Cynthia J; Durski, Marcelo T; Aiken, Sean A; Mayfield, Theresa G; Lin, Wei-Shao

    2016-09-01

    The aim of this study was to assess the effectiveness of calibration training of departmental faculty and competency graders using an audience response system on operative dentistry concepts across 12 months. The training sessions were designed to further solidify the process and equilibration of clinical opinions among faculty members and provide a more calibrated grading assessment during patient care for student performance feedback. Four (quarterly) calibration sessions occurred over 12 months in 2015. The first session was considered the baseline (control value) for this study. Pre- and post-calibration interrater agreement was assessed. Additionally, a pre and post assessment with ten Likert-scale questions was used to measure students' perceptions of instructional consistency. The results showed that a statistically significant increase in conceptual knowledge scores occurred for both departmental faculty members and competency graders across each of the four sessions (one-factor ANOVA; p<0.05). Interrater reliability agreement also significantly improved for both department faculty members and competency graders' clinical assessments over 12 months of implementation (Cohen's Kappa; p<0.05). There was a statistically significant increase in positive student perceptions on all ten questions (dependent t-test; p<0.05). Implementation of an audience response system for departmental and competency graders was found to be effective in facilitating a discussion forum, calibrating clinical assessments, and improving student perceptions. The positive results from this study support the value of dental schools' introducing faculty development programs to ensure consistent instruction for assessing dental student competence. PMID:27587578

  2. Developing cultural competence and social responsibility in preclinical dental students.

    PubMed

    Rubin, Richard W

    2004-04-01

    Dental student development of cultural competence and social responsibility is recognized by educators as an important element in the overall shaping of minds and attitudes of modem dental practitioners. Yet training modalities to achieve these competencies are not clearly defined, and outcome measurements are elusive. This article shows an effective method to meet these desired outcomes. Sixty-one freshmen (class of 2005) participated in forty hours of nondental community service, and reflective journals were completed by the end of second year. Competency outcomes were measured by selecting key words and phrases found in the individual journals. Key phrases were related to compassion, righteousness, propriety, and wisdom. Also, phrases had to be accompanied by written indications of direct program causation. The combination of active-learning (based upon service learning models) in public health settings outside of the dental realm, accompanied by reflective journaling, enhanced cultural understanding and community spirit in the majority of students.

  3. Development of Managers' Emotional Competencies: Mind-Body Training Implication

    ERIC Educational Resources Information Center

    Gruicic, Dusan; Benton, Stephen

    2015-01-01

    Purpose: This paper aims to research about the effect of mind-body training on the development of emotional competencies of managers. Design/methodology/approach: Quasi-experimental design, i.e. before and after (test-retest). Findings: Results showed that the experimental group, after training, achieved around 15 per cent higher scores compared…

  4. E-Learning and the Development of Intercultural Competence

    ERIC Educational Resources Information Center

    Liaw, Meei-Ling

    2006-01-01

    This study presents findings on the efficacy of an online learning environment developed to foster EFL students' intercultural competence via reading articles on topics of their own culture and communicating their responses with speakers of another culture. The project offered opportunities for EFL students to use their own societal and cultural…

  5. Collaborative Learning and Competence Development in School Health Nursing

    ERIC Educational Resources Information Center

    Nordentoft, Helle Merete; Wistoft, Karen

    2012-01-01

    Purpose: The purpose of this paper is to investigate the process and learning outcomes of peer collaboration in a Danish health developmental project in school health nursing. The paper explores how peer collaboration influences the school nurses' collaborative learning and competence development. Design/methodology/approach: The article is based…

  6. Beginning Learners' Development of Interactional Competence: Alignment Activity

    ERIC Educational Resources Information Center

    Tecedor, Marta

    2016-01-01

    This study examined the development of interactional competence (Hall, 1993; He & Young, 1998) by beginning learners of Spanish as indexed by their use of alignment moves. Discourse analysis techniques and quantitative data analysis were used to explore how 52 learners expressed alignment and changes in participation patterns in two sets of…

  7. Peer Advising: An Opportunity for Leadership and Competency Development.

    ERIC Educational Resources Information Center

    Diambra, Joel F.

    2003-01-01

    Peer advising is one model for delivering advising services. This article describes peer advising in the Human Service Program at the University of Tennessee. Students who serve as peer advisors provide a needed service, contribute to the human service program through their leadership, and benefit from developing competence consistent within the…

  8. Developing Intercultural Competencies Using Activities with Different Media

    ERIC Educational Resources Information Center

    Marchis, Iuliana; Ciascai, Liliana; Saial, Joaquim

    2008-01-01

    The aim of this article is to present some activities with multimedia, which can be used in intercultural education. The first part of the article presents those intercultural competencies, which have to be developed by the teacher. The second part presents some activities using different types of media for intercultural education purposes. All of…

  9. Generative Adaptation and Reuse of Competence Development Programmes

    ERIC Educational Resources Information Center

    Dodero, Juan Manuel; Zarraonandia, Telmo; Fernandez, Camino; Diez, David

    2007-01-01

    Instructional engineering provides methods to conduct the design and adaptation of competence development programmes by the combination of diverse learning components (i.e. units of learning, learning activities, learning resources and learning services). It occurs through an established process workflow in which models with diverse levels of…

  10. Developing Intercultural Competence through Overseas Student Teaching: Checking Our Assumptions

    ERIC Educational Resources Information Center

    Cushner, Kenneth; Chang, Shu-Ching

    2015-01-01

    The following study was designed to determine the extent to which intercultural competence, as measured by the Intercultural Development Inventory, is impacted as a result of an overseas student teaching experience. Student teachers participating in an overseas student teaching experience from 8 to 15 weeks through the Consortium for Overseas…

  11. The Challenges in Developing VET Competencies in E-Commerce.

    ERIC Educational Resources Information Center

    Mitchell, John

    A formative evaluation was begun of an innovative project funded by the Australian National Training Authority (ANTA) to develop competencies and qualifications in e-commerce. The formative evaluation was designed to focus on inputs, processes, and interim outputs, identifying both good practice and areas for improvement. Findings to date…

  12. Developing Psychiatric Competence during Medical Education and Internship: Contributing Factors

    ERIC Educational Resources Information Center

    Hoifodt, Tordis Sorensen; Olstad, Reidun; Sexton, Hal

    2007-01-01

    The study describes the learning process in psychiatry of medical students through their clerkship and internship, It focused upon the development of students' attitudes to psychiatry, subjective psychiatric competence and self-confidence. The relationships between the participants' background, aspects of the learning environment, their attitudes…

  13. Principles for Developing Competency-Based Education Programs

    ERIC Educational Resources Information Center

    Johnstone, Sally M.; Soares, Louis

    2014-01-01

    The 2013 US college/university policy agenda, "Making College Affordable: A Better Agenda for the Middle Class," highlighted the role of developing technologies, institutional curriculum-design processes, and new delivery methods as keys to providing quality, affordable postsecondary education. Competency-based education (CBE) is given…

  14. Linguistic Perspectives on the Development of Intercultural Competence in Telecollaboration.

    ERIC Educational Resources Information Center

    Belz, Julie A.

    2003-01-01

    Presents a case study of the development of intercultural competence in a German-American e-mail partnership by examining the electronic interaction produced in this exchange within the framework of appraisal theory, a Hallidayan-inspired linguistic approach to the investigation of evaluative language. (VWL)

  15. Initial Development and Validation of the Rural Competency Scale

    ERIC Educational Resources Information Center

    Pusateri, Cassandra Gail

    2013-01-01

    Rurality is a term that can be used to describe rural residency and the cultural characteristics of rural individuals and areas. The counseling profession has increased its attention to culture with the development of the multicultural counseling competencies (Sue, Arredondo, & McDavis, 1992) and assessments designed to measure competency…

  16. Critical Multicultural Education Competencies Scale: A Scale Development Study

    ERIC Educational Resources Information Center

    Acar-Ciftci, Yasemin

    2016-01-01

    The purpose of this study is to develop a scale in order to identify the critical mutlicultural education competencies of teachers. For this reason, first of all, drawing on the knowledge in the literature, a new conceptual framework was created with deductive method based on critical theory, critical race theory and critical multicultural…

  17. Models as Feedback: Developing Representational Competence in Chemistry

    ERIC Educational Resources Information Center

    Padalkar, Shamin; Hegarty, Mary

    2015-01-01

    Spatial information in science is often expressed through representations such as diagrams and models. Learning the strengths and limitations of these representations and how to relate them are important aspects of developing scientific understanding, referred to as "representational competence." Diagram translation is particularly…

  18. Credibility and Competence: Key Characteristics of Development Communicators.

    ERIC Educational Resources Information Center

    Byrnes, Francis C.

    Agricultural extension systems in the developing countries have, with few exceptions, failed to increase agricultural productivity adequately. Many of the change agent failures can be traced to their lack of credibility. They are not trusted or respected because farmers have learned that many are not technically competent. Good agricultural…

  19. Developing Intercultural Competence through Global Link Experiences in Physical Education

    ERIC Educational Resources Information Center

    Ko, Bomna; Boswell, Boni; Yoon, Seok

    2015-01-01

    Background: Recognition of the importance of the development of intercultural competence (ICC) has placed intense pressure on teacher education programs to infuse a global perspective into their programs. Several studies have proposed integration of global elements into teacher education programs. Although the use of online tools for…

  20. "Exercices de style": Developing Multiple Competencies through a Writing Portfolio

    ERIC Educational Resources Information Center

    Paesani, Kate

    2006-01-01

    This article presents a writing portfolio project whose primary goal is to integrate the development of proficiency skills, content knowledge, and grammatical competence through literary study. Excerpts from Queneau's (1947) "Exercices de style," which tells the same story 99 times, serve as the basis for this portfolio project: These excerpts are…

  1. Evolution of Growth in the Development of Competence.

    ERIC Educational Resources Information Center

    Bierschenk, Bernhard; Bierschenk, Inger

    This article presents the third study of a series that has been designed to manifest consciousness and to measure developed competence. The emphasis of the main hypothesis of this experiment has been put on the students ability to adapt to the main idea of a given story and to express his comprehension verbally. The way the two students of the…

  2. Developing a Scale for Perceptions of Competency in Teaching Quality

    ERIC Educational Resources Information Center

    Tasci, Guntay; Atar, Burcu

    2016-01-01

    The purpose of this study was to develop a measurement instrument for determining pre-service teachers' perceptions of competency in providing quality teaching. The initial phase of the instrument was consisted of 54 items that were composed based on theory and literature. The initial form was applied to 232 pre-service teachers. An exploratory…

  3. Developing Supply Chain Management Program: A Competency Model

    ERIC Educational Resources Information Center

    Sauber, Matthew H.; McSurely, Hugh B.; Tummala, V. M. Rao

    2008-01-01

    Purpose: This paper aims to show the process of designing and measuring learning competencies in program development. Design/methodology/approach: The paper includes cross-sectoral comparisons to draw on programmatic and pedagogical strategies, more commonly utilized in vocational education, and transfer the application of these strategies into…

  4. Developing Intercultural Competence in University Staff: Augmenting Internationalisation

    ERIC Educational Resources Information Center

    Andrew, Helen

    2012-01-01

    The primary aim of this research was to consider the benefit of providing professional development in intercultural competence for general staff at Deakin University. While the question arose from a disparity identified in the University policies, the importance of this consideration was highlighted in an impending audit to be conducted by AUQA,…

  5. Developing Competence Frameworks in UK Healthcare: Lessons from Practice

    ERIC Educational Resources Information Center

    Mitchell, Lindsay; Boak, George

    2009-01-01

    Purpose: The purpose of this article is to review the use of competence frameworks in the UK healthcare sector and to explore characteristics of the sector that may influence the success of projects to develop new frameworks. Design/methodology/approach: The paper draws on project reports and evaluations of practice in a range of recent projects…

  6. Environmental risk assessment of replication competent viral vectors applied in clinical trials: potential effects of inserted sequences.

    PubMed

    van den Akker, Eric; van der Vlugt, Cecile J B; Bleijs, Diederik A; Bergmans, Hans E

    2013-12-01

    Risk assessments of clinical applications involving genetically modified viral vectors are carried out according to general principles that are implemented in many national and regional legislations, e.g., in Directive 2001/18/EC of the European Union. Recent developments in vector design have a large impact on the concepts that underpin the risk assessments of viral vectors that are used in clinical trials. The use of (conditionally) replication competent viral vectors (RCVVs) may increase the likelihood of the exposure of the environment around the patient, compared to replication defective viral vectors. Based on this assumption we have developed a methodology for the environmental risk assessment of replication competent viral vectors, which is presented in this review. Furthermore, the increased likelihood of exposure leads to a reevaluation of what would constitute a hazardous gene product in viral vector therapies, and a keen interest in new developments in the inserts used. One of the trends is the use of inserts produced by synthetic biology. In this review the implications of these developments for the environmental risk assessment of RCVVs are highlighted, with examples from current clinical trials. The conclusion is drawn that RCVVs, notwithstanding their replication competency, can be applied in an environmentally safe way, in particular if adequate built-in safeties are incorporated, like conditional replication competency, as mitigating factors to reduce adverse environmental effects that could occur.

  7. Development of a multidisciplinary course in cultural competence for nursing and human service professions.

    PubMed

    Munoz, Cora C; DoBroka, Cheryl Conrad; Mohammad, Saleem

    2009-09-01

    A multidisciplinary teaching model was used to develop a pilot course for students in the human service professions of nursing, education, and social work to gain additional knowledge and skills in providing diverse clients with culturally appropriate services during field and clinical experiences. This article focuses on the process of developing a multidisciplinary course in cultural competence that is consistent with a university mission to prepare students for leadership and service in an increasingly diverse society. Using the theoretical framework of Campinha-Bacote's process of cultural competence and the six developmental stages of intercultural competence in Bennett's developmental model of intercultural sensitivity, the course content covered the five components of cultural awareness, cultural knowledge, cultural skills, cultural encounters, and cultural desire. Students' written reflections indicated growth in acquisition of cultural knowledge, skills, and desire. Faculty collaboration across disciplines included the benefits of an enriched knowledge base and shared scholarship. PMID:19645371

  8. Teaching and assessing clinical skills: a competency-based programme in China.

    PubMed

    Stillman, P L; Wang, Y; Ouyang, Q; Zhang, S; Yang, Y; Sawyer, W D

    1997-01-01

    The objective of this study was to develop a competency-based clinical skills teaching and assessment programme in China utilizing modern teaching techniques. Medical teachers from three schools agreed on items for inclusion in the complete physical examination of an asymptomatic adult, an outline for an adult and paediatric history, and important interviewing skills. Lesson plans, performance checklists, and written and videotape training materials were developed. Standardized patients were trained at one school to assist with the teaching at that school and with the assessment at all three schools. A national, a provincial, and a local medical school in China were used. Before beginning the new curriculum for students in their first year of clinical training, baseline data were collected on skills of students at various levels of training in the previous curriculum at all three schools. Although in the previous curriculum there was some improvement in clinical skills among advanced compared to more junior students, performance was lower than expected by staff. One year after implementation of the new curriculum, students were evaluated. These students significantly outperformed their counterparts as well as the more senior level students tested the previous year. This project has established a competency-based teaching and assessment programme in China that allows for rapid improvement in the clinical skills of students. Within a short time, a sophisticated group of medical educators has been formed, who now function as consultants to other educators in their own country. Many aspects of this programme are being adapted throughout China and are applicable to medical schools throughout the world. PMID:9231122

  9. The relationship between nurses’ clinical competence and burnout in neonatal intensive care units

    PubMed Central

    Soroush, Fatemehzahra; Zargham-Boroujeni, Ali; Namnabati, Mahboobeh

    2016-01-01

    Background: Nurses’ clinical competency plays an important role in the care of preterm infants. On the other hand, burnout is one of the most important factors in reducing the nurses’ efficiency. With regard to the importance of the role of nurses, and the vulnerability of the infants, the purpose of this study was to investigate the relationship between nurses’ burnout and clinical competency in NICUs. Materials and Methods: The descriptive cross-sectional study was conducted with the participation of 86 nurses working in the NICUs of hospitals in Isfahan, Iran. Census sampling method was used in the NICUs of educational hospitals in 2014. Data were collected by a questionnaire including demographic characteristics, Patricia clinical competency, and Maslach burnout scales. Data were analyzed by the statistical tests of independent t-test and Pearson correlations test with the significance level of α < 0.05. Results: Six dimensions of clinical competency and three dimensions of nurses’ burnout were assessed at three levels (weak, moderate, and strong levels). Statistical tests showed that clinical competency was at a moderate level in all fields. Of the dimensions of nurses’ burnout, emotional exhaustion was moderate, depersonalization was weak, and personal performance was strong. The results showed that nurses’ burnout and clinical competency in the NICUs were at a moderate level and had a significant negative relationship (r = −0.322, P = 0.003). Conclusions: Results showed that burnout had a negative relationship with competency. Therefore, managers are suggested to improve nurses’ competency and diminish their job burnout through better and more applicable planning. PMID:27563328

  10. Construction and Validation of the Clinical Judgment Skill Inventory: Clinical Judgment Skill Competencies That Measure Counselor Debiasing Techniques

    ERIC Educational Resources Information Center

    Austin, Bryan S.; Leahy, Michael J.

    2015-01-01

    Purpose: To construct and validate a new self-report instrument, the Clinical Judgment Skill Inventory (CJSI), inclusive of clinical judgment skill competencies that address counselor biases and evidence-based strategies. Method: An Internet-based survey design was used and an exploratory factor analysis was performed on a sample of rehabilitation…

  11. Developing the first national antimicrobial prescribing and stewardship competences.

    PubMed

    Ashiru-Oredope, D; Cookson, B; Fry, C

    2014-11-01

    Antimicrobial resistance is a national and worldwide threat to the future of healthcare. Educating both healthcare staff and the public in the prudent use of antimicrobials is an essential part of antimicrobial stewardship programmes that aim to contain and control resistance and preserve the usefulness of currently available antibiotics. Using current available evidence, regulatory documents and national antimicrobial stewardship guidance for primary and secondary care, five dimensions for antimicrobial prescribing and stewardship competences have been developed in England, through an independent multiprofessional group led by the Advisory Committee on Antimicrobial Resistance and Healthcare Associated Infection (ARHAI) of the Department of Health (England). They are designed to complement the generic competency framework for all prescribers from the UK National Prescribing Centre (now part of National Institute for Health and Care Excellence) and are relevant to all independent prescribers, including doctors, dentists and non-medical practitioners. The antimicrobial prescribing and stewardship competences published jointly by ARHAI and PHE in 2013 are believed to be the first of their kind. Implementation of these competences will be an important contribution to the delivery of the UK government's 5 year Antimicrobial Resistance Strategy.

  12. Professional Competence Development at the Cooper Union School of Engineering. Course Development and Course Materials.

    ERIC Educational Resources Information Center

    Bussard, Ellen

    A 3-year project was developed to increase students' abilities to perform competently as professional engineers. The project sought to infuse into existing courses concern for, practice with, and development of three competencies critical to professional success: problem-solving, communication, and value clarification. Eight elementary and…

  13. Competence Development in the Public Sector: Development, or Dismantling of Professionalism?

    ERIC Educational Resources Information Center

    Hjort, Katrin

    2008-01-01

    For more than a decade, competence development has been a key concept of modern management in both the private and the public sector, but to some extent its meaning and practice have been different in the two sectors. In the public sector in particular, competence development has been closely related to a number of other buzzwords characterizing…

  14. 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

  15. Comparison of student self-assessment with faculty assessment of clinical competence.

    PubMed

    Root Kustritz, Margaret V; Molgaard, Laura K; Rendahl, Aaron

    2011-01-01

    At the University of Minnesota, fourth-year veterinary students assessed their clinical competence after completion of a small-animal, internal-medicine clinical rotation using the same rotation assessment form used by supervising faculty. Grades were compared between the two groups. Students identified by faculty as low-performing were more likely to overestimate their competence in the areas of knowledge, clinical skill, and professionalism than were students identified by faculty as higher performing. This finding mirrors research results in human health professional training. Self-assessment should not be used as the primary or sole measure of clinical competence in veterinary medical training without the introduction of measures to ensure the accuracy of student self-assessment, measures that include active faculty mentoring of student self-assessment, student goal-setting and reflection, and availability of subsequent opportunities to practice additional self-assessment.

  16. Valuing Human Significance: Connecting Leadership Development to Personal Competence, Social Competence, and Caring.

    PubMed

    Haber-Curran, Paige; Allen, Scott J; Shankman, Marcy Levy

    2015-01-01

    This chapter examines humanistic ways of understanding learning; connects leadership learning to the concepts of personal competence, social competence, and caring; and introduces the model of emotionally intelligent leadership.

  17. Longitudinal direct and indirect pathways linking older sibling competence to the development of younger sibling competence.

    PubMed

    Brody, Gene H; Kim, Sooyeon; Murry, Velma McBride; Brown, Anita C

    2003-05-01

    A 4-wave longitudinal model tested direct and indirect links between older sibling (OS; M = 11.7 years) and younger sibling (YS; M = 9.2 years) competence in 152 rural African American families. Data were collected at 1-year intervals. At each wave, different teachers assessed OS competence, YS competence, and YS self-regulation. Mothers reported their own psychological functioning; mothers and YSs reported parenting practices toward the YS. OS competence was stable across time and was linked with positive changes in mothers' psychological functioning from Wave 1 to Wave 2. Mothers' Wave 2 psychological functioning was associated with involved-supportive parenting of the YS at Wave 3. OS Wave 2 competence and Wave 3 parenting were indirectly linked with Wave 4 YS competence, through Wave 3 YS self-regulation. Structural equation modeling controlled for Wave 1 YS competence; thus, the model accounted for change in YS competence across 3 years.

  18. The Weak Relationship between Anatomy Competence and Clinical Skills in Junior Medical Students

    ERIC Educational Resources Information Center

    Schoeman, Scarpa; Chandratilake, Madawa

    2012-01-01

    In modern curricula, the early integration of anatomy and clinical skills education at undergraduate level is seen as important. However, the direct relationship between medical students' competence in anatomy, and their clinical proficiency during early undergraduate years, has scarcely been studied. In this study, the marks for anatomy and…

  19. A Construct Validity Study of Clinical Competence: A Multitrait Multimethod Matrix Approach

    ERIC Educational Resources Information Center

    Baig, Lubna; Violato, Claudio; Crutcher, Rodney

    2010-01-01

    Introduction: The purpose of the study was to adduce evidence for estimating the construct validity of clinical competence measured through assessment instruments used for high-stakes examinations. Methods: Thirty-nine international physicians (mean age = 41 + 6.5 y) participated in high-stakes examination and 3-month supervised clinical practice…

  20. Providing Competency Training to Clinical Supervisors through an Interactional Supervision Approach

    ERIC Educational Resources Information Center

    Tebes, Jacob Kraemer; Matlin, Samantha L.; Migdole, Scott J.; Farkas, Melanie S.; Money, Roy W.; Shulman, Lawrence; Hoge, Michael A.

    2011-01-01

    Training in supervisory competencies is essential to effective clinical practice and helps address the current national crisis in the behavioral health workforce. Interactional supervision, the approach used in the current study, is well established in clinical social work and focuses the task of the supervisee on the interpersonal exchanges…

  1. Video Analysis of Athletic Training Student Performance: Changing Educational Competency into Clinical Proficiency

    ERIC Educational Resources Information Center

    Kawaguchi, Jeffrey K.

    2009-01-01

    Context: Assessing clinical proficiency and documenting learning over time is quite challenging. Educators must look for unique ways to effectively examine students' performance and archive evidence of their academic progress. Objective: To discuss the use of video analysis to bridge the gap from educational competency to clinical proficiency, and…

  2. How to Measure Critical Health Competences: Development and Validation of the Critical Health Competence Test (CHC Test)

    ERIC Educational Resources Information Center

    Steckelberg, Anke; Hulfenhaus, Christian; Kasper, Jurgen; Rost, Jurgen; Muhlhauser, Ingrid

    2009-01-01

    Consumers' autonomy regarding health increasingly requires competences to critically appraise health information. Critical health literacy refers to the concept of evidence-based medicine. Instruments to measure these competences in curriculum evaluation and surveys are lacking. We aimed to develop and validate an instrument to measure critical…

  3. Do Higher Education Institutions Make a Difference in Competence Development? A Model of Competence Production at University

    ERIC Educational Resources Information Center

    Salas Velasco, Manuel

    2014-01-01

    This paper proposes a model of competence development required of graduates at work which suggests that universities make a difference when they add value to their students. They add value by ensuring that their modes of teaching and learning, and assessment positively enhance the competencies of their students which are important in the labor…

  4. 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…

  5. Development of socio-emotional competence in bonobos.

    PubMed

    Clay, Zanna; de Waal, Frans B M

    2013-11-01

    Social and emotional skills are tightly interlinked in human development, and both are negatively impacted by disrupted social development. The same interplay between social and emotional skills, including expressions of empathy, has received scant attention in other primates however, despite the growing interest in caring, friendships, and the fitness benefits of social skills. Here we examine the development of socio-emotional competence in juvenile bonobos (Pan paniscus) at a sanctuary in the Democratic Republic of the Congo, focusing on the interplay between various skills, including empathy-related responding. Most subjects were rehabilitated orphans, but some were born at the sanctuary and mother-reared there. We observed how juveniles with different rearing backgrounds responded to stressful events, both when the stress affected themselves (e.g., a lost fight) or others (e.g., witnessing the distress of others). The main dependent variable was the consolation of distressed parties by means of calming body contact. As in children, consolation was predicted by overall social competence and effective emotion regulation, as reflected in the speed of recovery from self-distress and behavioral measures of anxiety. Juveniles more effective at self-regulation were more likely to console others in distress, and such behavior was more typical of mother-reared juveniles than orphans. These results highlight the interplay between the development of social and emotional skills in our ape relatives and the importance of the mother-offspring bond in shaping socio-emotional competence.

  6. Development of socio-emotional competence in bonobos

    PubMed Central

    Clay, Zanna; de Waal, Frans B. M.

    2013-01-01

    Social and emotional skills are tightly interlinked in human development, and both are negatively impacted by disrupted social development. The same interplay between social and emotional skills, including expressions of empathy, has received scant attention in other primates however, despite the growing interest in caring, friendships, and the fitness benefits of social skills. Here we examine the development of socio-emotional competence in juvenile bonobos (Pan paniscus) at a sanctuary in the Democratic Republic of the Congo, focusing on the interplay between various skills, including empathy-related responding. Most subjects were rehabilitated orphans, but some were born at the sanctuary and mother-reared there. We observed how juveniles with different rearing backgrounds responded to stressful events, both when the stress affected themselves (e.g., a lost fight) or others (e.g., witnessing the distress of others). The main dependent variable was the consolation of distressed parties by means of calming body contact. As in children, consolation was predicted by overall social competence and effective emotion regulation, as reflected in the speed of recovery from self-distress and behavioral measures of anxiety. Juveniles more effective at self-regulation were more likely to console others in distress, and such behavior was more typical of mother-reared juveniles than orphans. These results highlight the interplay between the development of social and emotional skills in our ape relatives and the importance of the mother–offspring bond in shaping socio-emotional competence. PMID:24127600

  7. Addressing mental health disparities through clinical competence not just cultural competence: the need for assessment of sociocultural issues in the delivery of evidence-based psychosocial rehabilitation services.

