WorldWideScience

Sample records for assess core competencies

  1. Assessing Core Competencies

    Science.gov (United States)

    Narayanan, M.

    2004-12-01

    Catherine Palomba and Trudy Banta offer the following definition of assessment, adapted from one provided by Marches in 1987. Assessment in the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development. (Palomba and Banta 1999). It is widely recognized that sophisticated computing technologies are becoming a key element in today's classroom instructional techniques. Regardless, the Professor must be held responsible for creating an instructional environment in which the technology actually supplements learning outcomes of the students. Almost all academic disciplines have found a niche for computer-based instruction in their respective professional domain. In many cases, it is viewed as an essential and integral part of the educational process. Educational institutions are committing substantial resources to the establishment of dedicated technology-based laboratories, so that they will be able to accommodate and fulfill students' desire to master certain of these specific skills. This type of technology-based instruction may raise some fundamental questions about the core competencies of the student learner. Some of the most important questions are : 1. Is the utilization of these fast high-powered computers and user-friendly software programs creating a totally non-challenging instructional environment for the student learner ? 2. Can technology itself all too easily overshadow the learning outcomes intended ? 3. Are the educational institutions simply training students how to use technology rather than educating them in the appropriate field ? 4. Are we still teaching content-driven courses and analysis oriented subject matter ? 5. Are these sophisticated modern era technologies contributing to a decline in the Critical Thinking Capabilities of the 21st century technology-savvy students ? The author tries to focus on technology as a tool and not on the technology

  2. Core skills assessment to improve mathematical competency

    Science.gov (United States)

    Carr, Michael; Bowe, Brian; Fhloinn, Eabhnat Ní

    2013-12-01

    Many engineering undergraduates begin third-level education with significant deficiencies in their core mathematical skills. Every year, in the Dublin Institute of Technology, a diagnostic test is given to incoming first-year students, consistently revealing problems in basic mathematics. It is difficult to motivate students to address these problems; instead, they struggle through their degree, carrying a serious handicap of poor core mathematical skills, as confirmed by exploratory testing of final year students. In order to improve these skills, a pilot project was set up in which a 'module' in core mathematics was developed. The course material was basic, but 90% or higher was required to pass. Students were allowed to repeat this module throughout the year by completing an automated examination on WebCT populated by a question bank. Subsequent to the success of this pilot with third-year mechanical engineering students, the project was extended to five different engineering programmes, across three different year-groups. Full results and analysis of this project are presented, including responses to interviews carried out with a selection of the students involved.

  3. Identifying and using 'core competencies' to help design and assess undergraduate neuroscience curricula.

    Science.gov (United States)

    Kerchner, Michael; Hardwick, Jean C; Thornton, Janice E

    2012-01-01

    There has been a growing emphasis on the use of core competencies to design and inform curricula. Based on our Faculty for Undergraduate Neuroscience workshop at Pomona we developed a set of neuroscience core competencies. Following the workshop, faculty members were asked to complete an online survey to determine which core competencies are considered most essential and the results are presented. Backward Design principles are then described and we discuss how core competencies, through a backward design process, can be used to design and assess an undergraduate neuroscience curriculum. Oberlin College is used as a case study to describe the use of core competencies to help develop learning objectives, activities, and assessment measures for an undergraduate neuroscience major.

  4. Suicide Risk Assessment Training for Psychology Doctoral Programs: Core Competencies and a Framework for Training.

    Science.gov (United States)

    Cramer, Robert J; Johnson, Shara M; McLaughlin, Jennifer; Rausch, Emilie M; Conroy, Mary Alice

    2013-02-01

    Clinical and counseling psychology programs currently lack adequate evidence-based competency goals and training in suicide risk assessment. To begin to address this problem, this article proposes core competencies and an integrated training framework that can form the basis for training and research in this area. First, we evaluate the extent to which current training is effective in preparing trainees for suicide risk assessment. Within this discussion, sample and methodological issues are reviewed. Second, as an extension of these methodological training issues, we integrate empirically- and expert-derived suicide risk assessment competencies from several sources with the goal of streamlining core competencies for training purposes. Finally, a framework for suicide risk assessment training is outlined. The approach employs Objective Structured Clinical Examination (OSCE) methodology, an approach commonly utilized in medical competency training. The training modality also proposes the Suicide Competency Assessment Form (SCAF), a training tool evaluating self- and observer-ratings of trainee core competencies. The training framework and SCAF are ripe for empirical evaluation