    PubMed

    Yamada, Ann-Marie; Brekke, John S

    2008-12-01

    Recognition of ethnic/racial disparities in mental health services has not directly resulted in the development of culturally responsive psychosocial interventions. There remains a fundamental need for assessment of sociocultural issues that have been linked with the expectations, needs, and goals of culturally diverse consumers with severe and persistent mental illness. The authors posit that embedding the assessment of sociocultural issues into psychosocial rehabilitation practice is one step in designing culturally relevant empirically supported practices. It becomes a foundation on which practitioners can examine the relevance of their interventions to the diversity encountered in everyday practice. This paper provides an overview of the need for culturally and clinically relevant assessment practices and asserts that by improving the assessment of sociocultural issues the clinical competence of service providers is enhanced. The authors offer a conceptual framework for linking clinical assessment of sociocultural issues to consumer outcomes and introduce an assessment tool adapted to facilitate the process in psychosocial rehabilitation settings. Emphasizing competent clinical assessment skills will ultimately offer a strategy to address disparities in treatment outcomes for understudied populations of culturally diverse consumers with severe and persistent mental illness.

  8. Teaching Competences Necessary for Developing Key Competences of Primary Education Students in Spain: Teacher Assessments

    ERIC Educational Resources Information Center

    De-Juanas Oliva, Ángel; Martín del Pozo, Rosa; Pesquero Franco, Encarnación

    2016-01-01

    In Spain the syllabus of primary education students and their future teachers is broken down by competences. As teacher educators we were interested in finding out "which teaching competences teachers consider are most necessary to facilitate learning of student key competences." Therefore, we conducted a study with a sample of 286…

  9. Triangulating Competencies, Concepts, and Professional Development in Curriculum Revisions.

    PubMed

    Hendricks, Susan M; Taylor, Carol; Walker, Mila; Welch, Joyce A

    2016-01-01

    Curricular reform, as reported in the literature, has been described as a tortuous change process. This article demonstrates how a series of retreats using consensus building methodologies facilitated efficient change among a large faculty body. Nimble work groups completed discrete aspects of the project and promoted engagement. The curriculum is described, including assimilation of concepts, competencies, and professional development. Lessons learned for creating a positive and timely curricular change are presented.

  10. Triangulating Competencies, Concepts, and Professional Development in Curriculum Revisions.

    PubMed

    Hendricks, Susan M; Taylor, Carol; Walker, Mila; Welch, Joyce A

    2016-01-01

    Curricular reform, as reported in the literature, has been described as a tortuous change process. This article demonstrates how a series of retreats using consensus building methodologies facilitated efficient change among a large faculty body. Nimble work groups completed discrete aspects of the project and promoted engagement. The curriculum is described, including assimilation of concepts, competencies, and professional development. Lessons learned for creating a positive and timely curricular change are presented. PMID:26164325

  11. Developing Cross Cultural Competence: Applying Development and Prevention Ideals to Counseling Young Children

    ERIC Educational Resources Information Center

    Wolfgang, Jeff; Frazier, Kimberly; West-Olatunji, Cirecie; Barrett, Joe

    2011-01-01

    As counselors turn their attention to child-based counseling, there is a need to apply the core tenets of the discipline of counseling to young children and incorporate cross-cultural issues into clinical competence. Using Multicultural Counseling Theory (MCT), the authors discuss conventional approaches to providing clinical interventions for…

  12. Process-Based Development of Competence Models to Computer Science Education

    ERIC Educational Resources Information Center

    Zendler, Andreas; Seitz, Cornelia; Klaudt, Dieter

    2016-01-01

    A process model ("cpm.4.CSE") is introduced that allows the development of competence models in computer science education related to curricular requirements. It includes eight subprocesses: (a) determine competence concept, (b) determine competence areas, (c) identify computer science concepts, (d) assign competence dimensions to…

  13. The Development of a Competence Scale for Learning Science: Inquiry and Communication

    ERIC Educational Resources Information Center

    Chang, Huey-Por; Chen, Chin-Chang; Guo, Gwo-Jen; Cheng, Yeong-Jin; Lin, Chen-Yung; Jen, Tsung-Hau

    2011-01-01

    The objective of this study was to develop an instrument to measure school students' competence in learning science as part of a large research project in Taiwan. The instrument consisted of 29 self-report, Likert-type items divided into 2 scales: Competence in Scientific Inquiry and Competence in Communication. The Competence in Scientific…

  14. Modeling the Development of Vocational Competence: A Psychometric Model for Economic Domains

    ERIC Educational Resources Information Center

    Klotz, Viola Katharina; Winther, Esther; Festner, Dagmar

    2015-01-01

    This article discusses the development of vocational competence through economic vocational educational training (VET) from a theoretical and psychometric perspective. Most assessment and competence models tend to adopt a state perspective toward assessments of competence and carve out different structures of competence for diverse vocational…

  15. The Development, Validity, and Reliability of a Psychometric Instrument Measuring Competencies in Student Affairs

    ERIC Educational Resources Information Center

    Sriram, Rishi

    2014-01-01

    The study of competencies in student affairs began more than 4 decades ago, but no instrument currently exists to measure competencies broadly. This study builds upon previous research by developing an instrument to measure student affairs competencies. Results not only validate the competencies espoused by NASPA and ACPA, but also suggest adding…

  16. Making the Case for Simulation-Based Assessments to Overcome the Challenges in Evaluating Clinical Competency.

    PubMed

    Leigh, Gwen; Stueben, Frances; Harrington, Deedra; Hetherman, Stephen

    2016-05-13

    The use of simulation in nursing has increased substantially in the last few decades. Most schools of nursing have incorporated simulation into their curriculum but few are using simulation to evaluate clinical competency at the end of a semester or prior to graduation. Using simulation for such high stakes evaluation is somewhat novel to nursing. Educators are now being challenged to move simulation to the next level and use it as a tool for evaluating clinical competency. Can the use of simulation for high-stakes evaluation add to or improve our current evaluation methods? Using patient simulation for evaluation in contrast to a teaching modality has important differences that must be considered. This article discusses the difficulties of evaluating clinical competency, and makes the case for using simulation based assessment as a method of high stakes evaluation. Using simulation for high-stakes evaluation has the potential for significantly impacting nursing education.

  17. Disaster competency development and integration in nursing education.

    PubMed

    Stanley, Joan M

    2005-09-01

    Nurses, because of their nursing education and perspective practicing in multiple roles and settings, are uniquely qualified for mass casualty preparedness and response. Educating the current 2.7 million registered nurses and all future nursing graduates is a daunting task. Nursing education must ensure that graduates are prepared with the necessary knowledge and skills for mass casualty incidents. Four key entities are essential for education's successful implementation of disaster preparedness: education and professional organizations, accreditation and regulatory bodies, schools of nursing, and continuing education providers. This article examines the role each of these key entities plays in the development of a nursing workforce prepared for mass casualty response. In addition, the International Nursing Coalition for Mass Casualty Education (INCMCE) registered nurse (RN) competencies for mass casualty incidents and guidelines for integrating these competencies into the nursing education curricula are presented.

  18. Developing Secure Power Systems Professional Competence: Alignment and Gaps in Workforce Development Programs—Summary Report

    SciTech Connect

    O'Neil, Lori Ross; Assante, Michael; Tobey, D. H.; Conway, T. J.; Vanderhorst, Jr, T. J.; Januszewski, III, J.; Leo, R.; Perman, K.

    2013-07-01

    This document is a summarization of the report, Developing Secure Power Systems Professional Competence: Alignment and Gaps in Workforce Development Programs, the final report for phase 2 of the SPSP (DOE workforce study) project.

  19. Passing through a rocky way to reach the pick of clinical competency: A grounded theory study on nursing students’ clinical learning

    PubMed Central

    Dadgaran, Seyedeh Ameneh; Parvizy, Soroor; Peyrovi, Hamid

    2012-01-01

    Background: Clinical learning is one of the important issues that helps the perception of nursing students’ practice in a clinical setting and its effect on their professional development. The aim of this study is to describe and state the manner of clinical learning in nursing students. Materials and Methods: This qualitative study was conducted as a grounded theory. The individual semi-structured interviews and participants’ observations were taken into account with a purposive and theoretical sample of 27 participants. The data were analyzed using the grounded theory approach and the constant comparison analysis method. Results: The results showed that students use two approaches of Micro- and Macrolearning. The first includes learning conditions and situations that act like a foundation for the second one (Macrolearning). Macrolearning is a continuous process including all categories of “Facing unfavorable clinical facts”, “Clinical situation and appropriate decision making”, “Bridging the gap between practice and theory”, “Struggle for clinical independence”, and “Dynamism” in a continuum reflecting the struggle to obtain clinical competency (core variable). Conclusions: Through provision of such conditions as students’ gradual acquaintance with real situations, selection of more resistant students, use of mentorship and preceptor ship in clinical learning, enhancement of educational standards in hospitals, handling collaborative learning methods to make a cooperation spirit in internship environment, and so on, students can be helped to obtain clinical competency. PMID:23853644

  20. Validating competence: a new credential for clinical documentation improvement practitioners.

    PubMed

    Ryan, Jessica; Patena, Karen; Judd, Wallace; Niederpruem, Mike

    2013-01-01

    As the health information management (HIM) profession continues to expand and become more specialized, there is an ever-increasing need to identify emerging HIM workforce roles that require a codified level of proficiency and professional standards. The Commission on Certification for Health Informatics and Information Management (CCHIIM) explored one such role-clinical documentation improvement (CDI) practitioner-to define the tasks and responsibilities of the job as well as the knowledge required to perform them effectively. Subject-matter experts (SMEs) defined the CDI specialty by following best practices for job analysis methodology. A random sample of 4,923 CDI-related professionals was surveyed regarding the tasks and knowledge required for the job. The survey data were used to create a weighted blueprint of the six major domains that make up the CDI practitioner role, which later formed the foundation for the clinical documentation improvement practitioner (CDIP) credential. As a result, healthcare organizations can be assured that their certified documentation improvement practitioners have demonstrated excellence in clinical care, treatment, coding guidelines, and reimbursement methodologies. PMID:23843769

  1. Reflective journaling for clinical judgment development and evaluation.

    PubMed

    Lasater, Kathie; Nielsen, Ann

    2009-01-01

    Reflective journaling is a strategy used often in clinical education to gain insight into students' clinical thinking; however, studies indicate that students may benefit from guided reflections. Numerous tools have been used to structure student reflection with varying results. This article describes the outcomes from using the Guide for Reflection based on Tanner's Clinical Judgment Model. The Lasater Clinical Judgment Rubric, created from the Model, is used to evaluate development of clinical judgment and provides language to communicate about clinical thinking with students. Senior immersion course competencies, also developed with language from Tanner's Clinical Judgment Model,offer a comprehensive package that fosters students' clinical judgment development, faculty-student communication about clinical judgment, and evaluation of students' clinical thinking.

  2. Portfolio as a tool to evaluate clinical competences of traumatology in medical students

    PubMed Central

    Santonja-Medina, Fernando; García-Sanz, M Paz; Martínez-Martínez, Francisco; Bó, David; García-Estañ, Joaquín

    2016-01-01

    This article investigates whether a reflexive portfolio is instrumental in determining the level of acquisition of clinical competences in traumatology, a subject in the 5th year of the degree of medicine. A total of 131 students used the portfolio during their clinical rotation of traumatology. The students’ portfolios were blind evaluated by four professors who annotated the existence (yes/no) of 23 learning outcomes. The reliability of the portfolio was moderate, according to the kappa index (0.48), but the evaluation scores between evaluators were very similar. Considering the mean percentage, 59.8% of the students obtained all the competences established and only 13 of the 23 learning outcomes (56.5%) were fulfilled by >50% of the students. Our study suggests that the portfolio may be an important tool to quantitatively analyze the acquisition of traumatology competences of medical students, thus allowing the implementation of methods to improve its teaching. PMID:26929675

  3. Competencies for Financial Aid Officers: A Competency Model for Professional Development

    ERIC Educational Resources Information Center

    Woolf, Michael Neil

    2012-01-01

    Financial aid officers play a vital role in assisting prospective and current college students in enrolling and graduating from college. This study explores the competencies that financial aid officers need to be successful in their jobs. A survey of thirty competencies was distributed to 508 practicing financial aid officers in the Western United…

  4. Development and Psychometric Testing of the Caregiver Communication Competence Scale in Patients With Dementia.

    PubMed

    Chao, Hui-Chen; Yang, Ya-Ping; Huang, Mei-Chih; Wang, Jing-Jy

    2016-01-01

    Appropriate communication skills are essential for understanding patient needs, particularly those of patients with dementia. Assessing health care providers' competence in communicating with patients with dementia is critical for planning a communication education program. However, no formally established scale can be used. The purpose of the current study was to develop a valid and reliable instrument for determining the communication competence of health care providers with patients with dementia. Through use of a literature review and previous clinical experience, an initial 28-item scale was developed to assess the frequency of use of each item by health care providers. Fourteen items were extracted and three factors were distinguished. Results indicated that the internal consistency reliability of the 14-item scale was 0.84. Favorable convergent and discriminant validities were reached. The communication competence scale provides administrators or educators with a useful tool for assessing communication competence of health care providers when interacting with patients with dementia so a suitable education program can be planned and implemented.

  5. Neuromuscular medicine competency in physical medicine and rehabilitation residents: a method of development and assessment.

    PubMed

    Lin, Lei; Cuccurullo, Sara J; Innerfield, Caitlin E; Strax, Thomas E; Petagna, Anne

    2013-03-01

    This project endeavored to create an educational module including methodology to instruct physical medicine and rehabilitation residents in the evaluation and appropriate treatment of patients with neuromuscular disorders. It further sought to verify acquired competencies in neuromuscular rehabilitation through objective evaluation methodology. An American Association of Neuromuscular and Electrodiagnostic Medicine board-certified physician with 10 yrs of clinical experience in neuromuscular and general rehabilitation trained 19 residents using a standardized competency-based module. The residents were trained through clinical training, lectures, and review of self-assessment examination 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 proficiency were measured in (1) completion of neuromuscular history and physical examination satisfactorily, (2) diagnosis and ability to design a patient care management plan via chart stimulated recall examinations, (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. To test the success of the standardized educational module, data were collected on an ongoing basis. The objective measures compared resident self-assessment examination scores in neuromuscular rehabilitation before and after the institution of the comprehensive neuromuscular competency module in the residency program. Nineteen (100%) of 19 residents successfully demonstrated proficiency in every segment of the

  6. Neuromuscular medicine competency in physical medicine and rehabilitation residents: a method of development and assessment.

    PubMed

    Lin, Lei; Cuccurullo, Sara J; Innerfield, Caitlin E; Strax, Thomas E; Petagna, Anne

    2013-03-01

    This project endeavored to create an educational module including methodology to instruct physical medicine and rehabilitation residents in the evaluation and appropriate treatment of patients with neuromuscular disorders. It further sought to verify acquired competencies in neuromuscular rehabilitation through objective evaluation methodology. An American Association of Neuromuscular and Electrodiagnostic Medicine board-certified physician with 10 yrs of clinical experience in neuromuscular and general rehabilitation trained 19 residents using a standardized competency-based module. The residents were trained through clinical training, lectures, and review of self-assessment examination 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 proficiency were measured in (1) completion of neuromuscular history and physical examination satisfactorily, (2) diagnosis and ability to design a patient care management plan via chart stimulated recall examinations, (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. To test the success of the standardized educational module, data were collected on an ongoing basis. The objective measures compared resident self-assessment examination scores in neuromuscular rehabilitation before and after the institution of the comprehensive neuromuscular competency module in the residency program. Nineteen (100%) of 19 residents successfully demonstrated proficiency in every segment of the

  7. Developing a clinical research career.

    PubMed

    Nicholson, Caroline

    The National Institute for Health Research helps to promote clinical research careers for health professionals working in clinical practice, and has developed a structure to support new researchers. This article explains how nurses can get involved in clinical research and the support available to them. PMID:27491187

  8. Does Reflective Learning with Feedback Improve Dental Students' Self-Perceived Competence in Clinical Preparedness?

    PubMed

    Ihm, Jung-Joon; Seo, Deog-Gyu

    2016-02-01

    The value of dental students' self-assessment is often debated. The aim of this study was to explore whether reflective learning with feedback enabled dental students to more accurately assess their self-perceived levels of preparedness on dental competencies. Over 16 weeks, all third- and fourth-year students at a dental school in the Republic of Korea took part in clinical rotations that incorporated reflective learning and feedback. Following this educational intervention, they were asked to assess their perceptions of their clinical competence. The results showed that the students reported feeling most confident about performing periodontal treatment (mean 7.1 on a ten-point scale) and least confident about providing orthodontic care (mean 5.6). The fourth-year students reported feeling more confident on all the competencies than the third-year students. Their self-perceived competence in periodontal treatment and oral medicine significantly predicted the instructors' clinical evaluations. This study offered insights into determining if structured reflective learning with effective feedback helps to increase dental students' self-perceived level of clinical preparedness.

  9. Emotional Competence as a Positive Youth Development Construct: A Conceptual Review

    PubMed Central

    Lau, Patrick S. Y.; Wu, Florence K. Y.

    2012-01-01

    The concept of emotional competence as a positive youth development construct is reviewed in this paper. Differences between emotional intelligence and emotional competence are discussed and an operational definition is adopted. Assessment methods of emotional competence with an emphasis on its quantitative nature are introduced. In the discussion of theories of emotional competence, the functionalist and developmental perspectives and the relationships with positive youth development are highlighted. Possible antecedents, especially the influence of early child-caregiver, and expected outcomes of emotional competence are examined. Practical ways to promote emotional competence among adolescents, particularly the role of parents and teachers, and the future direction of research are also discussed. PMID:22666176

  10. Lessons Learned for Collaborative Clinical Content Development

    PubMed Central

    Collins, S.A.; Bavuso, K.; Zuccotti, G.; Rocha, R.A.

    2013-01-01

    Background Site-specific content configuration of vendor-based Electronic Health Records (EHRs) is a vital step in the development of standardized and interoperable content that can be used for clinical decision-support, reporting, care coordination, and information exchange. The multi-site, multi-stakeholder Acute Care Documentation (ACD) project at Partners Healthcare Systems (PHS) aimed to develop highly structured clinical content with adequate breadth and depth to meet the needs of all types of acute care clinicians at two academic medical centers. The Knowledge Management (KM) team at PHS led the informatics and knowledge management effort for the project. Objectives We aimed to evaluate the role, governance, and project management processes and resources for the KM team’s effort as part of the standardized clinical content creation. Methods We employed the Center for Disease Control’s six step Program Evaluation Framework to guide our evaluation steps. We administered a forty-four question, open-ended, semi-structured voluntary survey to gather focused, credible evidence from members of the KM team. Qualitative open-coding was performed to identify themes for lessons learned and concluding recommendations. Results Six surveys were completed. Qualitative data analysis informed five lessons learned and thirty specific recommendations associated with the lessons learned. The five lessons learned are: 1) Assess and meet knowledge needs and set expectations at the start of the project; 2) Define an accountable decision-making process; 3) Increase team meeting moderation skills; 4) Ensure adequate resources and competency training with online asynchronous collaboration tools; 5) Develop focused, goal-oriented teams and supportive, consultative service based teams. Conclusions Knowledge management requirements for the development of standardized clinical content within a vendor-based EHR among multi-stakeholder teams and sites include: 1) assessing and meeting

  11. Core Competencies: A Systems Approach for Training and Organizational Development in Extension

    ERIC Educational Resources Information Center

    Liles, Richard T.; Mustian, R. David

    2004-01-01

    The authors present a rationale for developing core competencies for training and organizational development in extension. Core competencies are defined as "the basic knowledge, attitudes, skills, and observable behaviors that lead to excellence in the workplace." Competency-based models can be used to create an infrastructure that promotes…

  12. Perceived Maternal Role Competence among the Mothers Attending Immunization Clinics of Dharan, Nepal

    PubMed Central

    Shrooti, Shah; Mangala, Shrestha; Nirmala, Pokharel; Devkumari, Shrestha; Dharanidhar, Baral

    2016-01-01

    Background: Being a mother is considered by many women as their most important role in life. Women’s perceptions of their abilities to manage the demands of parenting and the parenting skills they posses are reflected by perceived maternal role competence. The present study was carried out to assess the perceived maternal role competence and its associated factors among mothers. Methods: A descriptive cross-sectional research study was carried out on 290 mothers of infant in four immunization clinics of Dharan, Nepal. Data were collected using a standardized predesigned, pretested questionnaire (Parent sense of competence scale, Rosenberg’s self esteem scale, Maternity social support scale). The data were analyzed using descriptive and inferential statistics and multiple regression analysis at 0.05 level of significance. Results: The mean score of the perceived maternal role competence obtained by mothers was 64.34±7.90 and those of knowledge/skill and valuing/comfort subscale were 31±6.01 and 33±3.75, respectively. There was a significant association between perceived maternal role competence and factors as the age of the mother (P<0.001), educational status (P=0.015), occupation (P=0.001) and readiness for pregnancy (P=0.022). The study findings revealed a positive correlation between perceived maternal role competence and age at marriage (r=0.132, P=0.024), per capita income (r=0.118, P=0.045), self esteem (r=0.379, P<0.001), social support (r=0.272, P<0.001), and number of support persons (r=0.119, P=0.043). The results of the step wise multiple regression analysis revealed that the major predictor of perceived maternal role competence was self esteem. Conclusion: The factors associated with perceived maternal role competence were age, education, occupation, per capita income, self esteem, social support, and the number of support persons. PMID:27218107

  13. Assessing Competence in Higher Education. Staff and Educational Development Series.

    ERIC Educational Resources Information Center

    Edwards, Anne, Ed.; Knight, Peter, Ed.

    This collection of 12 essays focuses on issues surrounding the assessment of competence in higher education, providing examples to illustrate the competence approach in practice in the United Kingdom. They include: (1) "The Assessment of Competence in Higher Education" (Anne Edwards and Peter Knight); (2) "National Vocational Qualifications: The…

  14. A Financial Aid Competency Model for Professional Development

    ERIC Educational Resources Information Center

    Woolf, Neil; Martinez, Mario

    2013-01-01

    This research explores the competencies that financial aid officers need to be successful in their jobs. A survey of 30 competencies was distributed to 508 financial aid officers in the Western United States. Respondents were asked to rate 30 job competencies for their relative importance and frequency of use. Using exploratory factor analysis,…

  15. Wound exudate: a survey of current understanding and clinical competency.

    PubMed

    Tickle, Joy

    A survey was undertaken with the aim of identifying health professionals' understanding of wound exudate and their ability to assess and manage it. The survey was carried out at Wound Expo, which is a large annual event that provides generalist nurses with interactive education on the core aspects of wound care, including wound exudate. The sample comprised 223 delegates. Almost all delegates (89%) included exudate in every wound assessment, but only 20% based assessment of excess exudate on colour, viscosity and malodour, with the majority (67%) basing it on leakage and increased frequency of dressing changes. While almost all (94%) delegates said they always assess exudate colour and most (80%) that they always assess its viscosity, 18% did not understand the clinical significance of exudate colour and 29% were unable to correctly identify the characteristics of low-viscosity exudate. Furthermore, one quarter of the sample did not always take absorbency into account when selecting a wound dressing. The results indicate that exudate assessment is often subjective, and there is scope for greater use of wound exudate assessment tools and exudate descriptors.

  16. Wound exudate: a survey of current understanding and clinical competency.

    PubMed

    Tickle, Joy

    A survey was undertaken with the aim of identifying health professionals' understanding of wound exudate and their ability to assess and manage it. The survey was carried out at Wound Expo, which is a large annual event that provides generalist nurses with interactive education on the core aspects of wound care, including wound exudate. The sample comprised 223 delegates. Almost all delegates (89%) included exudate in every wound assessment, but only 20% based assessment of excess exudate on colour, viscosity and malodour, with the majority (67%) basing it on leakage and increased frequency of dressing changes. While almost all (94%) delegates said they always assess exudate colour and most (80%) that they always assess its viscosity, 18% did not understand the clinical significance of exudate colour and 29% were unable to correctly identify the characteristics of low-viscosity exudate. Furthermore, one quarter of the sample did not always take absorbency into account when selecting a wound dressing. The results indicate that exudate assessment is often subjective, and there is scope for greater use of wound exudate assessment tools and exudate descriptors. PMID:27119542

  17. Family relationships and the development of social competence in adolescence.

    PubMed

    Brennan, J L

    1993-01-01

    Resilient adolescents are notable for their social competence, which enables them to form and maintain close relationships. The evidence is that adolescents' social competence is derived from their experience of close relationships within their family. On the basis of structured interviews, adolescents' working models of attachments can be categorized into secure, dismissive, or pre-occupied. These attachment styles are associated with very divergent beliefs about the self and others, with differing patterns of emotion regulation and with differing risk profiles for maladjustment. Parenting styles and family relationships appear to have considerable influence on attachment behaviour. Further evidence for the importance of the family comes from research on ego development. Family level behavioural patterns have been discerned from family research interviews which are associated with stagnation or advancement in ego development during adolescence. Though the results suggest causal connections, the direction of effects is far from clear. Longitudinal research underpins the importance of childhood temperament as a contributing factor to the quality of the family environment that the child and then adolescent experiences.

  18. Relationships between high-stakes clinical skills exam scores and program director global competency ratings of first-year pediatric residents

    PubMed Central

    Langenau, Erik E.; Pugliano, Gina; Roberts, William L.

    2011-01-01

    Background Responding to mandates from the Accreditation Council for Graduate Medical Education (ACGME) and American Osteopathic Association (AOA), residency programs have developed competency-based assessment tools. One such tool is the American College of Osteopathic Pediatricians (ACOP) program directors’ annual report. High-stakes clinical skills licensing examinations, such as the Comprehensive Osteopathic Medical Licensing Examination Level 2-Performance Evaluation (COMLEX-USA Level 2-PE), also assess competency in several clinical domains. Objective The purpose of this study is to investigate the relationships between program director competency ratings of first-year osteopathic residents in pediatrics and COMLEX-USA Level 2-PE scores from 2005 to 2009. Methods The sample included all 94 pediatric first-year residents who took COMLEX-USA Level 2-PE and whose training was reviewed by the ACOP for approval of training between 2005 and 2009. Program director competency ratings and COMLEX-USA Level 2-PE scores (domain and component) were merged and analyzed for relationships. Results Biomedical/biomechanical domain scores were positively correlated with overall program director competency ratings. Humanistic domain scores were not significantly correlated with overall program director competency ratings, but did show moderate correlation with ratings for interpersonal and communication skills. The six ACGME or seven AOA competencies assessed empirically by the ACOP program directors’ annual report could not be recovered by principal component analysis; instead, three factors were identified, accounting for 86% of the variance between competency ratings. Discussion A few significant correlations were noted between COMLEX-USA Level 2-PE scores and program director competency ratings. Exploring relationships between different clinical skills assessments is inherently difficult because of the heterogeneity of tools used and overlap of constructs within the AOA

  19. A case for competency-based anaesthesiology training with entrustable professional activities: an agenda for development and research.

    PubMed

    Jonker, Gersten; Hoff, Reinier G; Ten Cate, Olle Th J

    2015-02-01

    Competency frameworks are based on what are considered to be the general essential qualities of a doctor. Competencies, being behavioural descriptors, need a strong link to clinical practice to allow trainers to observe and then use them in assessing trainees' performance. The emerging concept of entrustable professional activities (EPAs) may serve as such a link. An EPA is a description of an essential clinical task that frames competencies in the context of clinical practice. A full set of EPAs defines a specialty and constitutes the curriculum of specialty training. After observation of satisfactory performance on an EPA, the resident should be permitted to perform that activity without direct supervision. The terms of this should allow a trainer to provide justification for this decision. This makes graded assumption of responsibilities possible. We describe the potential benefits of working with EPAs in anaesthesiology training and set an agenda for curriculum development and research in this area.

  20. Management competencies required of administrative and clinical practitioners in the new millennium.

    PubMed

    Schell, B A; Slater, D Y

    1998-10-01

    Changes in the health care environment necessitate revisiting management-related competencies for both clinical and administrative practitioners. Major changes include the shift from recruitment to reengineering, direct service to multiple service models, department to program management, professional standards to market-driven standards, and single-system to multisystem management. Important competencies include the ability to identify and implement flexible staffing, to use communication technologies to support staff members across multiple sites, to understand of the business of health care, and to create innovative service delivery models consistent with the core values of the profession.

  1. Clinical veterinary education: insights from faculty and strategies for professional development in clinical teaching.

    PubMed

    Lane, India F; Strand, Elizabeth

    2008-01-01

    Missing in the recent calls for accountability and assurance of veterinary students' clinical competence are similar calls for competence in clinical teaching. Most clinician educators have no formal training in teaching theory or method. At the University of Tennessee College of Veterinary Medicine (UTCVM), we have initiated multiple strategies to enhance the quality of teaching in our curriculum and in clinical settings. An interview study of veterinary faculty was completed to investigate the strengths and weaknesses of clinical education; findings were used in part to prepare a professional development program in clinical teaching. Centered on principles of effective feedback, the program prepares participants to organize clinical rotation structure and orientation, maximize teaching moments, improve teaching and participation during formal rounds, and provide clearer summative feedback to students at the end of a rotation. The program benefits from being situated within a larger college-wide focus on teaching improvement. We expect the program's audience and scope to continue to expand.

  2. A Multicultural Competencies Approach to Developing Human Capital Management

    NASA Astrophysics Data System (ADS)

    Woolliscroft, Paul; Cagáňová, Dagmar; Čambál, Miloš; Šefčíková, Miriam; Kamenova, Joana Valery

    2012-12-01

    The globalisation phenomenon has been prevalent since the last decade of 20th century and remains a significant factor influencing both organisations and individuals today. Within a globalised business environment the effective management of multicultural aspects and differences has become imperative to ensure success. It is increasingly evident there is a need to develop a clear understanding of multicultural competencies in order to fully develop a strategic approach to human capital management (HCM). The adoption of a strategic approach is necessary to ensure a focus on the issues critical to success and competitive advantage including multicultural management, professional skills and knowledge management. This paper aims to identify the importance of intercultural management and the impact of globalisation upon international business.

  3. Empathy development in adolescence predicts social competencies in adulthood.

    PubMed

    Allemand, Mathias; Steiger, Andrea E; Fend, Helmut A

    2015-04-01

    This 23-year study explored the predictive associations between empathy development in adolescence and self-reported social competencies and outcomes in adulthood. Participants were 1,527 adults aged 35 years (48.3% female). The predictor variable (adolescent empathy) was measured yearly at the ages of 12 to 16 years. The outcome variables (adult empathy, communication skills, social integration, relationship satisfaction, and conflicts in relationships) were measured at the age of 35 years. Five important results stand out. First, longitudinal measurement invariance was established for the measure of adolescent empathy. Second, empathy tended to increase during the adolescent years. Third, significant interindividual differences in level and change of adolescent empathy were found. Fourth, gender was related to level of adolescent empathy, favoring girls over boys. Fifth, not only level but also change in adolescent empathy predicted individual differences in social competencies in adulthood two decades later. These findings demonstrate that developmental processes that are relevant for adjustment reveal long-term social consequences beyond the adolescent years.

  4. Professional competencies in health sciences education: from multiple intelligences to the clinic floor.

    PubMed

    Lane, India F

    2010-03-01

    Nontechnical competencies identified as essential to the health professional's success include ethical behavior, interpersonal, self-management, leadership, business, and thinking competencies. The literature regarding such diverse topics, and the literature regarding "professional success" is extensive and wide-ranging, crossing educational, psychological, business, medical and vocational fields of study. This review is designed to introduce ways of viewing nontechnical competence from the psychology of human capacity to current perspectives, initiatives and needs in practice. After an introduction to the tensions inherent in educating individuals for both biomedical competency and "bedside" or "cageside" manner, the paper presents a brief overview of the major lines of inquiry into intelligence theory and how theories of multiple intelligences can build a foundation for conceptualizing professional and life skills. The discussion then moves from broad concepts of intelligence to more specific workplace skill sets, with an emphasis on professional medical education. This section introduces the research on noncognitive variables in various disciplines, the growing emphasis on competency based education, and the SKA movement in veterinary education. The next section presents the evidence that nontechnical, noncognitive or humanistic skills influence achievement in academic settings, medical education and clinical performance, as well as the challenges faced when educational priorities must be made. PMID:19585247

  5. Professional competencies in health sciences education: from multiple intelligences to the clinic floor.

    PubMed

    Lane, India F

    2010-03-01

    Nontechnical competencies identified as essential to the health professional's success include ethical behavior, interpersonal, self-management, leadership, business, and thinking competencies. The literature regarding such diverse topics, and the literature regarding "professional success" is extensive and wide-ranging, crossing educational, psychological, business, medical and vocational fields of study. This review is designed to introduce ways of viewing nontechnical competence from the psychology of human capacity to current perspectives, initiatives and needs in practice. After an introduction to the tensions inherent in educating individuals for both biomedical competency and "bedside" or "cageside" manner, the paper presents a brief overview of the major lines of inquiry into intelligence theory and how theories of multiple intelligences can build a foundation for conceptualizing professional and life skills. The discussion then moves from broad concepts of intelligence to more specific workplace skill sets, with an emphasis on professional medical education. This section introduces the research on noncognitive variables in various disciplines, the growing emphasis on competency based education, and the SKA movement in veterinary education. The next section presents the evidence that nontechnical, noncognitive or humanistic skills influence achievement in academic settings, medical education and clinical performance, as well as the challenges faced when educational priorities must be made.

  6. A Systematic Review of Developing Team Competencies in Information Systems Education

    ERIC Educational Resources Information Center

    Figl, Kathrin

    2010-01-01

    The ability to work effectively in teams has been a key competence for information systems engineers for a long time. Gradually, more attention is being paid to developing this generic competence as part of academic curricula, resulting in two questions: how to best promote team competencies and how to implement team projects successfully. These…

  7. Principled, Transformational Leadership: Analyzing the Discourse of Leadership in the Development of Librarianship's Core Competences

    ERIC Educational Resources Information Center

    Hicks, Deborah; Given, Lisa M.

    2013-01-01

    Using discourse analysis, this article explores three questions: (a) Why was "principled, transformational leadership" the leadership style added to Core Competences? (b) What was the discourse of leadership in the profession surrounding the development of the Core Competences? (c) How might this competence affect LIS education? And what measures,…

  8. Development and Initial Validation of Perceived Competence and Satisfaction Measures for Racquet Sports.

    ERIC Educational Resources Information Center

    Aguilar, Teresita E.; Petrakis, Elizabeth

    1989-01-01

    The development and initial validation of the Racquet Sports Competence-Satisfaction Scale for measuring perceived competence and satisfaction in badminton, racquetball, and tennis is described. Results of a review panel and two field tests (with 168 and 208 university students) support the validity of the competence and satisfaction measures.…

  9. Development and Validation of the Cultural Competence of Program Evaluators (CCPE) Self-Report Scale

    ERIC Educational Resources Information Center

    Dunaway, Krystall E.; Morrow, Jennifer A.; Porter, Bryan E.

    2012-01-01

    No self-report measure of cultural competence currently exists in program evaluation. Adapting items from cultural competence measures in fields such as counseling and nursing, the researchers developed the Cultural Competence of Program Evaluators (CCPE) self-report scale. The goals of this study were to validate the CCPE and to assess…

  10. Developing the Emotional Competence of Teachers and Pupils in School Contexts

    ERIC Educational Resources Information Center

    Perez-Escoda, N.; Filella, G.; Alegre, A.; Bisquerra, R.

    2012-01-01

    Introduction: This paper describes the evaluation of two training programmes, one targeted at teachers and the other at pupils, the aim of both being to improve personal and social well-being through the development of emotional competence (emotional awareness, emotional regulation, emotional autonomy, social competence and life competencies).…

  11. Developing Performance Management Competence: An Exercise Leveraging Video Technology and Multisource Feedback

    ERIC Educational Resources Information Center

    Mumford, Troy V.

    2009-01-01

    The ability to competently manage employee performance is critical for students graduating with degrees in management. This article provides a competency development exercise (CDE) for use in graduate and undergraduate management courses to increase students' performance management competence. The CDE includes providing employee feedback,…

  12. Developing points-based risk-scoring systems in the presence of competing risks.

    PubMed

    Austin, Peter C; Lee, Douglas S; D'Agostino, Ralph B; Fine, Jason P

    2016-09-30

    Predicting the occurrence of an adverse event over time is an important issue in clinical medicine. Clinical prediction models and associated points-based risk-scoring systems are popular statistical methods for summarizing the relationship between a multivariable set of patient risk factors and the risk of the occurrence of an adverse event. Points-based risk-scoring systems are popular amongst physicians as they permit a rapid assessment of patient risk without the use of computers or other electronic devices. The use of such points-based risk-scoring systems facilitates evidence-based clinical decision making. There is a growing interest in cause-specific mortality and in non-fatal outcomes. However, when considering these types of outcomes, one must account for competing risks whose occurrence precludes the occurrence of the event of interest. We describe how points-based risk-scoring systems can be developed in the presence of competing events. We illustrate the application of these methods by developing risk-scoring systems for predicting cardiovascular mortality in patients hospitalized with acute myocardial infarction. Code in the R statistical programming language is provided for the implementation of the described methods. © 2016 The Authors. Statistics in Medicine published by John Wiley & Sons Ltd. PMID:27197622

  13. Developing a leadership pipeline: the Cleveland Clinic experience.

    PubMed

    Hess, Caryl A; Barss, Christina; Stoller, James K

    2014-11-01

    The complexity of health care requires excellent leadership to address the challenges of access, quality, and cost of care. Because competencies to lead differ from clinical or research skills, there is a compelling need to develop leaders and create a talent pipeline, perhaps especially in physician-led organizations like Cleveland Clinic. In this context, we previously reported on a cohort-based physician leadership development course called Leading in Health Care and, in the current report, detail an expanded health care leadership development programme called the Cleveland Clinic Academy (CCA). CCA consists of a broad suite of offerings, including cohort-based learning and 'a la carte' half- or full-day courses addressing specific competencies to manage and to lead. Academy attendance is optional and is available to all physicians, nurses, and administrators with the requisite experience. Course selection is guided by competency matrices which map leadership competencies to specific courses. As of December 2012, a total of 285 course sessions have been offered to 6,050 attendees with uniformly high ratings of course quality and impact. During the past 10 years, Cleveland Clinic's leadership and management curriculum has successfully created a pipeline of health care leaders to fill executive positions, search committees, board openings, and various other organizational leadership positions. Health care leadership can be taught and learned. PMID:25082312

  14. 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

  15. 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

  16. 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…

  17. Cultural Competence Development in Health Education Professional Preparation Programs

    ERIC Educational Resources Information Center

    Luquis, Raffy; Perez, Miguel; Young, Kathleen

    2006-01-01

    To date few studies have been conducted to assess the preparation of health educators in the area of cultural sensitivity and competence. The purpose of this study was to assess efforts and opportunities offered by health education professional preparation programs to prepare health educators in the area of cultural competence. One hundred…

  18. Developing Pedagogical Competence: Issues and Implications for Marketing Education

    ERIC Educational Resources Information Center

    Madhavaram, Sreedhar; Laverie, Debra A.

    2010-01-01

    Competence in pedagogy and research is the sine qua non of marketing educators' careers. However, there is evidence in the literature that marketing academics focus "more on" and "are more competent" in research than teaching. This imbalance, in a majority of instances, can be traced back to doctoral education. Doctoral programs in marketing are…

  19. Competences, Learning Theories and MOOCs: Recent Developments in Lifelong Learning

    ERIC Educational Resources Information Center

    Steffens, Karl

    2015-01-01

    Our societies have come to be known as knowledge societies in which lifelong learning is becoming increasingly important. In this context, competences have become a much discussed topic. Many documents were published by international organisations (UNESCO, World Bank, European Commission) which enumerated 21st century key competences. The field of…

  20. Bidirectional Associations among Sensitive Parenting, Language Development, and Social Competence

    ERIC Educational Resources Information Center

    Barnett, Melissa A.; Gustafsson, Hanna; Deng, Min; Mills-Koonce, W. Roger; Cox, Martha

    2012-01-01

    Rapid changes in language skills and social competence, both of which are linked to sensitive parenting, characterize early childhood. The present study examines bidirectional associations among mothers' sensitive parenting and children's language skills and social competence from 24 to 36?months in a community sample of 174 families. In…

  1. Increasing Cultural Competence through Needs Assessment and Professional Development

    ERIC Educational Resources Information Center

    Smith, Natasha L.; Bahr, Michael W.

    2014-01-01

    The increasing cultural diversity of American students makes it imperative for school-based professionals to engage in culturally-competent practice, thereby ensuring high-quality mental health services. Although most cultural competence training occurs in university programs, research shows practicing mental health professionals would benefit…

  2. Framework for development of physician competencies in genomic medicine: report of the Competencies Working Group of the Inter-Society Coordinating Committee for Physician Education in Genomics.

    PubMed

    Korf, Bruce R; Berry, Anna B; Limson, Melvin; Marian, Ali J; Murray, Michael F; O'Rourke, P Pearl; Passamani, Eugene R; Relling, Mary V; Tooker, John; Tsongalis, Gregory J; Rodriguez, Laura L

    2014-11-01

    Completion of the Human Genome Project, in conjunction with dramatic reductions in the cost of DNA sequencing and advances in translational research, is gradually ushering genomic discoveries and technologies into the practice of medicine. The rapid pace of these advances is opening up a gap between the knowledge available about the clinical relevance of genomic information and the ability of clinicians to include such information in their medical practices. This educational gap threatens to be rate limiting to the clinical adoption of genomics in medicine. Solutions will require not only a better understanding of the clinical implications of genetic discoveries but also training in genomics at all levels of professional development, including for individuals in formal training and others who long ago completed such training. The National Human Genome Research Institute has convened the Inter-Society Coordinating Committee for Physician Education in Genomics (ISCC) to develop and share best practices in the use of genomics in medicine. The ISCC has developed a framework for development of genomics practice competencies that may serve as a starting point for formulation of competencies for physicians in various medical disciplines.

  3. Differences between Computer-Based and Paper-Based Assessments of the Clinical Reasoning Competency of Dental Students.

    PubMed

    Kurosa, Michiyo; Tonami, Ken-ichi; Ohara, Satoko; Umemori, Sachi; Noritake, Kanako; Sunaga, Masayo; Kinoshita, Atsuhiro; Araki, Kouji

    2016-03-01

    Clinical reasoning competency is essential for an appropriate clinical dental treatment. Among the tools for the assessment of clinical reasoning competency, computer-based testing (CBT) is considered more useful than paper-based testing (PBT), because teachers can control the timing of information given to the examinees. Such timings could possibly affect the thinking process of examinees. However, few studies reported differences of reasoning between the two testing modes. In the present study, we developed an assessment of clinical reasoning and applied it using CBT and PBT to compare the examinees' performance. The participants comprised 60 students in the fifth-year class in 2012 of the School of Dentistry, Faculty of Dentistry, Tokyo Medical and Dental University. The tests comprised 25 problems, each with four questions, totaling 100 questions. The contents of the questions were the same in CBT and PBT. The students were assigned to CBT (Group C, n = 30) and PBT (Group P, n = 30) groups, with an almost equal gender ratio in the groups. The difference between scores was analyzed with a univariate analysis of variance. No significant intergroup differences were found regarding the test duration, total score, and average score of each question. The number of problems with perfect marks was higher in Group P than in Group C (P < 0.05), probably because Group P students could access the information of the previous question (s) within a problem. Thus, the differences of the examinees' performance between the two testing modes were small.

  4. Integrative Medicine in Preventive Medicine Education: Competency and Curriculum Development for Preventive Medicine and Other Specialty Residency Programs.

    PubMed

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

    2015-11-01

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

  5. Integrative Medicine in Preventive Medicine Education: Competency and Curriculum Development for Preventive Medicine and Other Specialty Residency Programs.

    PubMed

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

    2015-11-01

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

  6. Resident dashboards: helping your clinical competency committee visualize trainees’ key performance indicators

    PubMed Central

    Friedman, Karen A.; Raimo, John; Spielmann, Kelly; Chaudhry, Saima

    2016-01-01

    Introduction Under the Next Accreditation System, programs need to find ways to collect and assess meaningful reportable information on its residents to assist the program director regarding resident milestone progression. This paper discusses the process that one large Internal Medicine Residency Program used to provide both quantitative and qualitative data to its clinical competency committee (CCC) through the creation of a resident dashboard. Methods Program leadership at a large university-based program developed four new end of rotation evaluations based on the American Board of Internal Medicine (ABIM) and Accreditation Council of Graduated Medical Education's (ACGME) 22 reportable milestones. A resident dashboard was then created to pull together both milestone- and non-milestone-based quantitative data and qualitative data compiled from faculty, nurses, peers, staff, and patients. Results Dashboards were distributed to the members of the CCC in preparation for the semiannual CCC meeting. CCC members adjudicated quantitative and qualitative data to present their cohort of residents at the CCC meeting. Based on the committee's response, evaluation scores remained the same or were adjusted. Final milestone scores were then entered into the accreditation data system (ADS) on the ACGME website. Conclusions The process of resident assessment is complex and should comprise both quantitative and qualitative data. The dashboard is a valuable tool for program leadership to use both when evaluating house staff on a semiannual basis at the CCC and to the resident in person. PMID:27037226

  7. The Integrated Personnel Development System: The Training and Development of Competent Firefighters

    ERIC Educational Resources Information Center

    Moran, Peter; Starling, Paul

    2005-01-01

    This article enquires into the nature of an emergent continuous professional development (CPD) mechanism for firefighters in the form of an Integrated Personnel Development System (IPDS), which proposes to base future training for every rank in the service on the acquisition and demonstration of competence for role. IPDS is due to be introduced…

  8. Fieldwork Using the Professional Development Schools Model: Developing a Social Justice Orientation and Multicultural Competency

    ERIC Educational Resources Information Center

    Cook, Amy L.; Krell, Megan M.; Hayden, Laura A.; Gracia, Robert; Denitzio, Kari

    2016-01-01

    Practicum fieldwork was conducted in an urban high school setting using a Professional Development Schools (PDS) model, with a focus on multicultural and social justice counseling competencies (MSJCC). Interpretative phenomenological analysis was used to analyze the journal responses of 16 counseling students to ascertain MSJCC development during…

  9. Developing computer competencies for eWorkers within call centres.

    PubMed

    Kirk, Elizabeth; Strong, Jenny; Burgess-Limerick, Robin

    2013-01-01

    High rates of work related musculoskeletal discomfort (WRMSD) associated with long-hours of computer work are considered a significant occupational health problem. However, to date few training programs aim to develop the multidisciplinary skills required for self-management of WRMSD risk factors. This paper seeks to provide a background to, and illustrate the significance of, this issue. Management strategies, training elements and methods recommended within the literature to build the required work skills for increased self-management of WRMSD are discussed. The inclusion of two case studies investigating the impact of training methods on levels of WRMSD illustrates how the application of new training strategies may improve WRMSD outcomes. The first case-study trialling a pre-existing office ergonomic checklist revealed training improved knowledge and awareness, but failed to change work behaviours or effect levels of WRMSD. The second case study investigated the impact of training providing additional knowledge and demonstrating 'how-to' apply recommendations at the workstation. Outcomes of this skill-based program included the collaborative development of training elements, increased trainee engagement, and a significant reduction in reported levels of WRMSD. These findings suggest training designed to develop multidisciplinary work skills or competencies may be a strategy for the management of occupational musculoskeletal discomfort amongst computer operators.

  10. Clinical development of Ebola vaccines.

    PubMed

    Sridhar, Saranya

    2015-09-01

    The ongoing outbreak of Ebola virus disease in West Africa highlighted the lack of a licensed drug or vaccine to combat the disease and has renewed the urgency to develop a pipeline of Ebola vaccines. A number of different vaccine platforms are being developed by assessing preclinical efficacy in animal models and expediting clinical development. Over 15 different vaccines are in preclinical development and 8 vaccines are now in different stages of clinical evaluation. These vaccines include DNA vaccines, virus-like particles and viral vectors such as live replicating vesicular stomatitis virus (rVSV), human and chimpanzee adenovirus, and vaccinia virus. Recently, in preliminary results reported from the first phase III trial of an Ebola vaccine, the rVSV-vectored vaccine showed promising efficacy. This review charts this rapidly advancing area of research focusing on vaccines in clinical development and discusses the future opportunities and challenges faced in the licensure and deployment of Ebola vaccines.

  11. Clinical development of Ebola vaccines

    PubMed Central

    Sridhar, Saranya

    2015-01-01

    The ongoing outbreak of Ebola virus disease in West Africa highlighted the lack of a licensed drug or vaccine to combat the disease and has renewed the urgency to develop a pipeline of Ebola vaccines. A number of different vaccine platforms are being developed by assessing preclinical efficacy in animal models and expediting clinical development. Over 15 different vaccines are in preclinical development and 8 vaccines are now in different stages of clinical evaluation. These vaccines include DNA vaccines, virus-like particles and viral vectors such as live replicating vesicular stomatitis virus (rVSV), human and chimpanzee adenovirus, and vaccinia virus. Recently, in preliminary results reported from the first phase III trial of an Ebola vaccine, the rVSV-vectored vaccine showed promising efficacy. This review charts this rapidly advancing area of research focusing on vaccines in clinical development and discusses the future opportunities and challenges faced in the licensure and deployment of Ebola vaccines. PMID:26668751

  12. The Interpersonal Competence Development Project: The Intersection of Theory and Practice

    ERIC Educational Resources Information Center

    Graham, Elizabeth E.; Mazer, Joseph P.

    2011-01-01

    Skill development exercises designed to promote the development of students' interpersonal competence have been the centerpiece of undergraduate interpersonal communication courses for decades. Research suggests that students develop interpersonal competence through exposure to and participation in skill development courses and activities. In…

  13. Clinical competency guidelines for pulmonary rehabilitation professionals: position statement of the American Association of Cardiovascular and Pulmonary Rehabilitation.

    PubMed

    Collins, Eileen G; Bauldoff, Gerene; Carlin, Brian; Crouch, Rebecca; Emery, Charles F; Garvey, Chris; Hilling, Lana; Limberg, Trina; ZuWallack, Richard; Nici, Linda

    2014-01-01

    The American Association of Cardiovascular and Pulmonary Rehabilitation (AACVPR) recognizes that interdisciplinary health care professionals providing pulmonary rehabilitation services need to have certain core competencies. This statement updates the previous clinical competency guidelines for pulmonary rehabilitation professionals, and it complements the AACVPR's Guidelines for Pulmonary Rehabilitation Programs. These competencies provide a common core of 13 professional and clinical competencies inclusive of multiple academic and clinical disciplines. The core competencies include patient assessment and management; dyspnea assessment and management; oxygen assessment, management, and titration; collaborative self-management; adherence; medication and therapeutics; non-chronic obstructive pulmonary diseases; exercise testing; exercise training; psychosocial management; tobacco cessation; emergency responses for patient and program personnel; and universal standard precautions.

  14. Clinical competency guidelines for pulmonary rehabilitation professionals: position statement of the American Association of Cardiovascular and Pulmonary Rehabilitation.

    PubMed

    Collins, Eileen G; Bauldoff, Gerene; Carlin, Brian; Crouch, Rebecca; Emery, Charles F; Garvey, Chris; Hilling, Lana; Limberg, Trina; ZuWallack, Richard; Nici, Linda

    2014-01-01

    The American Association of Cardiovascular and Pulmonary Rehabilitation (AACVPR) recognizes that interdisciplinary health care professionals providing pulmonary rehabilitation services need to have certain core competencies. This statement updates the previous clinical competency guidelines for pulmonary rehabilitation professionals, and it complements the AACVPR's Guidelines for Pulmonary Rehabilitation Programs. These competencies provide a common core of 13 professional and clinical competencies inclusive of multiple academic and clinical disciplines. The core competencies include patient assessment and management; dyspnea assessment and management; oxygen assessment, management, and titration; collaborative self-management; adherence; medication and therapeutics; non-chronic obstructive pulmonary diseases; exercise testing; exercise training; psychosocial management; tobacco cessation; emergency responses for patient and program personnel; and universal standard precautions. PMID:25098438

  15. Improving Global Health Education: Development of a Global Health Competency Model

    PubMed Central

    Ablah, Elizabeth; Biberman, Dorothy A.; Weist, Elizabeth M.; Buekens, Pierre; Bentley, Margaret E.; Burke, Donald; Finnegan, John R.; Flahault, Antoine; Frenk, Julio; Gotsch, Audrey R.; Klag, Michael J.; Lopez, Mario Henry Rodriguez; Nasca, Philip; Shortell, Stephen; Spencer, Harrison C.

    2014-01-01

    Although global health is a recommended content area for the future of education in public health, no standardized global health competency model existed for master-level public health students. Without such a competency model, academic institutions are challenged to ensure that students are able to demonstrate the knowledge, skills, and attitudes (KSAs) needed for successful performance in today's global health workforce. The Association of Schools of Public Health (ASPH) sought to address this need by facilitating the development of a global health competency model through a multistage modified-Delphi process. Practitioners and academic global health experts provided leadership and guidance throughout the competency development process. The resulting product, the Global Health Competency Model 1.1, includes seven domains and 36 competencies. The Global Health Competency Model 1.1 provides a platform for engaging educators, students, and global health employers in discussion of the KSAs needed to improve human health on a global scale. PMID:24445206

  16. Assessing statistical competencies in clinical and translational science education: one size does not fit all

    PubMed Central

    Oster, Robert A.; Lindsell, Christopher J.; Welty, Leah J.; Mazumdar, Madhu; Thurston, Sally W.; Rahbar, Mohammad H.; Carter, Rickey E.; Pollock, Bradley H.; Cucchiara, Andrew J.; Kopras, Elizabeth J.; Jovanovic, Borko D.; Enders, Felicity T.

    2014-01-01

    Introduction Statistics is an essential training component for a career in clinical and translational science (CTS). Given the increasing complexity of statistics, learners may have difficulty selecting appropriate courses. Our question was: what depth of statistical knowledge do different CTS learners require? Methods For three types of CTS learners (principal investigator, co-investigator, informed reader of the literature), each with different backgrounds in research (no previous research experience, reader of the research literature, previous research experience), 18 experts in biostatistics, epidemiology, and research design proposed levels for 21 statistical competencies. Results Statistical competencies were categorized as fundamental, intermediate, or specialized. CTS learners who intend to become independent principal investigators require more specialized training, while those intending to become informed consumers of the medical literature require more fundamental education. For most competencies, less training was proposed for those with more research background. Discussion When selecting statistical coursework, the learner’s research background and career goal should guide the decision. Some statistical competencies are considered to be more important than others. Baseline knowledge assessments may help learners identify appropriate coursework. Conclusion Rather than one size fits all, tailoring education to baseline knowledge, learner background and future goals increases learning potential while minimizing classroom time. PMID:25212569

  17. A national education strategy to develop nursing informatics competencies.

    PubMed

    Hebert, M

    2000-01-01

    Advances in the sophistication of information and communication technologies offer nursing practitioners opportunities for better information management, more complete documentation of their work, and knowledge development to support evidence-based nursing practice. However, a nursing culture that recognizes and adopts the contributions of technology to practice is required to take advantage of these opportunities. The nature of this change suggests a shift in emphasis from specialists in Nursing Informatics (NI) to NI being integrated into all four domains of nursing practice. The magnitude of change required on individual, organizational and professional levels points to the need for Nursing Informatics education strategies on a national level. Recognizing the role and history of NI specialists, defining NI and the required NI competencies are necessary first steps in developing such a plan. Expanding and adapting the educational infrastructure required to support this initiative follows. A working committee at the national level with representatives from a number of stakeholder groups is currently working on a National Nursing Informatics Project to address these issues. This article summarizes key points of an initial discussion paper.

  18. Growth of Self-Perceived Clinical Competence in Postgraduate Training for General Practice and Its Relation to Potentially Influencing Factors

    ERIC Educational Resources Information Center

    Kramer, A. W. M.; Zuithoff, P.; Jansen, J. J. M.; Tan, L. H. C.; Grol, R. P. T. M.; van der Vleuten, C. P. M.

    2007-01-01

    Objective: To examine the increase in self-perceived clinical competence during a three-year postgraduate training in general practice and to explore the relation between the growth of self-perceived competence and several background variables. Design: Cohort, 1995-1998. Setting: Three-year Postgraduate Training for General practice in the…

  19. Nursing students in clinical practice--developing a model for clinical supervision.

    PubMed

    Häggman-Laitila, Arja; Elina, Eriksson; Riitta, Meretoja; Kirsi, Sillanpää; Leena, Rekola

    2007-11-01

    The aim of this study was to develop a model for clinical supervision to promote the clinical practice of nursing students. The study was implemented in Finland and it was carried out in three phases. Firstly, data were collected by means of a literature review and focus group interviews. Secondly, the data were analysed and described in expert groups, and finally the model itself was evaluated by 23 nursing experts. The data of literature review and focus group interviews consisted of 27 studies and four groups from three organisations: nurses (n=7), managers (n=6), teachers (n=8) and students (n=6). The data were analysed by qualitative content analysis. The model devolved from the study includes the concepts describing prerequisites, content and influence of clinical supervision. The prerequisites are nursing skills, a holistic view of the nursing curriculum, pedagogical, organisational, development, cooperation and interaction competence and decision-making skills. The content of clinical supervision includes support of professional development, pedagogical competence, research and development activities and collaborative working. Clinical supervision has influence on students' professional and personal development and conception of the future of nursing profession, students' preparedness for career planning and the teacher's and preceptor's professional development. The model could unify the notions of all parties concerned of the prerequisites, content and influence of clinical supervision. Furthermore, the entire supervision process and its control could be clarified. The model may be utilised in selecting and educating preceptors and evaluating the quality of clinical supervision. PMID:17936544

  20. Developing Culture-Adaptive Competency Through Experiences with Expressive Avatars

    NASA Technical Reports Server (NTRS)

    Silverglate, Daniel S.; Sims, Edward M.; Glover, Gerald; Friedman, Harris

    2012-01-01

    Modern Warfighters often find themselves in a variety of non-combat roles such as negotiator, peacekeeper, reconstruction, and disaster relief. They are expected to perform these roles within a culture alien to their own. Each individual they encounter brings their own set of values to the interaction that must be understood and reconciled. To navigate the human terrain of these complex interactions, the Warfighter must not only consider the specifics of the target culture, but also identify the stakeholders, recognize the influencing cultural dimensions, and adapt to the situation to achieve the best possible outcome. Vcom3D is using game-based scenarios to develop culturally adaptive competency. The avatars that represent the stakeholders must be able to portray culturally accurate behavior, display complex emotion, and communicate through verbal and non-verbal cues. This paper will discuss the use of emerging game technologies to better simulate human behavior in cross-cultural dilemmas. Nomenclature: culture, adaptive, values, cultural values dimensions, dilemmas, virtual humans, non-verbal communications

  1. Mentoring in the Clinical Setting to Improve Student Decision-Making Competence

    ERIC Educational Resources Information Center

    Stick-Mueller, Misty; Boesch, Ron; Silverman, Steven; Carpenter, Scott; Illingworth, Robert; Countryman, James

    2010-01-01

    Introduction: The physician-intern relationship can be difficult to develop. A new chiropractic intern in a teaching clinic undergoes a major transition from classroom to clinical practice and must learn to turn classroom knowledge into clinical application. The ability to start formulating clinical techniques and apply them on a patient is…

  2. The development of stereotype content: The use of warmth and competence in assessing social groups.

    PubMed

    Roussos, Gina; Dunham, Yarrow

    2016-01-01

    Past research suggests that warmth and competence are primary dimensions of social perception used by adults to understand social groups. The current study investigated whether children use these two dimensions to structure their representations of familiar groups. Results indicated that adult warmth and competence judgments were independent from one another and placed groups in warmth by competence space in ways consistent with past work. However, children showed some sensitivity to both dimensions but did not treat them as independent. Children's judgments of competence were closely aligned with adult judgments, but their judgments of warmth were influenced by factors that solely influenced adult judgments of competence. These data suggest that children develop an understanding of competence as an independent dimension prior to developing an understanding of warmth as an independent dimension and that their judgments of warmth may reflect a more general summing of all available evaluative information. Implications for children's developing understanding of the broader intergroup landscape are discussed. PMID:26407824

  3. The development of stereotype content: The use of warmth and competence in assessing social groups.

    PubMed

    Roussos, Gina; Dunham, Yarrow

    2016-01-01

    Past research suggests that warmth and competence are primary dimensions of social perception used by adults to understand social groups. The current study investigated whether children use these two dimensions to structure their representations of familiar groups. Results indicated that adult warmth and competence judgments were independent from one another and placed groups in warmth by competence space in ways consistent with past work. However, children showed some sensitivity to both dimensions but did not treat them as independent. Children's judgments of competence were closely aligned with adult judgments, but their judgments of warmth were influenced by factors that solely influenced adult judgments of competence. These data suggest that children develop an understanding of competence as an independent dimension prior to developing an understanding of warmth as an independent dimension and that their judgments of warmth may reflect a more general summing of all available evaluative information. Implications for children's developing understanding of the broader intergroup landscape are discussed.

  4. The development of a competency-based group health teaching performance examination model for BSN graduates.

    PubMed

    Tai, Chun-Yi; Chung, Ue-Lin

    2008-12-01

    Under the current nursing education system in Taiwan, a fair and objective evaluation of group health teaching competency has been lacking for a long time. Therefore, the purpose of this study was to establish a competency-based group health teaching performance examination model for baccalaureate graduates. Action research was the main research methodology used in this study. The research consisted of two phases. In the first phase, a development committee was established. Based on routine discussions, literature reviews and realistic cases, a draft examination model with quasi-clinical situation model content and procedure was developed. Examination Facility Preparations, Simulated Scenarios and Client Recruitments, Examination Result Evaluation (evaluated by teachers) and Learning Guidelines were also prepared. This draft was reviewed twice for expert opinion, a pilot test was done and both the draft and pilot testing were reviewed again before the draft was finalized. The second phase involved refining the examination model by actually practicing the completed draft examination model in a simulated group-teaching setting in order to examine the model's reliability and validity. Fifteen people were involved in this experiment: three nursing personnel each having at least two years' clinical and teaching experience; three nursing students who did not have actual clinical experience and had not taken the course of teaching principles; three senior teachers; and six virtual patients. The responses from the nursing personnel, nursing students, teachers, and virtual patients who participated in the testing were gathered and integrated to refine the model. The model has content, expert and discriminative validity. The reliability of the model was proven by the high consistency in administration and scoring of the model by clinical examiners. This examination model is not only applicable for the proof of students' credit point exemption, but also as an alternative

  5. The development of a competency-based group health teaching performance examination model for BSN graduates.

    PubMed

    Tai, Chun-Yi; Chung, Ue-Lin

    2008-12-01

    Under the current nursing education system in Taiwan, a fair and objective evaluation of group health teaching competency has been lacking for a long time. Therefore, the purpose of this study was to establish a competency-based group health teaching performance examination model for baccalaureate graduates. Action research was the main research methodology used in this study. The research consisted of two phases. In the first phase, a development committee was established. Based on routine discussions, literature reviews and realistic cases, a draft examination model with quasi-clinical situation model content and procedure was developed. Examination Facility Preparations, Simulated Scenarios and Client Recruitments, Examination Result Evaluation (evaluated by teachers) and Learning Guidelines were also prepared. This draft was reviewed twice for expert opinion, a pilot test was done and both the draft and pilot testing were reviewed again before the draft was finalized. The second phase involved refining the examination model by actually practicing the completed draft examination model in a simulated group-teaching setting in order to examine the model's reliability and validity. Fifteen people were involved in this experiment: three nursing personnel each having at least two years' clinical and teaching experience; three nursing students who did not have actual clinical experience and had not taken the course of teaching principles; three senior teachers; and six virtual patients. The responses from the nursing personnel, nursing students, teachers, and virtual patients who participated in the testing were gathered and integrated to refine the model. The model has content, expert and discriminative validity. The reliability of the model was proven by the high consistency in administration and scoring of the model by clinical examiners. This examination model is not only applicable for the proof of students' credit point exemption, but also as an alternative

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

    ERIC Educational Resources Information Center

    Luzerne County Community Coll., Nanticoke, PA.

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

  7. A Competency Approach to Developing Leaders--Is This Approach Effective?

    ERIC Educational Resources Information Center

    Richards, Patricia

    2008-01-01

    This paper examines the underlying assumptions that competency-based frameworks are based upon in relation to leadership development. It examines the impetus for this framework becoming the prevailing theoretical base for developing leaders and tracks the historical path to this phenomenon. Research suggests that a competency-based framework may…

  8. Why Do Small Enterprises Participate in a Programme for Competence Development?

    ERIC Educational Resources Information Center

    Kock, Henrik; Gill, Andreas; Ellstrom, Per Erik

    2008-01-01

    Purpose: The purpose of this paper is to increase our understanding of why firms, specifically small to medium-sized enterprises (SMEs), participate in a programme for competence development and why firms use different strategies for competence development. Design/methodology/approach: A study of 17 SMEs that all received support from the European…

  9. Vocational Education Students' Generic Working Life Competencies: Developing a Self-Assessment Instrument

    ERIC Educational Resources Information Center

    Kyndt, Eva; Janssens, Ine; Coertjens, Liesje; Gijbels, David; Donche, Vincent; Van Petegem, Peter

    2014-01-01

    The current study reports on the process of developing a self-assessment instrument for vocational education students' generic working life competencies. The instrument was developed based on a competence framework and in close collaboration with several vocational education teachers and intermediary organisations offering various human…

  10. Developing Employee Competence. Symposium 25. [Concurrent Symposium Session at AHRD Annual Conference, 2000.

    ERIC Educational Resources Information Center

    2000

    This packet contains three papers from a symposium on developing employee competence. The first paper, "Coaching in Organizations: Self-Assessment of Competence" (Gary N. McLean, Min-Hsun [Christine] Kuo), reports on development and pilot-testing of an instrument to identify the developmental needs of managers and peers to function more…

  11. Functional Competency Development Model for Academic Personnel Based on International Professional Qualification Standards in Computing Field

    ERIC Educational Resources Information Center

    Tumthong, Suwut; Piriyasurawong, Pullop; Jeerangsuwan, Namon

    2016-01-01

    This research proposes a functional competency development model for academic personnel based on international professional qualification standards in computing field and examines the appropriateness of the model. Specifically, the model consists of three key components which are: 1) functional competency development model, 2) blended training…

  12. The Process of Professional School Counselor Multicultural Competency Development: A Grounded Theory

    ERIC Educational Resources Information Center

    Berry, Jessica L.

    2013-01-01

    Professional School Counselors who work in schools with a range of student diversity are posed with a unique set of challenges which require them to develop their multicultural competencies. The following qualitative study examined the process of developing multicultural competence for four professional school counselors. The four professional…

  13. The Development and Implementation of a Model to Ensure that Vocational Education Students are Functionally Competent.

    ERIC Educational Resources Information Center

    Nelms, Harry M.

    A program developed and implemented a competency-based model to ensure that adult vocational education students were functionally competent. Preliminary steps included a review of research on existing practices, exploration of operating programs nationwide, and development of a reciprocal liaison with the Northwest Regional Educational Laboratory.…

  14. Development of Core Competencies for Paraprofessional Nutrition Educators Who Deliver Food Stamp Nutrition Education

    ERIC Educational Resources Information Center

    Baker, Susan S.; Pearson, Meredith; Chipman, Helen

    2009-01-01

    The purpose of this project was to describe the process used for the development of core competencies for paraprofessional nutrition educators in Food Stamp Nutrition Education (FSNE). The development process included the efforts of an expert panel of state and multicounty FSNE leaders to draft the core competencies and the validation of those…

  15. Counselor Development in the Process of Mastering Cultural Competence: A Study of Professional Growth Experiences

    ERIC Educational Resources Information Center

    Wakefield, Marie A.

    2012-01-01

    Grounded theory methodology was employed to explore the experiences of counseling professionals as they work to develop a higher level of cultural competence. Three key findings support the core theme, navigating change toward cultural competent practices: (1) environmental awareness; (2) dispositions toward the development in cultural competency…

  16. Evaluation of an eportfolio for the assessment of clinical competence in a baccalaureate nursing program.

    PubMed

    Garrett, Bernard M; MacPhee, Maura; Jackson, Cathryn

    2013-10-01

    This paper reports a study undertaken to evaluate the implementation of an electronic portfolio (eportfolio) tool for the assessment of clinical competence in a Bachelor of Science in Nursing program. Baccalaureate nursing programs increasingly use information and communications technologies to support student learning, assess and record progress. Portfolio based practice assessment and electronic portfolios represent growing trends to enhance learning via student reflection and self-identification of further learning needs. Using an action-research process, a mixed-methods evaluation strategy explored the efficacy of the eportfolio in its second year of use. Website tracking analytics and descriptive statistics were used to explore trends in eportfolio usage. Instructor and student surveys and focus groups were carried out at the end of the second year. Instructors valued the eportfolios convenience, improved transparency, an improved ability to track student progress, enhanced theory-practice links, and the competency based assessment framework. Students valued accessibility and convenience, but expressed concerns over assessment data openness and processes for standardization. Both groups felt that the eportfolio navigation required simplification. Electronic portfolios represent a technological evolution from paper-based clinical assessment systems. Although there appear to be many student and instructor advantages in using eportfolios, to maximize successful implementation, clinical teachers require additional training in this new pedagogic approach. Strategies to assist an institutional culture shift towards more transparent assessment processes may also need consideration.

  17. [Mindfulness and the development of professional health competence in nursing].

    PubMed

    Brieskorn-Zinke, Marianne

    2011-08-01

    Health competence is not only a requirement for personal health action; it is also a condition for professionalisation of health promotion. Health promotion has meanwhile become a well recognised part of nursing. This is the reason why in this study the term "health competence", which is actually very much discussed in health sciences, is presented. This concept is knowledge based (health literacy). It is focused on the ability to read, understand and work with health information to be able to do decisions in daily life which are positive for the health. An experienced-based understanding, which focuses on the ability to feel and to perceive and which is regarded as a precondition of self care, is added to this knowledge-based understanding of "health competence". The concept for this interpretation is the "Leibkonzept" which has already been discussed as a fruitful concept in nursing science in other publications.

  18. A national radiation oncology medical student clerkship survey: Didactic curricular components increase confidence in clinical competency

    PubMed Central

    Jagadeesan, Vikrant S.; Raleigh, David R.; Koshy, Matthew; Howard, Andrew R.; Chmura, Steven J.; Golden, Daniel W.

    2014-01-01

    Purpose/Objectives Students applying to radiation oncology residency programs complete one or more radiation oncology clerkships. This study assesses student experiences and perspectives during radiation oncology clerkships. The impact of didactic components and number of clerkship experiences in relation to confidence in clinical competency and preparation to function as a first year radiation oncology resident are evaluated. Methods and Materials An anonymous, internet-based survey was sent via direct e-mail to all applicants to a single radiation oncology residency program during the 2012–2013 academic year. The survey was composed of three main sections including questions regarding baseline demographic information and prior radiation oncology experience, rotation experiences, and ideal clerkship curriculum content. Results The survey response rate was 37% (70/188). Respondents reported 191 unique clerkship experiences. 27% of respondents (19/70) completed at least one clerkship with a didactic component geared towards their level of training. Completing a clerkship with a didactic component was significantly associated with a respondent’s confidence to function as a first- year radiation oncology resident (Wilcoxon rank-sum p = 0.03). However, the total number of clerkships completed did not correlate with confidence to pursue radiation oncology as a specialty (Spearman’s rho p = 0.48) or confidence to function as a first year resident (Spearman’s rho p = 0.43). Conclusions Based on responses to this survey, rotating students perceive that the majority of radiation oncology clerkships do not have formal didactic curricula. Survey respondents who completed a clerkship with a didactic curriculum reported feeling more prepared to function as a radiation oncology resident. However, completing an increasing number of clerkships does not appear to improve confidence in the decision to pursue radiation oncology as a career or to function as a radiation

  19. A National Radiation Oncology Medical Student Clerkship Survey: Didactic Curricular Components Increase Confidence in Clinical Competency

    SciTech Connect

    Jagadeesan, Vikrant S.; Raleigh, David R.; Koshy, Matthew; Howard, Andrew R.; Chmura, Steven J.; Golden, Daniel W.

    2014-01-01

    Purpose: Students applying to radiation oncology residency programs complete 1 or more radiation oncology clerkships. This study assesses student experiences and perspectives during radiation oncology clerkships. The impact of didactic components and number of clerkship experiences in relation to confidence in clinical competency and preparation to function as a first-year radiation oncology resident are evaluated. Methods and Materials: An anonymous, Internet-based survey was sent via direct e-mail to all applicants to a single radiation oncology residency program during the 2012-2013 academic year. The survey was composed of 3 main sections including questions regarding baseline demographic information and prior radiation oncology experience, rotation experiences, and ideal clerkship curriculum content. Results: The survey response rate was 37% (70 of 188). Respondents reported 191 unique clerkship experiences. Of the respondents, 27% (19 of 70) completed at least 1 clerkship with a didactic component geared towards their level of training. Completing a clerkship with a didactic component was significantly associated with a respondent's confidence to function as a first-year radiation oncology resident (Wilcoxon rank–sum P=.03). However, the total number of clerkships completed did not correlate with confidence to pursue radiation oncology as a specialty (Spearman ρ P=.48) or confidence to function as a first year resident (Spearman ρ P=.43). Conclusions: Based on responses to this survey, rotating students perceive that the majority of radiation oncology clerkships do not have formal didactic curricula. Survey respondents who completed a clerkship with a didactic curriculum reported feeling more prepared to function as a radiation oncology resident. However, completing an increasing number of clerkships does not appear to improve confidence in the decision to pursue radiation oncology as a career or to function as a radiation oncology resident. These results

  20. Developing high-level change and innovation agents: competencies and challenges for executive leadership.

    PubMed

    Malloch, Kathy; Melnyk, Bernadette Mazurek

    2013-01-01

    The work of health care reform and revolution requires leadership competencies that integrate the digital realities of time, space, and media. Leadership skills and behaviors of command, control, and directing from predigital times are no longer effective, given the impacts of the digital changes. Developing leadership competence in evidence-driven processes, facilitation, collaborative teamwork, and instilling a sense of urgency is the work of today's executive leaders. Ten competencies necessary for contemporary executive leadership are presented in this article.

  1. Clinically applied medical ethnography: relevance to cultural competence in patient care.

    PubMed

    Engebretson, Joan

    2011-06-01

    Medical anthropology provides an excellent resource for nursing research that is relevant to clinical nursing. By expanding the understanding of ethnographic research beyond ethnicity, nurses can conduct research that explores patient's constructions and explanatory models of health and healing and how they make meaning out of chronic conditions and negotiate daily life. These findings can have applicability to culturally competent care at both the organizational or systems level, as well as in the patient/provider encounter. Individual patient care can be improved by applying ethnographic research findings to build provider expertise and then using a cultural negotiation process for individualized patient care.

  2. Competencies within a professional clinical ladder: differences in understanding between nurse managers and staff nurses.

    PubMed

    Knoche, Erin L; Meucci, Joanne H

    2015-01-01

    Clinical ladders provide a framework for professional nursing development and have shown increased personal and professional satisfaction. This article describes a standardized approach for clinical ladder implementation. Managers' and staff nurses' knowledge of the model must align for important stakeholders to perceive the clinical ladder as valuable. Understanding differences and perspectives can be useful as the basis for education and further clinical ladder refinement augmenting the potential for increased nursing satisfaction and professional development. PMID:25790360

  3. A case study of the Scaffolding Clinical Practicum Model: is it culturally competent for Hispanic nursing students?

    PubMed

    Lujan, Josefina; Vasquez, Rebecca

    2010-07-01

    The Institute of Medicine, Office of Minority Health, and the Health Resources and Services Administration have called for culturally competent teaching methods to promote the success of Hispanic nursing students. The article responds to this call by analyzing an innovative clinical practicum teaching method, the Scaffolding Clinical Model, in relation to the cultural competence needs of Hispanic nursing students. The analysis is presented through a case study of a cohort of predominantly (90%) Hispanic baccalaureate nursing students at a university on the United States-Mexico border. The cultural competence of the Scaffolding Clinical Model is analyzed by identifying how well it acknowledges and fosters the application of the four metaparadigms of Hispanic culture--conquest, collectivism, familism, and personalism--for Hispanic students. The metaparadigms are described and specific examples are offered about how the Model promotes application of the metaparadigms to accomplish cultural competence for Hispanic students. Recommendations for educators are also presented.

  4. [Clinical competence certification for advanced heart failure: an emerging need also in Italy?].

    PubMed

    Marini, Marco; Pini, Daniela; Russo, Giulia; Milli, Massimo; De Maria, Renata; Di Tano, Giuseppe; Aspromonte, Nadia

    2015-02-01

    Advanced heart failure (HF) is a deadly condition. Fortunately, an increasing array of effective (but often expensive) therapies has become available. The management of patients with advanced HF is complex and requires a high level of expertise. The American Board of Internal Medicine was the first regulatory board to recognize the need for a subspecialty in Advanced HF and Transplant Cardiology. More recently, the HF Association of the European Society of Cardiology has proposed a curriculum for HF specialists that includes the optional module of advanced HF therapy. However, the successful completion of such a curriculum does not result in a European Certification in Heart Failure, because no European Board of Medicine does exist. While in some European countries the secondary specialty of HF has been implemented, no country has a subspecialty in advanced HF. The ANMCO HF Area has proposed a survey to 25 Italian centers with accredited programs for heart transplant or ventricular assist device implant as destination therapy with the aim to assess the actual need of a certification of clinical competence in advanced HF and a certification of institutional competence for the centers with the highest expertise in advanced HF management. The survey indicated that there is a perceived need. A first step towards education of advanced HF specialists could be the implementation of CME courses by Scientific Societies. As regards certification of institutional competence for the centers with the highest expertise in advanced HF management, the government appears to be the only entity that can grant it.

  5. Nurses’ Competencies in Disaster Nursing: Implications for Curriculum Development and Public Health

    PubMed Central

    Loke, Alice Yuen; Fung, Olivia Wai Man

    2014-01-01

    The purpose of this study was to explore Hong Kong nurses’ perceptions of competencies required for disaster nursing. Focus group interviews and written inquiry were adopted to solicit nurses’ perceived required competencies for disaster care. A total of 15 nurses were interviewed and 30 nurses completed the written inquiry on their perceived competencies related to disaster nursing. The International Council for Nurses’ (ICN) framework of disaster nursing competencies, consisting of four themes and ten domains, was used to tabulate the perceived competencies for disaster nursing reported by nurses. The most mentioned required competencies were related to disaster response; with the ethical and legal competencies for disaster nursing were mostly neglected by nurses in Hong Kong. With the complexity nature of disasters, special competencies are required if nurses are to deal with adverse happenings in their serving community. Nurses’ perceived disaster nursing competencies reported by nurses were grossly inadequate, demonstrating the needs to develop a comprehensive curriculum for public health. The establishment of a set of tailor-made disaster nursing core competencies for the community they served is the first step in preparing nurses to deal with disastrous situations for the health of the public. PMID:24658409

  6. Development of clinical practice guidelines.

    PubMed

    Hollon, Steven D; Areán, Patricia A; Craske, Michelle G; Crawford, Kermit A; Kivlahan, Daniel R; Magnavita, Jeffrey J; Ollendick, Thomas H; Sexton, Thomas L; Spring, Bonnie; Bufka, Lynn F; Galper, Daniel I; Kurtzman, Howard

    2014-01-01

    Clinical practice guidelines (CPGs) are intended to improve mental, behavioral, and physical health by promoting clinical practices that are based on the best available evidence. The American Psychological Association (APA) is committed to generating patient-focused CPGs that are scientifically sound, clinically useful, and informative for psychologists, other health professionals, training programs, policy makers, and the public. The Institute of Medicine (IOM) 2011 standards for generating CPGs represent current best practices in the field. These standards involve multidisciplinary guideline development panels charged with generating recommendations based on comprehensive systematic reviews of the evidence. The IOM standards will guide the APA as it generates CPGs that can be used to inform the general public and the practice community regarding the benefits and harms of various treatment options. CPG recommendations are advisory rather than compulsory. When used appropriately, high-quality guidelines can facilitate shared decision making and identify gaps in knowledge.

  7. Challenges in Developing Clinical Workstation

    SciTech Connect

    Narayanan, Venkatesh; Vedula, Venumadhav

    2008-09-26

    Over the years, medical imaging has become very common and data intensive. New technology is needed to help visualize and analyze these large, complex data sets, especially in an acute care situation where time is of the essence. Also it is very important to present the data in an efficient and simple manner to aid the clinical decision making processes. There is a need for a clinical workstation that handles data from different modalities and performs the necessary post- processing operations on the data in order to enhance the image quality and improve the reliability of diagnosis. This paper briefly explains clinical workstation, emphasizing the requirements and challenges in design and architecture for the development of such systems.

  8. Competence of health workers in emergency obstetric care: an assessment using clinical vignettes in Brong Ahafo region, Ghana

    PubMed Central

    Lohela, Terhi Johanna; Nesbitt, Robin Clark; Manu, Alexander; Vesel, Linda; Okyere, Eunice; Kirkwood, Betty; Gabrysch, Sabine

    2016-01-01

    Objectives To assess health worker competence in emergency obstetric care using clinical vignettes, to link competence to availability of infrastructure in facilities, and to average annual delivery workload in facilities. Design Cross-sectional Health Facility Assessment linked to population-based surveillance data. Setting 7 districts in Brong Ahafo region, Ghana. Participants Most experienced delivery care providers in all 64 delivery facilities in the 7 districts. Primary outcome measures Health worker competence in clinical vignette actions by cadre of delivery care provider and by type of facility. Competence was also compared with availability of relevant drugs and equipment, and to average annual workload per skilled birth attendant. Results Vignette scores were moderate overall, and differed significantly by respondent cadre ranging from a median of 70% correct among doctors, via 55% among midwives, to 25% among other cadres such as health assistants and health extension workers (p<0.001). Competence varied significantly by facility type: hospital respondents, who were mainly doctors and midwives, achieved highest scores (70% correct) and clinic respondents scored lowest (45% correct). There was a lack of inexpensive key drugs and equipment to carry out vignette actions, and more often, lack of competence to use available items in clinical situations. The average annual workload was very unevenly distributed among facilities, ranging from 0 to 184 deliveries per skilled birth attendant, with higher workload associated with higher vignette scores. Conclusions Lack of competence might limit clinical practice even more than lack of relevant drugs and equipment. Cadres other than midwives and doctors might not be able to diagnose and manage delivery complications. Checking clinical competence through vignettes in addition to checklist items could contribute to a more comprehensive approach to evaluate quality of care. Trial registration number NCT00623337

  9. Validity and Reliability of the Clinical Competency Evaluation Instrument for Use among Physiotherapy Students

    PubMed Central

    Muhamad, Zailani; Ramli, Ayiesah; Amat, Salleh

    2015-01-01

    Objectives: The aim of this study was to determine the content validity, internal consistency, test-retest reliability and inter-rater reliability of the Clinical Competency Evaluation Instrument (CCEVI) in assessing the clinical performance of physiotherapy students. Methods: This study was carried out between June and September 2013 at University Kebangsaan Malaysia (UKM), Kuala Lumpur, Malaysia. A panel of 10 experts were identified to establish content validity by evaluating and rating each of the items used in the CCEVI with regards to their relevance in measuring students’ clinical competency. A total of 50 UKM undergraduate physiotherapy students were assessed throughout their clinical placement to determine the construct validity of these items. The instrument’s reliability was determined through a cross-sectional study involving a clinical performance assessment of 14 final-year undergraduate physiotherapy students. Results: The content validity index of the entire CCEVI was 0.91, while the proportion of agreement on the content validity indices ranged from 0.83–1.00. The CCEVI construct validity was established with factor loading of ≥0.6, while internal consistency (Cronbach’s alpha) overall was 0.97. Test-retest reliability of the CCEVI was confirmed with a Pearson’s correlation range of 0.91–0.97 and an intraclass coefficient correlation range of 0.95–0.98. Inter-rater reliability of the CCEVI domains ranged from 0.59 to 0.97 on initial and subsequent assessments. Conclusion: This pilot study confirmed the content validity of the CCEVI. It showed high internal consistency, thereby providing evidence that the CCEVI has moderate to excellent inter-rater reliability. However, additional refinement in the wording of the CCEVI items, particularly in the domains of safety and documentation, is recommended to further improve the validity and reliability of the instrument. PMID:26052461

  10. The Development of Technological Competence from Adolescence to Adulthood

    ERIC Educational Resources Information Center

    Autio, Ossi

    2011-01-01

    This article builds on earlier research that defined and assessed technological competence among adolescents. It tracks students who took part in a measurements of technical abilities study fifteen years ago. The researcher had no previous knowledge of the test subjects' current employment status, but in favorable circumstances, these test…

  11. Developing ICT Competency for Thai Teachers through Blended Training

    ERIC Educational Resources Information Center

    Akarawang, Chaiya; Kidrakran, Pachoen; Nuangchalerm, Prasart

    2016-01-01

    The purpose of this study aims to enhance teachers' ICT competency. Three hundred and thirty seven teachers are surveyed through a questionnaire to identify training problems and training needs. Then the blended training model is implemented with teachers. The result showed that it can increase score in cognitive and attitude tests. The post-test…

  12. Developing Teachers' Subject Didactic Competence through Problem Posing

    ERIC Educational Resources Information Center

    Ticha, Marie; Hospesova, Alena

    2013-01-01

    Problem posing (not only in lesson planning but also directly in teaching whenever needed) is one of the attributes of a teacher's subject didactic competence. In this paper, problem posing in teacher education is understood as an educational and a diagnostic tool. The results of the study were gained in pre-service primary school teacher…

  13. Developing a Culturally Competent Work Force: An Opportunity for Collaboration.

    ERIC Educational Resources Information Center

    Jones, Mary Elaine; Bond, Mary Lou; Mancini, Mary E.

    1998-01-01

    To meet the health-care needs of a growing Hispanic population in Dallas, a nursing school used two strategies: short-term cultural immersion (language and cultural experiences in Mexico) and a nurse exchange program with a Mexican hospital. The importance of cultural-competence training for health-care personnel was affirmed. (SK)

  14. Freehand Sketching as a Catalyst for Developing Concept Driven Competencies

    ERIC Educational Resources Information Center

    Lane, Diarmaid; Seery, Niall

    2011-01-01

    At a time when concept driven competencies are perceived to be critical in redefining effective technological education, the introduction of Design and Communication Graphics at senior cycle in Irish high schools has broad implications. Students now have the potential to explore applied geometries, integrated with conceptual thinking in addition…

  15. The ABCs for Pre-Service Teacher Cultural Competency Development

    ERIC Educational Resources Information Center

    He, Ye; Cooper, Jewell E.

    2009-01-01

    In an effort to combine pre-service teachers' self-reflection with their field experiences to enhance their cultural competency, this study adopted Schmidt's ABC's (Autobiography, Biography, and Cross-cultural Comparison) Model in two courses in a pre-service teacher education program. Through group comparisons, this study measured the impact that…

  16. Historical and Theoretical Development of Culturally Competent Social Work Practice

    ERIC Educational Resources Information Center

    Kohli, Hermeet K.; Huber, Ruth; Faul, Anna C.

    2010-01-01

    This article provides a detailed review of the historical and theoretical context in which culturally competent practice has evolved in the social work profession and enables educators and practitioners to see holistic connections between the past and present. Historical review of the inclusion of diversity content is followed by definitions of…

  17. Validation and Development of Competencies for Meeting Planners. Final Report.

    ERIC Educational Resources Information Center

    Walk, Mary H.

    A study was conducted to determine the entry-level requirements for meeting planners. The study benefited from the definition of the body of knowledge that had already been done for a professional meeting planner certificate by the Association of Professional Meeting Planners International. To document the competencies needed for an entry-level…

  18. Developing Intercultural Competence through the Learning Community Model

    ERIC Educational Resources Information Center

    Rivera-Mills, Susana V.

    2010-01-01

    Learning Communities (LC) represent an alternative model of teaching and learning in higher education that can foster intercultural competence and knowledge. "Some of the distinctive features of LCs are that they are usually smaller than most units on campus, they help overcome the isolation of faculty members from one another and their students,…

  19. A Competency-Based Model for Developing Human Resource Professionals

    ERIC Educational Resources Information Center

    McEvoy, Glenn M.; Hayton, James C.; Warnick, Alan P.; Mumford, Troy V.; Hanks, Steven H.; Blahna, Mary Jo

    2005-01-01

    This article describes a framework for the design and implementation of a competency-based curriculum for graduate management education. The article also outlines how this model has been implemented at one university in the context of a graduate degree in human resource management. Among the significant challenges discussed are the identification…

  20. Development of Competence in Dynamic Learning Environments. No. 79.

    ERIC Educational Resources Information Center

    Bierschenk, Inger

    Perspective Text Analysis is a way to measure competence by measuring the strategy of synthesizing, which intelligence tests or questionnaires cannot measure. This paper proposes the use of Perspective Text Analysis in the study of instructional materials. Perspective Text Analysis has been applied in various learning environments, and the results…

  1. Promoting Ego Development and Multicultural Competence during Internship

    ERIC Educational Resources Information Center

    Cannon, Edward P.; Frank, Dennis

    2009-01-01

    This research involved an exploratory intervention to determine the effectiveness of using a deliberate psychological education (DPE) approach that incorporated issues of ethics, multicultural competence, oppression and diversity. The study attempted to discern if the DPE model used could make a difference in the promotion of ego development…

  2. Developing effective leadership competencies in military social workers.

    PubMed

    Humphries, Jennifer L; Howard, Reginald W

    2014-01-01

    Military social workers are facing transformative times in that demand for military social work has increased and become more complex, challenging, and diverse due to the last 13 years of combat experiences. Developing military social work leaders must be deliberate, continuous, and progressive in order to impact and improve organizational performance in the healthcare delivery system. The transformational leadership model has been proven to be effective in both the military and social service organizations. The strength of this leadership model coincides well with the values of the social work profession. Incorporating leadership development in a clinical Master of Social Work program has the potential to improve service provision and offer strategies for military social workers to effectively manage the ongoing challenges in the field of social work.

  3. Developing standards for malaria microscopy: external competency assessment for malaria microscopists in the Asia-Pacific

    PubMed Central

    2012-01-01

    Background Malaria diagnosis has received renewed interest in recent years, associated with the increasing accessibility of accurate diagnosis through the introduction of rapid diagnostic tests and new World Health Organization guidelines recommending parasite-based diagnosis prior to anti-malarial therapy. However, light microscopy, established over 100 years ago and frequently considered the reference standard for clinical diagnosis, has been neglected in control programmes and in the malaria literature and evidence suggests field standards are commonly poor. Microscopy remains the most accessible method for parasite quantitation, for drug efficacy monitoring, and as a reference of assessing other diagnostic tools. This mismatch between quality and need highlights the importance of the establishment of reliable standards and procedures for assessing and assuring quality. This paper describes the development, function and impact of a multi-country microscopy external quality assurance network set up for this purpose in Asia. Methods Surveys were used for key informants and past participants for feedback on the quality assurance programme. Competency scores for each country from 14 participating countries were compiled for analyses using paired sample t-tests. In-depth interviews were conducted with key informants including the programme facilitators and national level microscopists. Results External assessments and limited retraining through a formalized programme based on a reference slide bank has demonstrated an increase in standards of competence of senior microscopists over a relatively short period of time, at a potentially sustainable cost. The network involved in the programme now exceeds 14 countries in the Asia-Pacific, and the methods are extended to other regions. Conclusions While the impact on national programmes varies, it has translated in some instances into a strengthening of national microscopy standards and offers a possibility both for

  4. Competency-Based Assessment for Clinical Supervisors: Design-Based Research on a Web-Delivered Program

    PubMed Central

    Williams, Lauren Therese; Grealish, Laurie; Jamieson, Maggie

    2015-01-01

    Background Clinicians need to be supported by universities to use credible and defensible assessment practices during student placements. Web-based delivery of clinical education in student assessment offers professional development regardless of the geographical location of placement sites. Objective This paper explores the potential for a video-based constructivist Web-based program to support site supervisors in their assessments of student dietitians during clinical placements. Methods This project was undertaken as design-based research in two stages. Stage 1 describes the research consultation, development of the prototype, and formative feedback. In Stage 2, the program was pilot-tested and evaluated by a purposeful sample of nine clinical supervisors. Data generated as a result of user participation during the pilot test is reported. Users’ experiences with the program were also explored via interviews (six in a focus group and three individually). The interviews were transcribed verbatim and thematic analysis conducted from a pedagogical perspective using van Manen’s highlighting approach. Results This research succeeded in developing a Web-based program, “Feed our Future”, that increased supervisors’ confidence with their competency-based assessments of students on clinical placements. Three pedagogical themes emerged: constructivist design supports transformative Web-based learning; videos make abstract concepts tangible; and accessibility, usability, and pedagogy are interdependent. Conclusions Web-based programs, such as Feed our Future, offer a viable means for universities to support clinical supervisors in their assessment practices during clinical placements. A design-based research approach offers a practical process for such Web-based tool development, highlighting pedagogical barriers for planning purposes. PMID:25803172

  5. Clinical empathy and narrative competence: the relevance of reading talmudic legends as literary fiction.

    PubMed

    Davidson, John H

    2015-04-01

    The "curative potential" in almost any clinical setting depends on a caregiver establishing and maintaining an empathic connection with patients so as to achieve "narrative competence" in discerning and acting in accord with their preferences and best interests. The "narrative medicine" model of shared "close reading of literature and reflective writing" among clinicians as a means of fostering a capacity for clinical empathy has gained validation with recent empirical studies demonstrating the enhancement of theory of mind (ToM), broadly conceived as empathy, in readers of literary fiction. Talmudic legends, like that of Rabbi Judah's death, are under-appreciated, relevant sources of literary fiction for these efforts. The limitations of narrative medicine are readily counterbalanced by simultaneously practiced attention to traditional bioethical principles, including-especially-beneficence, non-maleficence, and autonomy.

  6. Developing criterion-based competencies for tele-intensive care unit.

    PubMed

    Schleifer, Sarah Joy; Carroll, Karen; Moseley, Marthe J

    2014-01-01

    Over the last 5 years, telemedicine has developed nursing roles that differ from traditional bedside care. In the midst of this transition, current competency development models focused on task completion may not be the most effective form of proficiency validation. The procedure of competency creation for the role of tele-intensive care unit registered nurse requires a thoughtful process using stakeholders from institutional leadership to frontline staff. The process must include stakeholder approval to ensure appropriate buy-in and follow-through on the agreed-upon criteria. This can be achieved using a standardized method of concept stimulation related to the behaviors, not a memorized list of tasks, expected of a telemedicine registered nurse. This process serves as the foundation for the development of criterion-based competency statements that then allows for clearer expectations. Continually reviewing the written competencies, ensuring current applicability, and revising as needed are necessities for maintaining competence and, therefore, patient safety. PMID:24704734

  7. Developing criterion-based competencies for tele-intensive care unit.

    PubMed

    Schleifer, Sarah Joy; Carroll, Karen; Moseley, Marthe J

    2014-01-01

    Over the last 5 years, telemedicine has developed nursing roles that differ from traditional bedside care. In the midst of this transition, current competency development models focused on task completion may not be the most effective form of proficiency validation. The procedure of competency creation for the role of tele-intensive care unit registered nurse requires a thoughtful process using stakeholders from institutional leadership to frontline staff. The process must include stakeholder approval to ensure appropriate buy-in and follow-through on the agreed-upon criteria. This can be achieved using a standardized method of concept stimulation related to the behaviors, not a memorized list of tasks, expected of a telemedicine registered nurse. This process serves as the foundation for the development of criterion-based competency statements that then allows for clearer expectations. Continually reviewing the written competencies, ensuring current applicability, and revising as needed are necessities for maintaining competence and, therefore, patient safety.

  8. Leading with Diversity: Cultural Competencies for Teacher Preparation and Professional Development

    ERIC Educational Resources Information Center

    Trumbull, Elise; Pacheco, Maria

    2005-01-01

    As the student population in schools becomes increasingly diverse, many teachers need professional development to build cultural competencies--the skills and awareness related to issues such as culture, language, race, and ethnicity. This book draws together in one place the research and practical knowledge about cultural competencies that…

  9. Developing a Model for an Innovative Culinary Competency Curriculum and Examining Its Effects on Students' Performance

    ERIC Educational Resources Information Center

    Hu, Meng-Lei I-Chen Monica; Horng, Jeou-Shyan; Teng, Chih-Ching

    2016-01-01

    The present study designs and develops an innovative culinary competency curriculum (ICCC) model comprising seven sections: innovative culture, aesthetics, techniques, service, product, management, and creativity. The model is formulated based on culinary concept, creativity, innovation, and competency theory. The four elements of curriculum…

  10. Development and Validation of Evaluation Indicators for Teaching Competency in STEAM Education in Korea

    ERIC Educational Resources Information Center

    Kim, Bang-Hee; Kim, Jinsoo

    2016-01-01

    The purpose of this study is to develop and validate the evaluation indicators of teaching competency in STEAM education. The teaching competencies in STEAM education were drawn up utilizing both behavioral event interview (BEI) and a literature review. The initial evaluation indicators were then reviewed by 15 experts and two pilot tests were…

  11. Development of Competency Based Competitive Events in Distributive Education. Final Report.

    ERIC Educational Resources Information Center

    Turner, Betty H.

    The project described in this report was designed to provide competitive events for students of distributive education which correlate with competency-based curriculum. The products which were developed by the project are 109 written competency-based events in eleven occupational areas and 115 performance events in twelve occupational areas.…

  12. Specific Features of Social Competence Development in the Future Music Teachers Working at Universities

    ERIC Educational Resources Information Center

    Dzheksembekova, Menslu I.; Ibrayeva, Kamarsulu E.; Akhmetova, Aimkul K.; Urazalieva, Moldir A.; Sultangaliyeva, Elmira S.; Issametova, Klavdiya I.

    2016-01-01

    This paper aims at analyzing specific features of social competence of future music teachers and the development of specialized techniques in order to improve the quality of motivational and cognitive components of student social competence. The sample involved 660 undergraduate students. The authors used a number of research methods, such as…

  13. Curricular Integration and Measurement of Cultural Competence Development in a Group of Physical Therapy Students

    ERIC Educational Resources Information Center

    Palombaro, Kerstin M.; Dole, Robin L.; Black, Jill D.

    2015-01-01

    Introduction and Background: The link between cultural competence and effective physical therapy encounters is established. Physical therapist educational programs face the challenge of fostering the cultural competence of students in effective and meaningful ways within the curriculum. They also face the challenge of measuring the development of…

  14. Blogging: Fostering Intercultural Competence Development in Foreign Language and Study Abroad Contexts

    ERIC Educational Resources Information Center

    Elola, Idoia; Oskoz, Ana

    2008-01-01

    An essential instructional goal in foreign language education is the enhancement of students' intercultural competence. This article reports on a study that examined how intercultural competence developed between study abroad and at home students (in Spain and the United States, respectively) who used blogs as a mediating tool over the course of a…

  15. 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…

  16. Competency-Based Faculty Development in Community-Engaged Scholarship: A Diffusion of Innovation Approach

    ERIC Educational Resources Information Center

    Jordan, Catherine; Doherty, William J.; Jones-Webb, Rhonda; Cook, Nancy; Dubrow, Gail; Mendenhall, Tai J.

    2012-01-01

    The authors utilized interviews, competency surveys, and document review to evaluate the effectiveness of a one-year, cohort-based faculty development pilot program, grounded in diffusion of innovations theory, and aimed at increasing competencies in community engagement and community-engaged scholarship. Five innovator participants designed the…

  17. A Journey, Not a Destination: Developing Cultural Competence in Secondary Transition

    ERIC Educational Resources Information Center

    Povenmire-Kirk, Tiana Cadye; Bethune, Lauren K.; Alverson, Charlotte Y.; Kahn, Laurie Gutmann

    2015-01-01

    "Cultural competence" is more than a buzzword; it is a best practice for transition educators who work with culturally and linguistically diverse (CLD) students in special education. Developing cultural competence is easier said than done, and many educators don't know where to start. Knowing the history and definitions of cultural…

  18. A Manual of Competency Matched Instructional Materials for Developing Coal Mining Curricula.

    ERIC Educational Resources Information Center

    Katz, Douglas S.; Oglesby, Elizabeth H.

    To assist in the development of secondary level coal mining curricula, this report identifies sixty-four competencies considered by coal mining companies and instructors to be of major or moderate importance. Also, four tables are used to aid curriculum planners. Table 1 contains occupational competencies ranked in importance for the secondary…

  19. Sustained Attention and Social Competence in Typically Developing Preschool-Aged Children

    ERIC Educational Resources Information Center

    Murphy, Laura M. Bennett; Laurie-Rose, Cynthia; Brinkman, Tara M.; McNamara, Kelly A.

    2007-01-01

    The current study examines the relationship between sustained attention and social competence in preschool children. While studies demonstrate that children with attention deficit hyperactivity disorder (ADHD) exhibit poor social competence, less is known about typically developing children. Since children with ADHD have associated behavior…

  20. Preparing Global Leaders: A Theoretical Model for Understanding the Development of Intercultural Competency

    ERIC Educational Resources Information Center

    Martinez, Cynthia Ann

    2012-01-01

    As globalization increases, organizations are seeking individuals that have developed intercultural competency (ICC) and are prepared to lead for the 21st century. Although there are competing definitions among scholars as to what characteristics (ability, attitude, awareness, behaviors, knowledge, skills, or values) make up ICC (Ang & Van…

  1. An Evaluation of Leadership Competencies and Professional Development Recommendations for the Leaders of Delaware Adult Education

    ERIC Educational Resources Information Center

    Grossman, Michael P.

    2009-01-01

    There is no specialized professional leadership development for the leaders of adult education in Delaware. This study examined competencies for such leaders as the researcher adapted a survey instrument asking participants to rank the relevance of performance indicators, derived from leadership competencies, to their work responsibilities, and…

  2. On the Development of Professional Competence in Students of Creative Pedagogical Specialties

    ERIC Educational Resources Information Center

    Makhashova, Patima; Meirmanov, Asylbek; Zhunusbekov, Zhaxybek; Makasheva, Orynkul; Mirzaliyeva, Elmira; Ermuratova, Almagul; Sakenov, Janat

    2016-01-01

    The relevance of the topic revealed is caused by necessity to update the organization of professional activity for pedagogical higher education institution on a competence-based basis, creating conditions for developing the corresponding professional competences in students of creative pedagogical specialties. The paper addresses the structure,…

  3. Organisation of English for Academic Purposes Activity for Developing Communicative Competence

    ERIC Educational Resources Information Center

    Zascerinska, Jelena

    2009-01-01

    Individuals need communicative competence for personal fulfillment and development, active citizenship, social inclusion and employment. Aim of the research is to work out English for Academic Purposes activity organization model and its introducing sequence for promoting communicative competence. Content: the search for English for Academic…

  4. Effects of Collaborative Musical Theater on the Development of Social Competence

    ERIC Educational Resources Information Center

    Perez-Aldeguer, Santiago

    2013-01-01

    Introduction: This study analyzes the social competence of university students of the Music Education Teaching Degree through variables group climate, team cohesion and social skills. The need to develop good social competence was the basis to implement a project based on the musical theater applied according to the collaborative learning…

  5. 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 urban intermediate…

  6. Developing Competence Profiles for Educators in Environmental Education Organisations in the Netherlands

    ERIC Educational Resources Information Center

    Wesselink, Renate; Wals, Arjen E. J.

    2011-01-01

    This qualitative study explores the meanings and possible merits of introducing competence profiles for enhancing professional development in the environmental education sector in the Netherlands. It presents the three most important environmental education jobs and their underlying competencies alongside their core professional challenges, as…

  7. Development and evaluation of a cultural competency training curriculum

    PubMed Central

    Thom, David H; Tirado, Miguel D; Woon, Tommy L; McBride, Melen R

    2006-01-01

    Background Increasing the cultural competence of physicians and other health care providers has been suggested as one mechanism for reducing health disparities by improving the quality of care across racial/ethnic groups. While cultural competency training for physicians is increasingly promoted, relatively few studies evaluating the impact of training have been published. Methods We recruited 53 primary care physicians at 4 diverse practice sites and enrolled 429 of their patients with diabetes and/or hypertension. Patients completed a baseline survey which included a measure of physician culturally competent behaviors. Cultural competency training was then provided to physicians at 2 of the sites. At all 4 sites, physicians received feedback in the form of their aggregated cultural competency scores compared to the aggregated scores from other physicians in the practice. The primary outcome at 6 months was change in the Patient-Reported Physician Cultural Competence (PRPCC) score; secondary outcomes were changes in patient trust, satisfaction, weight, systolic blood pressure, and glycosylated hemoglobin. Multiple analysis of variance was used to control for differences patient characteristics and baseline levels of the outcome measure between groups. Results Patients had a mean of 2.8 + 2.2 visits to the study physician during the study period. Changes in all outcomes were similar in the "Training + Feedback" group compared to the "Feedback Only" group (PRPCC: 3.7 vs.1.8; trust: -0.7 vs. -0.2 ; satisfaction: 1.9 vs. 2.5; weight: -2.5 lbs vs. -0.7 lbs; systolic blood pressure: 1.7 mm Hg vs. 0.1 mm Hg; glycosylated hemoglobin 0.02% vs. 0.07%; p = NS for all). Conclusion The lack of measurable impact of physician training on patient-reported and disease-specific outcomes in the current has several possible explanations, including the relatively limited nature of the intervention. We hope that the current study will help provide a basis for future studies, using more

  8. Clinical Assay Development Support - Office of Cancer Clinical Proteomics Research

    Cancer.gov

    The NCI’s Division of Cancer Treatment and Diagnosis and the Cancer Diagnosis Program announce a request for applications for the Clinical Assay Development Program (CADP) for investigators seeking clinical assay development and validation resources.

  9. Certification and clinical ladder as the impetus for professional development.

    PubMed

    Watts, Misty D

    2010-01-01

    With today's healthcare challenges of nursing shortages and financial instability, it is imperative that healthcare organizations retain clinically competent nurses at the bedside. Professional development and recognition are key motivators to increase nursing job satisfaction, thus reducing shortages and turnover. Implementation of specialty certification and clinical advancement programs is of benefit to the public, employers, and nurses alike. Clinical ladder and Magnet recognition are often the impetus for specialty nursing certification in healthcare institutions. Clinical ladder history, purpose, models, perceptions, and satisfiers are discussed. Certification statistics, types, impetus, benefits, incentives, and barriers are highlighted, as well as a facility's innovative strategy to increase specialty certification. Certification and clinical ladder programs demonstrate commitment of healthcare organizations and nursing staff to provide high-quality care and professional nursing development, an investment that hospitals cannot afford to overlook. PMID:20019510

  10. Cognitive competence as a positive youth development construct: conceptual bases and implications for curriculum development.

    PubMed

    Sun, Rachel C F; Hui, Eadaoin K P

    2006-01-01

    This paper outlines the conceptual bases of "cognitive competence" as a positive youth development construct and the implications for curriculum development. Cognitive competence refers to the cognitive processes that comprise (i) creative thinking, which includes various creative thinking styles, such as legislative, global, and local thinking styles; and (ii) critical thinking, which includes reasoning, making inferences, self-reflection, and coordination of multiple views. Based on the adolescent development progression on cognitive competence, and with reference to Hong Kong Chinese context, six units are designed to promote creative and critical thinking for Secondary 1-3 students in the Project P.A.T.H.S., supported by the Hong Kong Jockey Club Charities Trust. In the Secondary 1 curriculum, the goals of the units are to enable students to recognize different but inter-related thinking styles and to apply these thinking skills to deal with daily life issues. The goal in the Secondary 2 curriculum is to enhance students' creative thinking skills to solve problems, whereas the goal in the Secondary 3 curriculum is to enhance students' critical thinking skills to accept beliefs and make decisions.

  11. Moral Competence as a Positive Youth Development Construct: A Conceptual Review

    PubMed Central

    Ma, Hing Keung

    2012-01-01

    Moral competence refers to the affective orientation to perform altruistic behaviors and the ability to judge moral issues logically. A five-stage theory of moral development is proposed. Both western and Chinese perspectives are incorporated in the elaboration of the characteristics of each stage. A brief review of the antecedents of moral competence is presented. The relationship between moral competence and adolescent developmental outcomes is also discussed. Some practical ways to promote moral competence are suggested. School-based programs may be effective in the promotion of moral competence provided it is based on all-round or whole-person development and the length of the program should be sufficiently long. PMID:22629153

  12. Developing entry-to-practice nursing informatics competencies for registered nurses.

    PubMed

    Nagle, Lynn M; Crosby, Kristine; Frisch, Noreen; Borycki, Elizabeth; Donelle, Lorie; Hannah, Kathryn; Harris, Alexandra; Jetté, Sylvie; Shaben, Tracy

    2014-01-01

    Information and communication technologies (ICT) have brought about significant changes to the processes of health care delivery and changed how nurses perform in clinical, administrative, academic, and research settings. Because the potential benefits of ICT are significant, it is critical that new nurses have the knowledge and skills in informatics to provide safe and effective care. Despite the prevalence of technology in our day to day lives, and the potential significant benefits to patients, new nurses may not be prepared to work in this evolving reality. An important step in addressing this need for ICT preparation is to ensure that new graduates are entering the work force ready for technology-enabled care environments. In this paper, we describe the process and outcomes of developing informatics entry-to-practice competencies for adoption by Canadian Schools of Nursing. PMID:24943567

  13. Cognitive Competence as a Positive Youth Development Construct: A Conceptual Review

    PubMed Central

    Sun, Rachel C. F.; Hui, Eadaoin K. P.

    2012-01-01

    This paper focuses on discussing critical thinking and creative thinking as the core cognitive competence. It reviews and compares several theories of thinking, highlights the features of critical thinking and creative thinking, and delineates their interrelationships. It discusses cognitive competence as a positive youth development construct by linking its relationships with adolescent development and its contributions to adolescents' learning and wellbeing. Critical thinking and creative thinking are translated into self-regulated cognitive skills for adolescents to master and capitalize on, so as to facilitate knowledge construction, task completion, problem solving, and decision making. Ways of fostering these thinking skills, cognitive competence, and ultimately positive youth development are discussed. PMID:22654575

  14. History and testimony of competency-based development at Sandia National Laboratories.

    SciTech Connect

    Burt, Rebecca A.; Narahara, Sheryl K.

    2004-04-01

    More than ten years ago, Sandia managers defined a set of traits and characteristics that were needed for success at Sandia. Today, the Sandia National Laboratories Success Profile Competencies continue to be powerful tools for employee and leadership development. The purpose of this report is to revisit the historical events that led to the creation and adaptation of the competencies and to position them for integration in future employee selection, development, and succession planning processes. This report contains an account of how the competencies were developed, testimonies of how they are used within the organization, and a description of how they will be foundational elements of new processes.

  15. Cognitive competence as a positive youth development construct: a conceptual review.

    PubMed

    Sun, Rachel C F; Hui, Eadaoin K P

    2012-01-01

    This paper focuses on discussing critical thinking and creative thinking as the core cognitive competence. It reviews and compares several theories of thinking, highlights the features of critical thinking and creative thinking, and delineates their interrelationships. It discusses cognitive competence as a positive youth development construct by linking its relationships with adolescent development and its contributions to adolescents' learning and wellbeing. Critical thinking and creative thinking are translated into self-regulated cognitive skills for adolescents to master and capitalize on, so as to facilitate knowledge construction, task completion, problem solving, and decision making. Ways of fostering these thinking skills, cognitive competence, and ultimately positive youth development are discussed.

  16. Developing patient-centered care competencies among prelicensure nursing students using simulation.

    PubMed

    McKeon, Leslie M; Norris, Tommie; Cardell, Brittany; Britt, Teresa

    2009-12-01

    Health care improvement requires collaboration between academia and practice to bridge gaps in nurse education and achievement of quality outcomes. Quality and Safety Education for Nurses identified six domains, including patient-centered care, that should be addressed during prelicensure education. Simulation is a recommended strategy to teach safe clinical practice; however, cost, space, and faculty resources are barriers to its use. Computer-based social simulation is less resource intensive and effective in improving critical-thinking skills. A pilot study was conducted to compare required resources and student learning outcomes for traditional versus computer-based simulation. Fifty-three baccalaureate nursing students participated in the study; 34 completed the computer-based simulation and 31 completed the traditional simulation. Group patient-centered care competency scores improved similarly (p < 0.001), although fewer faculty hours were required to administer the computer-based intervention. Findings suggest computer-based simulation is an efficient and effective learning strategy to develop patient-centered care competencies.

  17. Development of a questionnaire to assess medical competencies: Reliability and validity of the Questionnaire

    PubMed Central

    Giesler, Marianne; Forster, Johannes; Biller, Silke; Fabry, Götz

    2011-01-01

    Introduction: While preparing a graduate survey for medical education in 2008 we realized that no instrument existed that would be suitable to evaluate whether the learning outcomes outlined in the Medical Licensure Act (ÄAppO) would be met. Therefore we developed the Freiburg Questionnaire to Assess Competencies in Medicine (Freiburger Fragebogen zur Erfassung von Kompetenzen in der Medizin, FKM)1 which has been revised and extended several times since then. Currently the FKM includes 45 items which are assigned to nine domains that correspond to the CanMEDS roles: medical expertise, communication, team-work, health and prevention, management, professionalism, learning, scholarship, and personal competencies. Methods: In order to test the reliability and validity of the questionnaire we have repeatedly surveyed medical students and residents since May 2008. In this article we report on the results of a cross-sectional study with 698 medical students from the preclinical and clinical years. In addition, we report the results of a survey of 514 residents who were up to two years into their residency. Results and conclusions: In summary, results show that the scales of the FKM are reliable (Cronbach’s α between .68 and .97). Significant differences in means between selected groups of students support the measure’s construct validity. Furthermore, there is evidence that the FKM might be used as a screening tool e.g. in graduate surveys to identify weaknesses in the medical education curriculum. PMID:21818241

  18. Recent developments in clinical acupuncture.

    PubMed

    Tsuei, J J

    1983-01-01

    Recent developments in the field of clinical acupuncture in the USA and worldwide are reviewed. The discovery of beta-endorphin in support of acupuncture pain relief is discussed. Other neurotransmitters in relation to the mechanism of action of acupuncture are examined. The uses of acupuncture in treating functional disorders are listed and discussed. Supporting evidence from animal experimentation is examined. The electro-acupuncture according to Voll (EAV) system is introduced as a means to standardize the therapeutic effectiveness of acupuncture. With standardization of the therapeutic effectiveness of this procedure, the author sees acupuncture as a simple, economical and effective treatment modality.

  19. Assessing Competence in Pediatric Cardiology

    ERIC Educational Resources Information Center

    Johnson, Apul E.; And Others

    1976-01-01

    In response to the need to assure physician competence, a rating scale was developed at the University of Minnesota Medical School for use in evaluating clinical competence in pediatric cardiology. It was tested on first- and second-year specialists. Development and testing procedures are described. (JT)

  20. Development of the Knowledge of Dementia Competencies Self-Assessment Tool.

    PubMed

    Curyto, Kimberly J; Vriesman, Deedre K

    2016-02-01

    Competent dementia care requires caregivers with specialized knowledge and skills. The Knowledge of Dementia Competencies Self-Assessment Tool was developed to help direct care workers (DCWs) assess their knowledge of 7 dementia competencies identified by the Michigan Dementia Coalition. Item selection was guided by literature review and expert panel consultation. It was given to 159 DCWs and readministered to 57 DCWs in a range of long-term care settings and revised based on qualitative feedback and statistical item analyses, resulting in 82 items demonstrating good internal consistency and test-retest reliability. Performance on items assessing competencies rated as most important was significantly related to training in these competencies. The DCWs in day care obtained higher scores than those in home care settings, and their sites reported a greater number of hours of dementia training. Validation in a more diverse group of DCWs and assessing its relationship to other measures of knowledge and skill is needed.

  1. Competency-Based Medical Education: Developing a Framework for Obstetrics and Gynaecology.

    PubMed

    Caccia, Nicolette; Nakajima, Amy; Scheele, Fedde; Kent, Nancy

    2015-12-01

    The development of a Canadian competency-based medical education (CBME) curriculum in obstetrics and gynaecology, slated to begin in 2017, must be rooted in, and aligned with, the principles of CanMEDS 2015 and Competence by Design. It must also reflect the unique realities of the practice of the specialty. The Dutch Society of Obstetrics and Gynaecology has been at the forefront of the movement to design and implement competency-based training for obstetrics and gynaecology. The Dutch curriculum represents a practical example of how such a program could be developed. Several CBME curricular initiatives have now also begun across Canada.

  2. Competencies of Leaders and Managers in Educational Research and Development. Independent Research and Development Project Reports. Report No. 4.

    ERIC Educational Resources Information Center

    DeAnda, Natividad

    This report clarifies pilot efforts which address new problem areas in educational needs. The project was initiated to determine the specific competencies essential to the management of educational projects in research and development. The goals of the project were to establish a profile of identified competencies for use in planning the content…

  3. Developing Navigation Competencies to Care for Older Rural Adults with Advanced Illness.

    PubMed

    Duggleby, Wendy; Robinson, Carole A; Kaasalainen, Sharon; Pesut, Barbara; Nekolaichuk, Cheryl; MacLeod, Roderick; Keating, Norah C; Santos Salas, Anna; Hallstrom, Lars K; Fraser, Kimberly D; Williams, Allison; Struthers-Montford, Kelly; Swindle, Jennifer

    2016-06-01

    Navigators help rural older adults with advanced illness and their families connect to needed resources, information, and people to improve their quality of life. This article describes the process used to engage experts - in rural aging, rural palliative care, and navigation - as well as rural community stakeholders to develop a conceptual definition of navigation and delineate navigation competencies for the care of this population. A discussion paper on the important considerations for navigation in this population was developed followed by a four-phased Delphi process with 30 expert panel members. Study results culminated in five general navigation competencies for health care providers caring for older rural persons and their families at end of life: provide patient/family screening; advocate for the patient/family; facilitate community connections; coordinate access to services and resources; and promote active engagement. Specific competencies were also developed. These competencies provide the foundation for research and curriculum development in navigation.

  4. Developing Navigation Competencies to Care for Older Rural Adults with Advanced Illness.

    PubMed

    Duggleby, Wendy; Robinson, Carole A; Kaasalainen, Sharon; Pesut, Barbara; Nekolaichuk, Cheryl; MacLeod, Roderick; Keating, Norah C; Santos Salas, Anna; Hallstrom, Lars K; Fraser, Kimberly D; Williams, Allison; Struthers-Montford, Kelly; Swindle, Jennifer

    2016-06-01

    Navigators help rural older adults with advanced illness and their families connect to needed resources, information, and people to improve their quality of life. This article describes the process used to engage experts - in rural aging, rural palliative care, and navigation - as well as rural community stakeholders to develop a conceptual definition of navigation and delineate navigation competencies for the care of this population. A discussion paper on the important considerations for navigation in this population was developed followed by a four-phased Delphi process with 30 expert panel members. Study results culminated in five general navigation competencies for health care providers caring for older rural persons and their families at end of life: provide patient/family screening; advocate for the patient/family; facilitate community connections; coordinate access to services and resources; and promote active engagement. Specific competencies were also developed. These competencies provide the foundation for research and curriculum development in navigation. PMID:27093177

  5. Competencies of the Competent Recruiter.

    ERIC Educational Resources Information Center

    Beebe, Bill

    1996-01-01

    Outlines the various skills, behaviors, attitudes, and other qualities needed for the competent hiring of employees. Emphasizes that knowledge, a model for human resource development, experience, and difference competencies are essential to the hiring process. Lists 35 human resource development competencies, grouped under the headings of…

  6. Ohio State University Extension Competency Study: Developing a Competency Model for a 21st Century Extension Organization

    ERIC Educational Resources Information Center

    Cochran, Graham Ralph

    2009-01-01

    The literature on competency-based human resource (HR) management provides a strong case for moving from a jobs-based to a competency-based approach to human resources. There is agreement in the literature (Dubois, Rothwell, Stern, & Kemp, 2004; Lucia & Lepsinger, 1999) on the benefits of using competencies throughout HR systems and impact has…

  7. Gaucher disease: clinical profile and therapeutic developments

    PubMed Central

    Cox, Timothy M

    2010-01-01

    era before enzyme therapy, bone marrow transplantation was shown to correct systemic disease in Gaucher patients by supplying a source of competent donor macrophages. As a radical advance on cell- or protein-replacement techniques, contemporary methods for transferring genes to autologous hematopoietic stem cells, and to the brain, merit further exploration. At present, the inflated pharmaceutical niche of Gaucher disease appears to be resilient, but if the remaining unmet needs of patients are to be convincingly addressed and commercial development sustained, courageous scientific investment and clinical experimentation will be needed. PMID:21209725

  8. The Oncology Nursing Society Leadership Competency project: developing a road map to professional excellence.

    PubMed

    Day, Donald D; Hand, Mikel W; Jones, Ann R; Harrington, Nancy Kay; Best, Robyn; LeFebvre, Kristine B

    2014-08-01

    Combining the recommendations of the Institute of Medicine's report on the future of nursing, an Oncology Nursing Society (ONS) leadership think tank, and current evidence, the ONS Leadership Competencies were developed to provide all nurses with a pathway to advance their leadership skills and abilities. Generated through a systematic approach of literature review, data synthesis, and peer and expert review, the ONS Leadership Competencies are divided into five domains: vision, knowledge, interpersonal effectiveness, systems thinking, and personal mastery. Each of the competencies can be measured at the individual, group, and governance levels. They serve as a means of self-assessment, growth, future planning, and professional development. This article describes the process used to develop the ONS Leadership Competencies and offers examples of how they may be used in practice. PMID:25095296

  9. The Oncology Nursing Society Leadership Competency project: developing a road map to professional excellence.

    PubMed

    Day, Donald D; Hand, Mikel W; Jones, Ann R; Harrington, Nancy Kay; Best, Robyn; LeFebvre, Kristine B

    2014-08-01

    Combining the recommendations of the Institute of Medicine's report on the future of nursing, an Oncology Nursing Society (ONS) leadership think tank, and current evidence, the ONS Leadership Competencies were developed to provide all nurses with a pathway to advance their leadership skills and abilities. Generated through a systematic approach of literature review, data synthesis, and peer and expert review, the ONS Leadership Competencies are divided into five domains: vision, knowledge, interpersonal effectiveness, systems thinking, and personal mastery. Each of the competencies can be measured at the individual, group, and governance levels. They serve as a means of self-assessment, growth, future planning, and professional development. This article describes the process used to develop the ONS Leadership Competencies and offers examples of how they may be used in practice.

  10. Tremelimumab: research and clinical development

    PubMed Central

    Comin-Anduix, Begoña; Escuin-Ordinas, Helena; Ibarrondo, Francisco Javier

    2016-01-01

    The immune checkpoint therapy is a relatively recent strategy that aims to tweak the immune system to effectively attack cancer cells. The understanding of the immune responses and their regulation at the intracellular level and the development of fully humanized monoclonal antibodies are the pillars of an approach that could elicit durable clinical responses and even remission in some patients with cancer. Most of the immune checkpoints that regulate the T-cell responses (activation and inhibition) operate through proteins present on the cytoplasmic membrane of the immune cells. Therefore, specific antibodies capable of blocking the inhibitory signals should lead to unrestrained immune responses that supersede the inhibitory mechanisms, which are naturally present in the tumor microenviroment. The best-known and most successful targets for immune checkpoint therapy are the cytotoxic T-lymphocyte antigen-4 and programmed cell death-1 coreceptors. Tremelimumab (CP-675,206) is a fully humanized monoclonal antibody specific for cytotoxic T-lymphocyte antigen-4, which has been successfully used to treat patients with metastatic melanoma and some other cancers. Although still a work in progress, the use of tremelimumab as an immune checkpoint therapeutic agent is a promising approach alone or in combination with other anticancer drugs. Here, we review the use of this antibody in a number of clinical trials against solid tumors. PMID:27042127

  11. Developing clinical trials for biosimilars.

    PubMed

    Bui, Lynne A; Taylor, Carrie

    2014-02-01

    Biosimilars offer the prospect of providing efficacious and safe treatment options for many diseases, including cancer, while potentially increasing accessibility with greater affordability relative to biologics. Because biologics are large, complex molecules that cannot be exactly duplicated, biosimilars cannot be considered "generic" versions of biologic drugs. This review will examine important considerations for biosimilar clinical trials. Since the aim of biosimilar manufacturing is to produce a molecule highly similar to the reference biologic, a comparability exercise is needed to demonstrate similarity with the reference biologic product based on physicochemical characterization. In vitro analytical studies and in vivo studies as well as pharmacokinetic/pharmacodynamic (PK/PD) assessments also are conducted. Lastly, because it may not be possible to fully characterize a biosimilar in relation to its reference biologic, robust pharmacovigilance strategies are utilized to ensure that any matters in regard to safety can be monitored. Other key topics will be discussed, including regulatory guidance for the evaluation of biosimilars, clinical trial design considerations, and whether data submitted for the approval of a biosimilar for one indication can be extrapolated to other indications for which the reference biologic is approved. European and Canadian experiences in biosimilar development will be reviewed. PMID:24560024

  12. Ganetespib: research and clinical development

    PubMed Central

    Jhaveri, Komal; Modi, Shanu

    2015-01-01

    Under stressful conditions, the heat shock protein 90 (HSP90) molecular chaperone protects cellular proteins (client proteins) from degradation via the ubiquitin-proteasome pathway. HSP90 expression is upregulated in cancers, and this contributes to the malignant phenotype of increased proliferation and decreased apoptosis and maintenance of metastatic potential via conservation of its client proteins, including human epidermal growth factor receptor 2, anaplastic lymphoma kinase, androgen receptor, estrogen receptor, Akt, Raf-1, cell cycle proteins, and B-cell lymphoma 2 among others. Hence, inhibition of HSP90 leads to the simultaneous degradation of its many clients, thereby disrupting multiple oncogenic signaling cascades. This has sparked tremendous interest in the development of HSP90 inhibitors as an innovative anticancer strategy. Based on the wealth of compelling data from preclinical studies, a number of HSP90 inhibitors have entered into clinical testing. However, despite enormous promise and anticancer activity reported to date, none of the HSP90 inhibitors in development has been approved for cancer therapy, and the full potential of this class of agents is yet to be realized. This article provides a review on ganetespib, a small molecule HSP90 inhibitor that is currently under evaluation in a broad range of cancer types in combination with other therapeutic agents with the hope of further enhancing its efficacy and overcoming drug resistance. Based on our current understanding of the complex HSP90 machinery combined with the emerging data from these key clinical trials, ganetespib has the potential to be the first-in-class HSP90 inhibitor to be approved as a new anticancer therapy. PMID:26244021

  13. The Development of Primary Teachers Competencies as a Basis to Introduce the Study Programmes of Undergraduate Teacher Education

    ERIC Educational Resources Information Center

    Devjak, Tatjana; Pavlin, Samo; Polak, Alenka

    2009-01-01

    In this article the authors establish the key competencies that should be acquired by future teachers in the course of their undergraduate studies. They also develop a model of the factors for which they presume most significantly contribute to the development of the selected competencies. For the selection of competencies and predictors of their…

  14. Development and Validation of the Wesleyan Intercultural Competence Scale (WICS): A Tool for Measuring the Impact of Study Abroad Experiences

    ERIC Educational Resources Information Center

    Stemler, Steven E.; Imada, Toshie; Sorkin, Carolyn

    2014-01-01

    As globalization becomes commonplace and the world becomes increasingly interconnected, institutions of higher education have begun to prioritize the development of intercultural competence in their students. In order to measures intercultural competence, the authors developed the "Wesleyan Intercultural Competence Scale" (WICS). The…

  15. Entrustability Scales: Outlining Their Usefulness for Competency-Based Clinical Assessment.

    PubMed

    Rekman, Janelle; Gofton, Wade; Dudek, Nancy; Gofton, Tyson; Hamstra, Stanley J

    2016-02-01

    Meaningful residency education occurs at the bedside, along with opportunities for situated in-training assessment. A necessary component of workplace-based assessment (WBA) is the clinical supervisor, whose subjective judgments of residents' performance can yield rich and nuanced ratings but may also occasionally reflect bias. How to improve the validity of WBA instruments while simultaneously capturing meaningful subjective judgment is currently not clear. This Perspective outlines how "entrustability scales" may help bridge the gap between the assessment judgments of clinical supervisors and WBA instruments. Entrustment-based assessment evaluates trainees against what they will actually do when independent; thus, "entrustability scales"-defined as behaviorally anchored ordinal scales based on progression to competence-reflect a judgment that has clinical meaning for assessors. Rather than asking raters to assess trainees against abstract scales, entrustability scales provide raters with an assessment measure structured around the way evaluators already make day-to-day clinical entrustment decisions, which results in increased reliability. Entrustability scales help raters make assessments based on narrative descriptors that reflect real-world judgments, drawing attention to a trainee's readiness for independent practice rather than his/her deficiencies. These scales fit into milestone measurement both by allowing an individual resident to strive for independence in entrustable professional activities across the entire training period and by allowing residency directors to identify residents experiencing difficulty. Some WBA tools that have begun to use variations of entrustability scales show potential for allowing raters to produce valid judgments. This type of anchor scale should be brought into wider circulation. PMID:26630609

  16. The Effect of Student Self-Video of Performance on Clinical Skill Competency: A Randomised Controlled Trial

    ERIC Educational Resources Information Center

    Maloney, Stephen; Storr, Michael; Morgan, Prue; Ilic, Dragan

    2013-01-01

    Emerging technologies and student information technology literacy are enabling new methods of teaching and learning for clinical skill performance. Facilitating experiential practice and reflection on performance through student self-video, and exposure to peer benchmarks, may promote greater levels of skill competency. This study examines the…

  17. Construct Validity of Medical Clinical Competence Measures: A Multitrait-Multimethod Matrix Study Using Confirmatory Factor Analysis.

    ERIC Educational Resources Information Center

    Forsythe, George B.; And Others

    1986-01-01

    Construct validity was investigated for three tests of clinical competence in medicine: National Board of Medical Examiners examination (NBME), California Psychological Inventory (CPI), and Resident Evaluation Form (REF). Scores from 166 residents were analyzed. Results suggested low construct validity for CPI and REF scales, and moderate…

  18. Do Expert Clinical Teachers Have a Shared Understanding of What Constitutes a Competent Reasoning Performance in Case-Based Teaching?

    ERIC Educational Resources Information Center

    Gauthier, Geneviève; Lajoie, Susanne P.

    2014-01-01

    To explore the assessment challenge related to case based learning we study how experienced clinical teachers--i.e., those who regularly teach and assess case-based learning--conceptualize the notion of competent reasoning performance for specific teaching cases. Through an in-depth qualitative case study of five expert teachers, we investigate…

  19. Competence development for the promotion of gender equality in development cooperation: the case of the Swedish International Development Cooperation Agency (SIDA).

    PubMed

    Hannan-andersson, C

    1997-01-01

    The Swedish International Development Cooperation Agency (SIDA) has created an Action Program for Promoting Equality Between Women and Men in Partner Countries that emphasizes competency development as a means of achieving gender equality. Competency development goes beyond formal training and utilizes existing entry points while creating innovative ones. SIDA's partnership approach requires clear delineation of roles for SIDA personnel and partner countries, with SIDA 1) applying a gender perspective to assessments, 2) initiating a constructive dialogue about gender equality if needed, 3) assessing the need for gender equality promoting competency development, 4) studying the local context, and 5) developing effective local networks. In addition, the needs of different groups within SIDA should be met with appropriate competency development inputs while SIDA continues support to competency development in partner countries by developing local capacity for gender training and gender sensitization at the regional and national levels. At SIDA, gender training has evolved since 1989 to its current focus on the practical and concrete challenges facing participants. In addition, departments and divisions conduct sector- and issue-specific training, and gender equality is integrated in all SIDA training activities on every topic. The challenges for future competency development are to 1) increase the number of men involved in provision of competency development inputs, 2) improve competency at embassy and field levels, and 3) improve competency in policy dialogues.

  20. Community College Competency-Based Child Development Associate (CDA) Outreach Training Program.

    ERIC Educational Resources Information Center

    Ross, Betty

    Though Columbus State Community College (CSCC) offers a full range of courses in child development, these courses are not always suitable for or accessible to persons who wish to obtain certification as Child Development Associates (CDA's). To meet these educational needs, CSCC developed the Competency-Based CDA Outreach Training Program. The…

  1. A Framework for Professional Development Focused on Social and Emotional Competencies

    ERIC Educational Resources Information Center

    Quesenberry, Amanda; Doubet, Sharon

    2006-01-01

    This article presents a framework for planning professional development opportunities to increase teachers' confidence and competence in supporting young children's social-emotional development and addressing challenging behaviors. The framework makes use of a comprehensive collection of training materials developed by the Center on the Social and…

  2. Developing core interprofessional competencies for community rehabilitation practitioners: findings from an Australian study.

    PubMed

    Kendall, E; Muenchberger, H; Catalano, T; Amsters, D; Dorsett, P; Cox, R

    2011-03-01

    This study aimed to determine the core competencies that underpin the practice of community rehabilitation (CR) practitioners working in a single state in Australia. Using a recursive and consultative methodology designed to build consensus, CR professionals, trainers, educators, and researchers developed a preliminary set of core interprofessional competencies that were considered essential to their practice. Data were collected in four main stages that engaged practitioners and experts in the CR field in the process of identifying, defining, validating, and endorsing a set of competencies. The first stage involved focus groups with 50 senior practitioners in metropolitan, rural/remote, regional, and indigenous communities. The second and third stages involved expert panels consisting of 20 trainers/educators, senior leaders, and scholars who refined, defined and validated the competency areas and developed statements that reflected the data.These statements formed the basis of a survey that was distributed to all current CR practitioners based in this state for endorsement, 40 of whom responded. Ten competencies emerged from this process. Although there are limitations to the application of competencies, they will have significant implications for the future training of CR practitioners who can transcend professional boundaries.

  3. Economic Development Policy: Explaining Policy Preferences among Competing Models.

    ERIC Educational Resources Information Center

    Spindler, Charles J.; Forrester, John P.

    1993-01-01

    Focuses on political and bureaucratic factors that retard the reform of U.S. economic development policy. Several models for economic development are examined, as are the policy preferences among them. A typology is presented of different development policies integrating the various political, bureaucratic, and environmental factors. (GLR)

  4. Competencies for psychology practice in primary care.

    PubMed

    McDaniel, Susan H; Grus, Catherine L; Cubic, Barbara A; Hunter, Christopher L; Kearney, Lisa K; Schuman, Catherine C; Karel, Michele J; Kessler, Rodger S; Larkin, Kevin T; McCutcheon, Stephen; Miller, Benjamin F; Nash, Justin; Qualls, Sara H; Connolly, Kathryn Sanders; Stancin, Terry; Stanton, Annette L; Sturm, Lynne A; Johnson, Suzanne Bennett

    2014-01-01

    This article reports on the outcome of a presidential initiative of 2012 American Psychological Association President Suzanne Bennett Johnson to delineate competencies for primary care (PC) psychology in six broad domains: science, systems, professionalism, relationships, application, and education. Essential knowledge, skills, and attitudes are described for each PC psychology competency. Two behavioral examples are provided to illustrate each competency. Clinical vignettes demonstrate the competencies in action. Delineation of these competencies is intended to inform education, practice, and research in PC psychology and efforts to further develop team-based competencies in PC.

  5. Development of scales to assess patients' perception of physicians' cultural competence in health care interactions.

    PubMed

    Ahmed, Rukhsana; Bates, Benjamin R

    2012-07-01

    This study describes the development of scales to measure patients' perception of physicians' cultural competence in health care interactions and thus contributes to promoting awareness of physician-patient intercultural interaction processes. Surveys were administrated to a total of 682 participants. Exploratory factor analyses were employed to assess emergent scales and subscales to develop reliable instruments. The first two phases were devoted to formative research and pilot study. The third phase was devoted to scale development, which resulted in a five-factor solution to measure patient perception of physicians' cultural competence for patient satisfaction. PMID:22477717

  6. Enhancing Young Children's Social Competence: Enhance!/Social Competence Program (ESCP): A Field Developed Program for Children, Teachers and Parents.

    ERIC Educational Resources Information Center

    Marshall, H. M.; And Others

    This poster session report describes the Enhance!/Social Competence Program (ESCP), a program for preschoolers and kindergartners delayed in social competency and problem solving skills. ESCP is part of the Rochester Early Enhancement Program (REEP), a collaboration of agencies serving young children through prenatal education and services, home…

  7. The development of an innovative music therapy treatment method: trial competency through music.

    PubMed

    Sammons, Andrew

    2014-01-01

    Competence to stand trial is necessary for a defendant in criminal adjudication. Recent estimates indicate that between 50,000 and 60,000 defendants in the United States raise the question of competence each year, with approximately 20 percent found incompetent to stand trial (IST). Most of these defendants are committed to an inpatient facility for competence restoration. Although psychopharmacological intervention is a critical component of restoration, as most defendants are found incompetent because of a psychotic disorder, many other modalities of treatment are used. Traditional treatment methods include the use of standardized testing and psychoeducational group sessions. This article discusses the development of an innovative intervention using music therapy. Music as the catalyst provides a forum in which psychiatric patients are engaged and observed within a structured environment designed to address both their factual and rational knowledge and abilities to assist their attorneys in their defense. Trial competency training through a specific music therapy method called Competency Through Music (CTM) is presented, including examples of how music can be used to educate patients and assess trial competence.

  8. The development of an innovative music therapy treatment method: trial competency through music.

    PubMed

    Sammons, Andrew

    2014-01-01

    Competence to stand trial is necessary for a defendant in criminal adjudication. Recent estimates indicate that between 50,000 and 60,000 defendants in the United States raise the question of competence each year, with approximately 20 percent found incompetent to stand trial (IST). Most of these defendants are committed to an inpatient facility for competence restoration. Although psychopharmacological intervention is a critical component of restoration, as most defendants are found incompetent because of a psychotic disorder, many other modalities of treatment are used. Traditional treatment methods include the use of standardized testing and psychoeducational group sessions. This article discusses the development of an innovative intervention using music therapy. Music as the catalyst provides a forum in which psychiatric patients are engaged and observed within a structured environment designed to address both their factual and rational knowledge and abilities to assist their attorneys in their defense. Trial competency training through a specific music therapy method called Competency Through Music (CTM) is presented, including examples of how music can be used to educate patients and assess trial competence. PMID:25187289

  9. Growth phase and pH influence peptide signaling for competence development in Streptococcus mutans.

    PubMed

    Guo, Qiang; Ahn, Sang-Joon; Kaspar, Justin; Zhou, Xuedong; Burne, Robert A

    2014-01-01

    The development of competence by the dental caries pathogen Streptococcus mutans is mediated primarily through the alternative sigma factor ComX (SigX), which is under the control of multiple regulatory systems and activates the expression of genes involved in DNA uptake and recombination. Here we report that the induction of competence and competence gene expression by XIP (sigX-inducing peptide) and CSP (competence-stimulating peptide) is dependent on the growth phase and that environmental pH has a potent effect on the responses to XIP. A dramatic decline in comX and comS expression was observed in mid- and late-exponential-phase cells. XIP-mediated competence development and responses to XIP were optimal around a neutral pH, although mid-exponential-phase cells remained refractory to XIP treatment, and acidified late-exponential-phase cultures were resistant to killing by high concentrations of XIP. Changes in the expression of the genes for the oligopeptide permease (opp), which appears to be responsible for the internalization of XIP, could not entirely account for the behaviors observed. Interestingly, comS and comX expression was highly induced in response to endogenously overproduced XIP or ComS in mid-exponential-phase cells. In contrast to the effects of pH on XIP, competence induction and responses to CSP in complex medium were not affected by pH, although a decreased response to CSP in cells that had exited early-exponential phase was observed. Collectively, these results indicate that competence development may be highly sensitive to microenvironments within oral biofilms and that XIP and CSP signaling in biofilms could be spatially and temporally heterogeneous.

  10. Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School.

    PubMed

    Olopade, Funmilayo Eniola; Adaramoye, Oluwatosin Adekunle; Raji, Yinusa; Fasola, Abiodun Olubayo; Olapade-Olaopa, Emiola Oluwabunmi

    2016-01-01

    The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the "old" curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula successfully. The modifications to the teaching and assessment of the core basic medical science subjects have resulted in improved learning and performance at the final examinations. PMID:27486351

  11. Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School

    PubMed Central

    Olopade, Funmilayo Eniola; Adaramoye, Oluwatosin Adekunle; Raji, Yinusa; Fasola, Abiodun Olubayo; Olapade-Olaopa, Emiola Oluwabunmi

    2016-01-01

    The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the “old” curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula successfully. The modifications to the teaching and assessment of the core basic medical science subjects have resulted in improved learning and performance at the final examinations. PMID:27486351

  12. Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School.

    PubMed

    Olopade, Funmilayo Eniola; Adaramoye, Oluwatosin Adekunle; Raji, Yinusa; Fasola, Abiodun Olubayo; Olapade-Olaopa, Emiola Oluwabunmi

    2016-01-01

    The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the "old" curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula successfully. The modifications to the teaching and assessment of the core basic medical science subjects have resulted in improved learning and performance at the final examinations.

  13. A competency-based approach to nurses' continuing education for clinical reasoning and leadership through reflective practice in a care situation.

    PubMed

    Goudreau, Johanne; Pepin, Jacinthe; Larue, Caroline; Dubois, Sylvie; Descôteaux, Renée; Lavoie, Patrick; Dumont, Katia

    2015-11-01

    Newly graduated nurses need to demonstrate high levels of competencies when they enter the workplace. A competency-based approach to their education is recommended to ensure patients' needs are met. A continuing education intervention consistent with the competency-based approach to education was designed and implemented in eight care units in two teaching hospitals. It consists of a series of 30-min reflective practice groups on clinical events that newly graduated nurses encountered in their practice. It was evaluated using a descriptive longitudinal evaluative research design, combining individual and group interviews with stakeholders, the analysis of facilitators' journal entries, and a research assistant's field notes. The results suggest that issues associated with the implementation of the continuing education intervention revolved around leadership for managers, flexibility for nursing staff, and role shifting for the facilitators. Newly graduated nurses who participated in the study noted that the reflective practice sessions contributed to the development of both clinical reasoning and leadership. Nursing managers stated the advantages of the intervention on nurses' professional development and for the quality and safety of care. Following the end of the study, participants from two units managed to pursue the activity during their work time. PMID:26559351

  14. A competency-based approach to nurses' continuing education for clinical reasoning and leadership through reflective practice in a care situation.

    PubMed

    Goudreau, Johanne; Pepin, Jacinthe; Larue, Caroline; Dubois, Sylvie; Descôteaux, Renée; Lavoie, Patrick; Dumont, Katia

    2015-11-01

    Newly graduated nurses need to demonstrate high levels of competencies when they enter the workplace. A competency-based approach to their education is recommended to ensure patients' needs are met. A continuing education intervention consistent with the competency-based approach to education was designed and implemented in eight care units in two teaching hospitals. It consists of a series of 30-min reflective practice groups on clinical events that newly graduated nurses encountered in their practice. It was evaluated using a descriptive longitudinal evaluative research design, combining individual and group interviews with stakeholders, the analysis of facilitators' journal entries, and a research assistant's field notes. The results suggest that issues associated with the implementation of the continuing education intervention revolved around leadership for managers, flexibility for nursing staff, and role shifting for the facilitators. Newly graduated nurses who participated in the study noted that the reflective practice sessions contributed to the development of both clinical reasoning and leadership. Nursing managers stated the advantages of the intervention on nurses' professional development and for the quality and safety of care. Following the end of the study, participants from two units managed to pursue the activity during their work time.

  15. Competence for Children's Sake: Summary Report of a Research Project on the Child Development Associate Credential.

    ERIC Educational Resources Information Center

    Pettygrove, Willa Bowman

    This report summarizes a research project on the Child Development Associate (CDA) assessment and credentialing system. The issues covered in the report fall under two general categories: validity (the ability of the CDA assessment/credential system to identify competent child care staff) and career development potential (the benefits of the CDA…

  16. Assessing Students' Emotional Competence in Higher Education: Development and Validation of the Widener Emotional Learning Scale

    ERIC Educational Resources Information Center

    Wang, Ning; Young, Thomas; Wilhite, Stephen C.; Marczyk, Geoffrey

    2011-01-01

    This article reports the development and validation studies of the Widener Emotional Learning Scale (WELS), a self-report measure, for assessing students' social and emotional competence in higher education. Conceptual specifications, item development, psychometric properties, and factor structure of the instrument are reported in the article. The…

  17. Competencies for Port and Logistics Personnel: An Application of Regional Human Resource Development

    ERIC Educational Resources Information Center

    Ahn, Young-sik; McLean, Gary N.

    2008-01-01

    Human resource development for regional strategic industries is an emerging emphasis for the development of industries that have growth potential. This article identifies competencies and expertise levels needed by port and logistics industry personnel, a sector that has growth potential in Busan, South Korea. The research consisted of expert…

  18. An Ecological Model of Developing Researcher Competence: The Case of Software Technology in Doctoral Research

    ERIC Educational Resources Information Center

    Stelma, Juup

    2011-01-01

    This paper presents an ecological model of developing researcher competence, with a particular focus on doctoral students' use of research software. The model extends on theoretical work done by Young et al. ("Instructional Science 30"(1): 47-63, 2002), modelling the intentional dynamics of technological learning contexts. The development of the…

  19. Development of a Competency-Based Curriculum for Upgrading Water Treatment Technicians. Final Report.

    ERIC Educational Resources Information Center

    Ross-Harrington, Melinda

    The major purpose of a project has been to develop an instructional program for training water treatment technicians through the cooperative efforts of industry, the regulatory agency (West Virginia State Department of Health), and vocational education. After the appropriate job competencies were identified, a program was developed combining a…

  20. Considering Transversal Competences, Personality and Reputation in the Context of the Teachers' Professional Development

    ERIC Educational Resources Information Center

    Cepic, Renata; Vorkapic, Sanja Tatalovic; Loncaric, Darko; Andic, Dunja; Mihic, Sanja Skocic

    2015-01-01

    The aim of this paper is to provide guidelines for reflection and improvement of transversal competences of teachers in the field of self-regulation, education for sustainable development and inclusion in the context of their continuing professional development. Also, the moderatory effect of personality based on literature analysis and insight…

  1. Development of Entry-Level Competence Tests: A Strategy for Evaluation of Vocational Education Training Systems

    ERIC Educational Resources Information Center

    Schutte, Marc; Spottl, Georg

    2011-01-01

    Developing countries such as Malaysia and Oman have recently established occupational standards based on core work processes (functional clusters of work objects, activities and performance requirements), to which competencies (performance determinants) can be linked. While the development of work-process-based occupational standards is supposed…

  2. Development of Articulated Competency-Based Curriculum in Computer Integrated Manufacturing Technology. Final Report.

    ERIC Educational Resources Information Center

    Luzerne County Community Coll., Nanticoke, PA.

    A project was conducted at the Community College of Luzerne County (Pennsylvania) to develop, in cooperation with area vocational-technical schools, the first year of a competency-based curriculum in computer-integrated manufacturing. Existing programs were reviewed and private sector input was sought in developing the curriculum and identifying…

  3. Making Intercultural Communicative Competence and Identity-Development Visible for Assessment Purposes in Foreign Language Education

    ERIC Educational Resources Information Center

    Houghton, Stephanie Ann

    2013-01-01

    This article reports on an action research case study conducted at a university in Japan, which explored how student identity-development can be made visible in potentially assessable ways through materials design in intercultural communicative competence (ICC)-oriented foreign language education. It suggests that identity-development can be…

  4. Development of Articulated Competency-Based Curriculum in Laser/Electro-Optics Technology. Final Report.

    ERIC Educational Resources Information Center

    Luzerne County Community Coll., Nanticoke, PA.

    A project was conducted at the Community College of Luzerne County (Pennsylvania) to develop, in cooperation with area vocational-technical schools, the first year of a competency-based curriculum in laser/electro-optics technology. Existing programs were reviewed and private sector input was sought in developing the curriculum and identifying…

  5. Toward the Development and Validation of a Career Coach Competency Model

    ERIC Educational Resources Information Center

    Hatala, John-Paul; Hisey, Lee

    2011-01-01

    The career coaching profession is a dynamic field that has grown over the last decade. However, there exists a limitation to this field's development, as there is no universally accepted definition or empirically based competencies. There were three phases to the study. In the first phase, a conceptual model was developed that highlights four…

  6. Leadership Competencies for Academic Librarians: The Importance of Development and Fund-Raising.

    ERIC Educational Resources Information Center

    Winston, Mark D.; Dunkley, Lisa

    2002-01-01

    Discussion of the need for effective leadership and identifying leadership competencies for academic librarians focuses on the areas of development and fundraising. Describes areas of expertise, experience, and skills associated with academic development positions in colleges and universities as a basis for identifying relevant leadership…

  7. A Globetrotting Pilgrimage: An Exploration of Spiritual Growth and the Development of Intercultural Competence

    ERIC Educational Resources Information Center

    Eifert, Angela Lynn

    2012-01-01

    The purpose of this study was to explore the relationship between spiritual growth and the development of intercultural competence through the experiences of followers of Christ working in least developed countries. To address this purpose, a qualitative study using narrative inquiry and in-depth semi structured interviews were employed to…

  8. Design of the Accounting Course Focusing on the Development of Competences

    ERIC Educational Resources Information Center

    Ciudad-Gomez, Adelaida

    2011-01-01

    The aim of this work is to develop a proposal for a methodology in the university environment that enables us to design our course with an approach based on the development and acquisition of competences within the framework of the European Higher Education Area (EHEA), allowing a transition from a model focused on teaching to a model focused on…

  9. Use of Racial Identity Development Theory to Explore Cultural Competence among Early Childhood Educators

    ERIC Educational Resources Information Center

    Han, Heejeong Sophia; West-Olatunji, Cirecie; Thomas, M. Shelley

    2011-01-01

    In order to explore early childhood educators' cultural competence through a lens of racial identity development theory, a case study was conducted with four White Kindergarten teachers. Participants were surveyed and interviewed to understand their racial identity development as well as perspectives of teaching culturally diverse early childhood…

  10. Developing a Competency-Based Pan-European Accreditation Framework for Health Promotion

    ERIC Educational Resources Information Center

    Battel-Kirk, Barbara; Van der Zanden, Gerard; Schipperen, Marielle; Contu, Paolo; Gallardo, Carmen; Martinez, Ana; Garcia de Sola, Silvia; Sotgiu, Alessandra; Zaagsma, Miriam; Barry, Margaret M.

    2012-01-01

    Background: The CompHP Pan-European Accreditation Framework for Health Promotion was developed as part of the CompHP Project that aimed to develop competency-based standards and an accreditation system for health promotion practice, education, and training in Europe. Method: A phased, multiple-method approach was employed to facilitate consensus…

  11. Development of a Competency Framework for Quality Improvement in Family Medicine: A Qualitative Study

    ERIC Educational Resources Information Center

    Czabanowska, Katarzyna; Klemenc-Ketis, Zalika; Potter, Amanda; Rochfort, Andree; Tomasik, Tomasz; Csiszar, Judit; Van den Bussche, Piet

    2012-01-01

    Objective: The aim of this study was to develop a comprehensive framework of quality improvement competencies for use in continuing professional development (CPD) and continuing medical education (CME) for European general practice/family medicine physicians (GPs/FDs). Methods: The study was carried out in three phases: literature review,…

  12. The mindfulness-based relapse prevention adherence and competence scale: development, interrater reliability, and validity.

    PubMed

    Chawla, Neharika; Collin, Susan; Bowen, Sarah; Hsu, Sharon; Grow, Joel; Douglass, Anne; Marlatt, G Alan

    2010-07-01

    The present study describes the development of the Mindfulness-Based Relapse Prevention Adherence and Competence Scale (MBRP-AC), a measure of treatment integrity for mindfulness-based relapse prevention (MBRP). MBRP is a newly developed treatment integrating core aspects of relapse prevention with mindfulness practices. The MBRP-AC was developed in the context of a randomized controlled trial (RCT) of MBRP efficacy and consists of two sections: Adherence (adherence to individual components of MBRP and discussion of key concepts) and Competence (ratings of therapist style/approach and performance). Audio recordings from 44 randomly selected group treatment sessions (50%) were rated by independent raters for therapist adherence and competence in the RCT. Findings evinced high interrater reliability for all treatment adherence and competence ratings, and adequate internal consistency for Therapist Style/Approach and Therapist Performance summary scales. Ratings on the MBRP-AC suggested that therapists in the recent RCT adhered to protocol, discussed key concepts in each session, and demonstrated the intended style and competence in treatment delivery. Finally, overall ratings on the Adherence section were positively related to changes in mindfulness over the course of the treatment.

  13. Professional Competencies in Health Sciences Education: From Multiple Intelligences to the Clinic Floor

    ERIC Educational Resources Information Center

    Lane, India F.

    2010-01-01

    Nontechnical competencies identified as essential to the health professionals success include ethical behavior, interpersonal, self-management, leadership, business, and thinking competencies. The literature regarding such diverse topics, and the literature regarding "professional success" is extensive and wide-ranging, crossing educational,…

  14. The Relationship between Continuing Education and Perceived Competence, Professional Support, and Professional Value among Clinical Psychologists

    ERIC Educational Resources Information Center

    Bradley, Stacy; Drapeau, Martin; DeStefano, Jack

    2012-01-01

    Introduction: Continuing education is one of the means by which professionals maintain and increase their level of competence. However, the relationship between continuing education and the professional's sense of personal competence and other practice-related variables remains unclear. This study examined practicing psychologists' continuing…

  15. Developing a culturally competent health care workforce in Japan: implications for education.

    PubMed

    Serizawa, Asako

    2007-01-01

    In recent years, the population of foreign nationals and individuals from diverse cultural, racial, ethnic, and linguistic populations has consistently increased in Japan. An apparent failure by the health care workforce to deliver culturally congruent health care services has resulted in dissatisfaction with the health care system on the part of foreign nationals and increased potential for negative health care outcomes. Primary hindrances to the development of a culturally competent health care workforce include limited exposure to foreigners, cultural factors, and language difficulties. Recommendations are proposed for strategic educational actions to address these obstacles and develop in Japan a culturally competent health care workforce. PMID:17557635

  16. Developing a culturally competent work force: an opportunity for collaboration.

    PubMed

    Jones, M E; Bond, M L; Mancini, M E

    1998-01-01

    This article describes a collaborative project formed between three major community systems--education, health care, and the business sector--to respond to the specialized cultural needs of a growing Hispanic population in a large public health care system in Dallas, TX. Two specific strategies, short-term cultural immersion and the development of a nurse exchange program with a "sister" hospital in Mexico, assist health care personnel to learn the language and the culture of Mexico. Findings from process evaluation suggest that these initiatives are essential and beneficial to changing individual views and developing knowledge and skills. Community partnerships requiring a significant commitment to a continuum of efforts from top administrative levels to the individual level facilitate institutional responses to the challenge of developing a culturally skilled health work force.

  17. [COMETE: a tool to develop psychosocial competences in patient education].

    PubMed

    Saugeron, Benoit; Sonnier, Pierre; Marchais, Stéphanie

    2016-01-01

    This article presents a detailed description of the development and use of the COMETE tool. The COMETE tool is designed to help medical teams identify, develop or evaluate psychosocial skills in patient education and counselling. This tool, designed in the form of a briefcase, proposes methodological activities and cards that assess psychosocial skills during a shared educational assessment, group meetings or during an individual evaluation. This tool is part of a support approach for medical teams caring for patients with chronic diseases. PMID:27392049

  18. New developments in clinical CARS

    NASA Astrophysics Data System (ADS)

    Weinigel, Martin; Breunig, Hans Georg; Kellner-Höfer, Marcel; Bückle, Rainer; Darvin, Maxim; Lademann, Juergen; König, Karsten

    2013-02-01

    We combined two-photon fluorescence and coherent anti-Stokes Raman scattering (CARS) imaging in a clinical hybrid multiphoton tomograph for in vivo imaging of human skin. The clinically approved TPEF/CARS system provides simultaneous imaging of endogenous fluorophores and non-fluorescent lipids. The Stokes laser for the two-beam configuration of CARS is based on spectral broadening of femtosecond laser pulses in a photonic crystal fiber (PCF). We report on the highly flexible medical TPEF/CARS tomograph MPTflex®-CARS with an articulated arm and first in vivo measurements on human skin.

  19. Developing Culturally Competent Faculty: A Cognitive, Affective, and Spiritual Model

    ERIC Educational Resources Information Center

    Taylor, Deborah L.; Van Zandt, Cassandra; Menjares, Pete C.

    2013-01-01

    The past decade has evidenced significant dialogue on faith-based campuses about the persistent gap between the increasing ethnic diversity of the student population and that of the faculty. While campus administrators and leaders acknowledge the need to address this concern through faculty development, there is a disturbing lack of successful…

  20. Interactional Competence and the Development of Alignment Activity

    ERIC Educational Resources Information Center

    Dings, Abby

    2014-01-01

    Based on qualitative analysis of conversational interactions collected over the course of a Spanish language learner's academic year abroad, this article explores the development of interactional resources related to alignment activity in the learner's conversational participation. Alignment activity refers to the means interlocutors use…

  1. From Competence to Excellence: Developing Excellence in Vocational Skills.

    ERIC Educational Resources Information Center

    Smeaton, Barry; Hughes, Maria; Hall, Graeme

    The United Kingdom's Learning and Skills Development Agency (LSDA), UK SKILLS, and the Further Education Skills Competition Council conducted a collaborative action research project to improve students' vocational learning and skills through enhanced learning experiences. From February 2001 to April 2002, three further education colleges worked to…

  2. Developing Leaders: The Role of Competencies in Rural Community Colleges

    ERIC Educational Resources Information Center

    Eddy, Pamela L.

    2013-01-01

    Pending retirements underscore the need to develop community college campus leaders. Rural community colleges will be particularly hard-hit by changes in leadership as they represent the majority of 2-year colleges and face unique challenges given their location. To help address the anticipated leadership transition, the American Association of…

  3. Conversation Strategies: Pair and Group Activities for Developing Communicative Competence.

    ERIC Educational Resources Information Center

    Kehe, David; Kehe, Peggy Dustin

    The guide is designed for use in English-as-a-Second-Language instruction at the intermediate level. The activities are designed to be enjoyable and encourage students to interact, but also to be non-threatening to even the most reserved students. The exercises develop strategic conversation skills. Each has three parts: a teacher's introduction;…

  4. Developing Culturally Competent Teachers: An International Student Teaching Field Experience

    ERIC Educational Resources Information Center

    Salmona, Michelle; Partlo, Margaret; Kaczynski, Dan; Leonard, Simon N.

    2015-01-01

    This study offers a theoretical construct for better understanding how experiential learning enables student teachers to acquire social and cultural variation skills, develop cultural empathy in the K-12 classroom, and the transference of these skills to new educational situations. An Australian and United States research team used a…

  5. Developing Competencies in Science and Maths in Bulgaria

    ERIC Educational Resources Information Center

    Walsh, Ed

    2012-01-01

    Most countries are either reforming their education systems, or thinking about doing so. The EU, through its "Transversal" programme, funds hundreds of study visits every year to enable education professionals to learn at first hand about developments in its member states. The author joined a group from France, Germany, Italy, Portugal, Spain and…

  6. Action Learning: Developing Critical Competencies for Knowledge Era Workers

    ERIC Educational Resources Information Center

    Robinson, Greg

    2005-01-01

    For most of the twentieth century, the goal in education was the generation and dissemination of information. With the rise of technology and unlimited access to information, it is the ability to apply knowledge and learn from experience that is the new priority for employee development. Action learning, with its emphasis on action and reflection,…

  7. Developing Social Competence in Children. Choices Briefs, Number 3.

    ERIC Educational Resources Information Center

    Schwartz, Wendy

    This brief presents an overview of effective strategies for developing prosocial attitudes and behaviors in elementary school children. The description of approaches and activities can help educators integrate an antiviolence education program into their schools and classrooms, select a program to implement from many models in use around the…

  8. Competency development in antibody production in cancer cell biology

    SciTech Connect

    Park, M.S.

    1998-12-01

    This is the final report of a three-year, Laboratory Directed Research and Development (LDRD) project at Los Alamos National Laboratory (LANL). The main objective of this project was to develop a rapid recombinant antibody production technology. To achieve the objective, the authors employed (1) production of recombinant antigens that are important for cell cycle regulation and DNA repair, (2) immunization and specific selection of antibody-producing lymphocytes using the flow cytometry and magnetic bead capturing procedure, (3) construction of single chain antibody library, (4) development of recombinant vectors that target, express, and regulate the expression of intracellular antibodies, and (5) specific inhibition of tumor cell growth in tissue culture. The authors have accomplished (1) optimization of a selection procedure to isolate antigen-specific lymphocytes, (2) optimization of the construction of a single-chain antibody library, and (3) development of a new antibody expression vector for intracellular immunization. The future direction of this research is to continue to test the potential use of the intracellular immunization procedure as a tool to study functions of biological molecules and as an immuno-cancer therapy procedure to inhibit the growth of cancer cells.

  9. [Pedagogical strategies for developing ethical and political competence in nursing education].

    PubMed

    Burgatti, Juliane Cristina; Leonello, Valéria Marli; Bracialli, Luzmarina Aparecida Doretto; Oliveira, Maria Amélia de Campos

    2013-01-01

    This study presents a theoretical reflection that aims at identifying teaching strategies for the development of ethical-political dimension of professional competence from the perspective of critical reflection. Professional competence has two dimensions - technical and political, mediated by ethics. Critical reflection renew search ways of thinking and doing in health, with the ultimate goal of intervention in social reality, to improve the living conditions and health of communities. Highlights some educational tools such as portfolio, the field journal and written narratives, which allow producing a clear and objective account of the experience and assigning meaning and significance of what was accomplished. Based on a critical reflection, such instruments helped develop ethical-political dimension of professional competence.

  10. Commentary on Stiers and colleagues' guidelines for competency development and measurement in rehabilitation psychology postdoctoral training.

    PubMed

    Hatcher, Robert L

    2015-05-01

    Comments on the article, "Guidelines for competency development and measurement in rehabilitation psychology postdoctoral training," by Stiers et al. (see record 2014-55195-001). Stiers and colleagues have provided a thorough and well-conceived set of guidelines that lay out the competencies expected for graduates of postdoctoral residencies in rehabilitation psychology, accompanied by a set of more specific, observable indicators of the residents' competence level. This work is an important aspect of the broader project of the Rehabilitation Psychology Specialty Council (APA Division 22, the American Board of Rehabilitation Psychology, the Foundation for Rehabilitation Psychology, the Academy of Rehabilitation Psychology, and the Council of Rehabilitation Psychology Postdocotral Training Programs) to develop overall guidelines for programs providing postdoctoral training in this field (Stiers et al., 2012).

  11. Sustainable development and deep ecology: An analysis of competing traditions

    NASA Astrophysics Data System (ADS)

    Jacob, Merle

    1994-07-01

    It has been argued that existing perspectives on the environmental crisis can be divided into two broad categories (deep and shallow). Deep ecologists have used this typology to argue that mainstream perspectives on the environment are shallow and overly preoccupied with pollution control and resource degradation. This paper argues that the deep/shallow typology is biased and misleading because it: (1) obscures the fact that shallow ecology is comprised of several internally differentiated and disparate perspectives and (2) it favors the deep ecology perspective by creating the impression that the human-centered nature of the shallow perspective is incompatible with the fundamental changes required to address the environmental crisis. In order to test these claims, we compared deep and shallow perspectives on the environmental crisis using the North American expression of deep ecology and the Brundtland version of sustainable development and steady-state economy as exemplars. From this we were able to make the following conclusions: (1) deep and shallow ecology perspectives are best visualized as part of a continuum of perspectives on the environment that emerged from a long-standing critique of Western development, (2) that the descriptions of the etiology of the environmental crisis offered by sustainable development and deep ecology are incomplete, and (3) although both traditions are presently regarded to be in direct opposition, they have much to learn from each other.

  12. Development and validation of a socioculturally competent trust in physician scale for a developing country setting

    PubMed Central

    Gopichandran, Vijayaprasad; Wouters, Edwin; Chetlapalli, Satish Kumar

    2015-01-01

    Trust in physicians is the unwritten covenant between the patient and the physician that the physician will do what is in the best interest of the patient. This forms the undercurrent of all healthcare relationships. Several scales exist for assessment of trust in physicians in developed healthcare settings, but to our knowledge none of these have been developed in a developing country context. Objectives To develop and validate a new trust in physician scale for a developing country setting. Methods Dimensions of trust in physicians, which were identified in a previous qualitative study in the same setting, were used to develop a scale. This scale was administered among 616 adults selected from urban and rural areas of Tamil Nadu, south India, using a multistage sampling cross sectional survey method. The individual items were analysed using a classical test approach as well as item response theory. Cronbach's α was calculated and the item to total correlation of each item was assessed. After testing for unidimensionality and absence of local dependence, a 2 parameter logistic Semajima's graded response model was fit and item characteristics assessed. Results Competence, assurance of treatment, respect for the physician and loyalty to the physician were important dimensions of trust. A total of 31 items were developed using these dimensions. Of these, 22 were selected for final analysis. The Cronbach's α was 0.928. The item to total correlations were acceptable for all the 22 items. The item response analysis revealed good item characteristic curves and item information for all the items. Based on the item parameters and item information, a final 12 item scale was developed. The scale performs optimally in the low to moderate trust range. Conclusions The final 12 item trust in physician scale has a good construct validity and internal consistency. PMID:25941182

  13. Ensuring Resident Competence: A Narrative Review of the Literature on Group Decision Making to Inform the Work of Clinical Competency Committees.

    PubMed

    Hauer, Karen E; Cate, Olle Ten; Boscardin, Christy K; Iobst, William; Holmboe, Eric S; Chesluk, Benjamin; Baron, Robert B; O'Sullivan, Patricia S

    2016-05-01

    Background The expectation for graduate medical education programs to ensure that trainees are progressing toward competence for unsupervised practice prompted requirements for a committee to make decisions regarding residents' progress, termed a clinical competency committee (CCC). The literature on the composition of these committees and how they share information and render decisions can inform the work of CCCs by highlighting vulnerabilities and best practices. Objective We conducted a narrative review of the literature on group decision making that can help characterize the work of CCCs, including how they are populated and how they use information. Methods English language studies of group decision making in medical education, psychology, and organizational behavior were used. Results The results highlighted 2 major themes. Group member composition showcased the value placed on the complementarity of members' experience and lessons they had learned about performance review through their teaching and committee work. Group processes revealed strengths and limitations in groups' understanding of their work, leader role, and information-sharing procedures. Time pressure was a threat to the quality of group work. Conclusions Implications of the findings include the risks for committees that arise with homogeneous membership, limitations to available resident performance information, and processes that arise through experience rather than deriving from a well-articulated purpose of their work. Recommendations are presented to maximize the effectiveness of CCC processes, including their membership and access to, and interpretation of, information to yield evidence-based, well-reasoned judgments.

  14. The Development of Emotional Competence. The Guilford Series on Social and Emotional Development.

    ERIC Educational Resources Information Center

    Saarni, Carolyn

    The concept of emotional competence entails resilience, self-efficacy, and acting in accord with one's sense of moral character. This suggests argues that emotional competence is demonstrated by the self-efficacy in emotion-eliciting encounters and identifies eight key emotional skills that support its acquisition in interpersonal contexts. The…

  15. Clinical Psychology: A Research and Development Model.

    ERIC Educational Resources Information Center

    Broskowski, Anthony

    The purpose of this paper is to present a clinical research and development (R and D) model along with the rationale for its implementation and a sample training program for clinical psychologists. Although it may be possible to correct some problems by a clearer restatement of the scientist-professional model, a new model of clinical R and D has…

  16. Multimedia Applications and Development: Essential Competencies for Librarians

    NASA Astrophysics Data System (ADS)

    Nagarkar, S.

    2010-10-01

    The Department of Library and Information Science, University of Pune, Maharashtra, India, has designed a special elective course entitled "Multimedia Applications and Development" in its two-year integrated Masters Degree program of Library and Information Science. During the course, various open source tools for creating multimedia content were taught. This paper discusses eight different information products which were created by students of the department from 2007-2009. Each project was designed for special users with their specific needs. Students gained much confidence in handling various media. They got an opportunity to interact with experts in the fields of communication and mass media. Library Science professionals can take advantage of open source multimedia tools as well to create or repackage content according to users' needs. The paper concludes with feedback about the course from students and teachers.

  17. Interventional pain management skills competency in pain medicine fellows: a method for development and assessment.

    PubMed

    McElroy, Kevin; Cuccurullo, Sara J; Perret-Karimi, Danielle; Hata, Justin; Ferrer, Steven M; Demesmin, Didier; Petagna, Ann Marie

    2014-08-01

    The purposes of this project were to propose an educational module to instruct pain medicine fellows in the appropriate performance of interventional pain management techniques and to verify procedural competency through objective evaluation methodology. Eight board-certified pain medicine physicians spanning two fellowship programs trained seven fellows using a standardized competency-based module. Assessment tools address the basic competencies outlined by the Accreditation Council for Graduate Medical Education (American Board of Anesthesiology Pain Medicine Content Outline). The seven fellows demonstrated proficiency in every segment of the evaluation module. Objective measures compared the fellows' performance on standardized procedure checklists administered 9 mos into training; fellows in the 2012-2013 academic year also received testing at the 3-mo mark. Support for the assessment module is demonstrated by appropriate performance of interventional procedures, with improvement noted from 3-mo to 9-mo testing, successful completion of chart-stimulated oral examinations, proper performance of relevant physical examination maneuvers, and completion of program-specific medical knowledge written tests. The fellows were evaluated via patient surveys and 360-degree global rating scales, maintained procedure logs, and completed two patient-care reports; these were reviewed by program directors to ensure adequate completion. The standardized educational module and evaluation methodology presented provide a potential framework for the definition of baseline competency in the clinical skill area of interventional pain management. PMID:25033098

  18. Competent Psychopharmacology

    PubMed Central

    Gardner, David M

    2014-01-01

    There is little doubt that undergraduate and post-graduate training of physicians, pharmacists, and nurses is insufficient to prepare them to use psychotropics safely and effectively, especially in the context of their expanded off-label uses. Therefore, the development of competencies in psychotropic prescribing needs to be approached as a long-term, practice-based learning commitment. Proposed are the abilities and knowledge components necessary for safe and effective use of psychotropics. Typical challenges in prescribing for chronic and recurrent illnesses include highly variable responses and tolerability, drug interactions, and adverse effects that can be serious, irreversible, and even fatal. Prescribing psychotropics is further complicated by negative public and professional reports and growing patient concerns about the quality of care, and questions about the efficacy, safety, and addictive risks of psychotropics. Increased efforts are needed to enhance clinical training and knowledge in psychopharmacology among trainees and practising clinicians, with more comprehensive and sustained attention to the assessment of individual patients, and greater reliance on patient education and collaboration. Improved competence in psychotropic prescribing should lead to more informed, thoughtful, and better-targeted applications as one component of more comprehensive clinical care. PMID:25161064

  19. Competent psychopharmacology.

    PubMed

    Gardner, David M

    2014-08-01

    There is little doubt that undergraduate and post-graduate training of physicians, pharmacists, and nurses is insufficient to prepare them to use psychotropics safely and effectively, especially in the context of their expanded off-label uses. Therefore, the development of competencies in psychotropic prescribing needs to be approached as a long-term, practice-based learning commitment. Proposed are the abilities and knowledge components necessary for safe and effective use of psychotropics. Typical challenges in prescribing for chronic and recurrent illnesses include highly variable responses and tolerability, drug interactions, and adverse effects that can be serious, irreversible, and even fatal. Prescribing psychotropics is further complicated by negative public and professional reports and growing patient concerns about the quality of care, and questions about the efficacy, safety, and addictive risks of psychotropics. Increased efforts are needed to enhance clinical training and knowledge in psychopharmacology among trainees and practising clinicians, with more comprehensive and sustained attention to the assessment of individual patients, and greater reliance on patient education and collaboration. Improved competence in psychotropic prescribing should lead to more informed, thoughtful, and better-targeted applications as one component of more comprehensive clinical care.

  20. Competence and psychopathology: cascade effects in the NICHD Study of Early Child Care and Youth Development.

    PubMed

    Burt, Keith B; Roisman, Glenn I

    2010-08-01

    Existing longitudinal research on the interplay between externalizing problems, internalizing problems, and academic and social competence has documented "cascading" effects from early aggressive/disruptive behavior through impairments in competence, leading to symptoms of depression and anxiety. The primary aim of the current study was to replicate such work using the NICHD Study of Early Child Care and Youth Development while also extending the developmental window of investigation of cascades back into early childhood. Participating families (N = 1,160) completed questionnaire measures of externalizing, internalizing, and social competence (maternal report), as well as individual assessment of academic achievement, spanning five time points from age 54 months through age 15 years. A series of nested structural equation models tested predicted links across various domains of competence and psychopathology. Results were consistent with prior research, demonstrating cross-domain effects from early externalizing problems through effects on both academic and social competence into later internalizing problems. Effects held across gender and were largely unaffected by inclusion of socioeconomic status, early caregiving, and early cognitive ability as covariates in the model.

  1. Preparing a 21st century workforce: is it time to consider clinically based, competency-based training of health practitioners?

    PubMed

    Nancarrow, Susan A; Moran, Anna M; Graham, Iain

    2014-02-01

    Health workforce training in the 21st century is still based largely on 20th century healthcare paradigms that emphasise professionalisation at the expense of patient-focussed care. This is illustrated by the paradox of increased training times for health workers that have corresponded with workforce shortages, the limited career options and pathways for paraprofessional workers, and inefficient clinical training models that detract from, rather than add to, service capacity. We propose instead that a 21st century health workforce training model should be: situated in the clinical setting and supported by outsourced university training (not the other way around); based on the achievement of specific milestones rather than being time-defined; and incorporate para-professional career pathways that allow trainees to 'step-off' with a useable qualification following the achievement of specific competencies. Such a model could be facilitated by existing technology and clinical training infrastructure, with enormous potential for economies of scale in the provision of formal training. The benefits of a clinically based, competency-based model include an increase in clinical service capacity, and clinical training resources become a resource for the delivery of healthcare, not just education. Existing training models are unsustainable, and are not preparing a workforce with the flexibility the 21st century demands. PMID:24351806

  2. Preparing a 21st century workforce: is it time to consider clinically based, competency-based training of health practitioners?

    PubMed

    Nancarrow, Susan A; Moran, Anna M; Graham, Iain

    2014-02-01

    Health workforce training in the 21st century is still based largely on 20th century healthcare paradigms that emphasise professionalisation at the expense of patient-focussed care. This is illustrated by the paradox of increased training times for health workers that have corresponded with workforce shortages, the limited career options and pathways for paraprofessional workers, and inefficient clinical training models that detract from, rather than add to, service capacity. We propose instead that a 21st century health workforce training model should be: situated in the clinical setting and supported by outsourced university training (not the other way around); based on the achievement of specific milestones rather than being time-defined; and incorporate para-professional career pathways that allow trainees to 'step-off' with a useable qualification following the achievement of specific competencies. Such a model could be facilitated by existing technology and clinical training infrastructure, with enormous potential for economies of scale in the provision of formal training. The benefits of a clinically based, competency-based model include an increase in clinical service capacity, and clinical training resources become a resource for the delivery of healthcare, not just education. Existing training models are unsustainable, and are not preparing a workforce with the flexibility the 21st century demands.

  3. Informatics competencies pre-and post-implementation of a Palm-based student clinical log and informatics for evidence-based practice curriculum.

    PubMed

    Bakken, Suzanne; Sheets Cook, Sarah; Curtis, Lesly; Soupios, Michael; Curran, Christine

    2003-01-01

    The purpose of this paper is to describe the implementation and evaluation of a two-part approach to achieving informatics competencies: 1) Palm-based student clinical log for documentation of patient encounters; and 2) informatics for evidence-based practice curriculum. Using a repeated-measures, non-equivalent control group design, self-reported informatics competencies were rated using a survey instrument based upon published informatics competencies for beginning nurses. For the class of 2002, scores increased significantly in all competencies from admission to graduation. Using a minimum score of 3 on a scale of 1=not competent and 5=expert to indicate competence, the only area in which it was not achieved was Computer Skills: Education. For 2001 graduates, Computer Skills: Decision Support was also below 3. There were no significant differences in competency scores between 2001 and 2002 graduates. Computer Skills: Decision Support neared significance. Subsequently, the approaches were refined for implementation in the class of 2003.

  4. Information Competence of a Library Specialist as a Condition for Their Professional Development

    ERIC Educational Resources Information Center

    Kaviev, Airat F.; Mamontova, Marina S.

    2016-01-01

    The relevance of the study is due to the intensive introduction of information technology to library activities. Active use of information technology has a significant impact on the professional development of a librarian. It requires a high level of information competence. The purpose of the paper is to present and describe an information…

  5. Strategies for Developing the Affective Work Competencies of Marketing Education Students.

    ERIC Educational Resources Information Center

    Meyer, Earl C.

    Effective strategies for developing the affective work competencies of marketing education students include teaching procedures, acquisition of skills and materials for teaching in the affective domain, and implementation considerations. Affective concerns in marketing can be grouped into three broad types of performance categories--self-concept,…

  6. Developing Conversational Competence through Language Awareness and Multimodality: The Use of DVDs

    ERIC Educational Resources Information Center

    Jaen, Maria Moreno; Basanta, Perez

    2009-01-01

    The argument for a pedagogy of input oriented learning for the development of speaking competence (Sharwood-Smith, 1986; Bardovi-Harlig and Salsbury, 2004; Eslami-Rasekh, 2005) has been of increasing interest in Applied Linguistics circles. It has also been argued that multimedia applications, in particular DVDs, provide language learners with…

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

    ERIC Educational Resources Information Center

    Kirkwood Community Coll., Cedar Rapids, IA.

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

  8. Developing Social Competence and Other Generic Skills in Teacher Education: Applying the Model of Integrative Pedagogy

    ERIC Educational Resources Information Center

    Tynjälä, Päivi; Virtanen, Anne; Klemola, Ulla; Kostiainen, Emma; Rasku-Puttonen, Helena

    2016-01-01

    The purpose of the study was to examine how social competence and other generic skills can be developed in teacher education using a pedagogical model called Integrative Pedagogy. This model is based on the idea of integrating the four basic components of expertise: Theoretical knowledge, practical knowledge, self-regulative knowledge, and…

  9. Effect of Developing Pragmatic Competence through Telecollaboration on Improving English as Foreign Language Learners' Writing Proficiency

    ERIC Educational Resources Information Center

    Rafieyan, Vahid; Rafieyan, Ali; Rafieyan, Navid; Rafieyan, Saeid; Rafieyan, Parvaneh; Rafieyan, Mohamad

    2015-01-01

    The very information structure of written communication depends not just on the writer's meaning and purpose but rather on the extent to which writer and reader share knowledge of pragmatic features of the language. To assess the actual effect of developing target language pragmatic competence through telecollaboration on improving English as…

  10. Development of Social Competences in the Primary School--Study of Specific Pedagogic Practices.

    ERIC Educational Resources Information Center

    Morais, Ana M.; Rocha, Carmo

    2000-01-01

    Presents a study intended to promote the development of socio-affective competencies in children in the first two years of primary school using a sample of 83 six- to eight- year olds and their fathers and mothers. Explores the mediating influence of the teachers' pedagogic practice, family's social class, and gender. (CMK)

  11. Training Future Language Teachers to Develop Online Tutors' Competence through Reflective Analysis

    ERIC Educational Resources Information Center

    Guichon, Nicolas

    2009-01-01

    This article sets out to identify key competencies which language tutors need to develop in order to manage synchronous online teaching. In order to aptly monitor interactions with distant learners, it is proposed that three types of regulation pertaining to socio-affective, pedagogical and multimedia aspects are required. On the one hand, this…

  12. Lubrication Specialist: Task List and Competency Record. Developed for Vocational-Technical Curriculum Articulation in Minnesota.

    ERIC Educational Resources Information Center

    Minnesota State Dept. of Education, St. Paul. Div. of Vocational and Technical Education.

    Intended for the vocational instructor, the booklet presents a task list and competency record for the occupational program of lubrication specialist. The list was developed by a working committee of auto mechanics instructors and industry representatives throughout the state of Minnesota for use in program articulation between secondary and…

  13. The Development of Core Competencies for the Practice of Marriage and Family Therapy

    ERIC Educational Resources Information Center

    Nelson, Thorana S.; Chenail, Ronald J.; Alexander, James F.; Crane, D. Russell; Johnson, Susan M.; Schwallie, Linda

    2007-01-01

    In response to a series of national policy reports regarding what has been termed the "quality chasm" in health and mental health care in the United States, in January 2003, the American Association for Marriage and Family Therapy convened a task force to develop core competencies (CC) for the practice of marriage and family therapy (MFT). The…

  14. Mobile-Assisted Learning as a Condition for Effective Development of Engineering Students' Foreign Language Competence

    ERIC Educational Resources Information Center

    Krivoruchko, Vassiliy Andreevich; Raissova, Aigul Bekturovna; Makarikhina, Inna Mikhailovna; Yergazinova, Gulnar Dzumabayevna; Kazhmuratova, Bayan Ruslanovna

    2015-01-01

    In this article we focus on the conditions for effective development of foreign language competence that is technologically oriented methods of teaching a foreign language. The use of computers provides ample opportunities for implementation of activity and student-centered approaches, reorganization of the usual lesson structure, as well as…

  15. Developing the Teaching Competences of Novice Faculty Members: A Review of International Literature

    ERIC Educational Resources Information Center

    Kiffer, Sacha; Tchibozo, Guy

    2013-01-01

    The purpose of this article is to outline what could be learned from the international research literature on the issue of developing teaching competences of novice faculty members. The mission of academics has changed in recent years. Academics must now also meet a strong social demand for graduates' access to employment and are increasingly…

  16. How to Develop PACs. Performance and Competency-based Student Materials.

    ERIC Educational Resources Information Center

    Rouse, Bill, Comp.

    This booklet is designed for developing performance and competency-based student materials (PACs). The PAC, an instructional tool that focuses on helping students master a specific objective, lends itself to vocational instruction. The first nine sections of the guide, consisting of information to assist teachers in gathering background materials…

  17. Issues in Developing a Local Minimum Competency Test: Our BEST Effort.

    ERIC Educational Resources Information Center

    Matter, M. Kevin; Ligon, Glynn

    This paper describes the development of the Basic Educational Skills Test (BEST) in the Austin Independent School District. In 1982 future options for the AISD minimum competency program, which requires all students to meet minimum proficiency levels in reading and mathematics before graduation, were evaluated against legal and local criteria. It…

  18. Matching of Developed Generic Competences of Graduates in Higher Education with Labour Market Needs

    ERIC Educational Resources Information Center

    Pukelis, Kestutis; Pileicikiene, Nora

    2012-01-01

    Higher education provides graduates with both monetary and non-monetary benefits. Globalization and technological developments foster utilitarian approach, therefore the transmission of competences that are relevant in labour market is an important target for higher education institutions. The paper presents findings of research on the match of…

  19. Instruction and Development of Second Language Acquisition Pragmatics: An Investigation into Sociolinguistic Communicative Competence

    ERIC Educational Resources Information Center

    Tchoutezo, Etienne

    2010-01-01

    The problem: The purpose of this study is first to explore the perceptions and attitudes of ESL instructors regarding pragmatics instruction in second language classes. Second, this study is also designed to add to the scholarly literature regarding the importance of pragmatics instruction in developing second language communicative competence.…

  20. Intercultural Communicative Competence Development during and after Language Study Abroad: Insights from Arabic

    ERIC Educational Resources Information Center

    Shiri, Sonia

    2015-01-01

    This study explored the development and maintenance of intercultural communicative competence (ICC) among 352 American learners of Arabic who completed summer intensive language programs in five Arab countries. Data were collected through a survey that was based on the 2007 draft of the Culture Proficiency Guidelines (Lampe, 2007; later adopted by…

  1. "I Prefer Not Text": Developing Japanese Learners' Communicative Competence with Authentic Materials

    ERIC Educational Resources Information Center

    Gilmore, Alex

    2011-01-01

    This quasi-experimental study reports on a 10-month classroom-based longitudinal investigation, exploring the potential of authentic materials to develop Japanese learners' communicative competence in English. Sixty-two second-year university students were assigned to either a control group receiving textbook input or an experimental group…

  2. Say What?! L2 Sociopragmatic Competence in CMC: Skill Transfer and Development

    ERIC Educational Resources Information Center

    Abrams, Zsuzsanna

    2013-01-01

    More so than any other type of learner error, pragmatic mistakes interfere with the ability to communicate (Bardovi-Harlig & Dörnyei, 1998), yet there is relatively little understanding of how pragmatic competence develops in the language classroom or how best to teach it, and whether relevant skills may transfer from the L1 (Eisenchlas, 2011;…

  3. Promoting an "Active Start" for Young Children: Developing Competent and Confident Early Movers

    ERIC Educational Resources Information Center

    Goodway, Jacqueline D.; Wall, Sarah; Getchell, Nancy

    2009-01-01

    With childhood obesity and physical inactivity at an all-time high, parents and physical educators alike must look to the early years to promote competent and confident young movers. Popular opinion believes that children are naturally active and motor skill development progresses as a normal function of getting older. However, if one looks at…

  4. Evolution of Competence Concept in Lithuania: From VET Reform to Development of National Qualifications System

    ERIC Educational Resources Information Center

    Lauzackas, Rimantas; Tutlys, Vidmantas; Spudyte, Irma

    2009-01-01

    Purpose: This paper aims to explore the development of the concept of competence in Lithuania beginning from the period of transition from the Soviet planned economy and post-totalitarian regime to the market economy and democratic society and ending with the designing and implementation of the National Qualifications System and Qualifications…

  5. A Product Analysis Method and Its Staging to Develop Redesign Competences

    ERIC Educational Resources Information Center

    Hansen, Claus Thorp; Lenau, Torben Anker

    2013-01-01

    Most product development work in industrial practice is incremental, i.e., the company has had a product in production and on the market for some time, and now time has come to design an upgraded variant. This type of redesign project requires that the engineering designers have competences to carry through an analysis of the existing product…

  6. Service-Learning: A Tool to Develop Employment Competencies for College Students

    ERIC Educational Resources Information Center

    Ramson, Amy J.

    2014-01-01

    College students will face a workplace transformed even from the one that existed five years ago. Public and private organizations presently require employees to possess highly developed core competencies. This shift in expectations, exacerbated by high unemployment among recent college graduates, has made accountability a hot issue for higher…

  7. Developing Intercultural Competence and Global Citizenship through International Experiences: Academics' Perceptions

    ERIC Educational Resources Information Center

    Trede, Franziska; Bowles, Wendy; Bridges, Donna

    2013-01-01

    International education is a key priority for Australian universities, government and employer groups. For students, an international professional experience is uniquely placed in providing opportunities for developing intercultural learning, intercultural competence and global citizenship. Employers see graduates with international experiences as…

  8. Competencies for Rural Development Professionals in the Era of HIV/AIDS

    ERIC Educational Resources Information Center

    Brinkman, Dine; Westendorp, Annemarie M. B.; Wals, Arjen E. J.; Mulder, Martin

    2007-01-01

    The impact of HIV/AIDS on food security and rural livelihoods is still insufficiently understood. It is evident, however, that rural development professionals need to respond to the changes that have taken place in rural areas due to the pandemic. This article explores competencies that they need in order to deal with the complex HIV/AIDS issues…

  9. The Effects of Professional Development on Tennessee Career & Technical Education Competency Attainment Rubric Implementation

    ERIC Educational Resources Information Center

    Stephens, Catherine

    2012-01-01

    The primary purpose of this mixed methods study was to explore relationships between Tennessee Competency Attainment Rubric (CAR) professional development and teachers' perceptions of changes in instruction, expectations for student performance, and understanding of proficiency. The study is the result of a collaborative effort with the Tennessee…

  10. Personal-Interpersonal Competence Assessment: A Self-Report Instrument for Student Development

    ERIC Educational Resources Information Center

    Seal, Craig R.; Miguel, Krystal; Alzamil, Abdulaziz; Naumann, Stefanie E.; Royce-Davis, Joanna; Drost, Donald

    2015-01-01

    The purpose of this paper is to assess the internal consistency of a revised instrument, the Personal-Interpersonal Competence Assessment (PICA); derived from the earlier Social Emotional Development Instrument (SED-I). There were three primary rationales for the revision. First, and most importantly, to better align the operational factors with…

  11. The Development of Referential Communication in Deaf and Hearing Children: Competence and Style.

    ERIC Educational Resources Information Center

    Alegria, Jesus

    1981-01-01

    Examined the development of communicative competence in deaf children and its interactions with use of communicative gestures and/or words. Data indicated (1) the use of communicative gestures increased with age while speech remained constant; and (2) the number of gestures used correlated with communicative accuracy. Difficulty level influenced…

  12. Competencies and Contexts of Friendship Development in a Reverse Mainstreamed Preschool.

    ERIC Educational Resources Information Center

    Fitzgerald, Nicholas B.

    An observational study of classroom behavior was made to identify competencies and contexts of social interaction influencing the development of friendship among preschool children attending an integrated special education classroom. Subjects were six boys and four girls whose ages ranged from 3 to 6 years. Two of the children, a 4-year-old girl…

  13. The Development of a Competency-Based Model for Use in Instructional Technology.

    ERIC Educational Resources Information Center

    Bullough, Robert V., Sr.; Brumbaugh, W. Donald

    The faculty of the Division of Instructional Systems and Learning Resources at the University of Utah is developing a model for a competency-based curriculum in instructional media and technology. The group first defined the roles of the instructional technologist at different educational levels and then delineated appropriate functional…

  14. Secondary-Postsecondary Curriculum Development in Automotive Mechanics. Automotive Electrical Competencies. Final Report.

    ERIC Educational Resources Information Center

    Hoepner, Ronald

    Developed as part of a competency-based curriculum in automotive mechanics which is usable by students at both the secondary and postsecondary levels, this learning package focuses on automotive electrical systems. It is the first unit to be published in a series of eight which will cover the eight subject areas on the national certification…

  15. Development of Articulated Competency-Based Curriculum in Laser/Electro-Optics Technology. Final Report.

    ERIC Educational Resources Information Center

    Luzerne County Community Coll., Nanticoke, PA.

    The project described in this report was conducted at the Community College of Luzerne County (Pennsylvania) to develop, in conjunction with area vocational-technical schools, the second year of a competency-based curriculum in laser/electro-optics technology. During the project, a task force of teachers from the area schools and the college…

  16. Development of the Multicultural Counseling Inventory: A Self-Report Measure of Multicultural Competencies.

    ERIC Educational Resources Information Center

    Sodowsky, Gargi Roysircar; And Others

    1994-01-01

    Developed Multicultural Counseling Inventory (MCI), self-report instrument that measures multicultural counseling competencies. Administered MCI to 604 psychology students, psychologists, and counselors (Study 1) and to 320 university counselors (Study 2). Results indicated that MCI has four factors: Multicultural Counseling Skills, Multicultural…

  17. Navigating Difference: Development and Implementation of a Successful Cultural Competency Training for Extension and Outreach Professionals

    ERIC Educational Resources Information Center

    Deen, Mary Y.; Parker, Louise A.; Hill, Laura Griner; Huskey, Melynda; Whitehall, Anna P.

    2014-01-01

    As our world becomes more interconnected on international, domestic, and personal levels, our need to be more culturally competent increases (Samovar, Porter, & McDaniel, 2007; Ting-Toomey, 1999). Recognizing this need, Washington State University Extension sought to increase skills of its personnel by developing a set of cultural competencies…

  18. Perception of Competence in Middle School Physical Education: Instrument Development and Validation

    ERIC Educational Resources Information Center

    Scrabis-Fletcher, Kristin; Silverman, Stephen

    2010-01-01

    Perception of Competence (POC) has been studied extensively in physical activity (PA) research with similar instruments adapted for physical education (PE) research. Such instruments do not account for the unique PE learning environment. Therefore, an instrument was developed and the scores validated to measure POC in middle school PE. A…

  19. The Role of Perception, Interpretation, and Decision Making in the Development of Beginning Teachers' Competence

    ERIC Educational Resources Information Center

    Santagata, Rossella; Yeh, Cathery

    2016-01-01

    This study investigates beginning US elementary teachers' competence for teaching mathematics and its development during teacher preparation and into the first 2 years of full-time teaching. Data are drawn from three longitudinal case studies and include the classroom video analysis survey, classroom observations and interviews about teachers'…

  20. The Development of Thai Learners' Key Competencies by Project-Based Learning Using ICT

    ERIC Educational Resources Information Center

    Soparat, Sasithorn; Arnold, Savitree Rochanasmita; Klaysom, Saowadee

    2015-01-01

    This research aimed to study the use of Project-based Learning using ICT (PBL using ICT) to develop learners' five key competencies based on Thai Basic Education Curriculum 2008, which consists of 1) communication capability 2) thinking capability 3) problem solving capability 4) capability in applying life skills and 5) capability in…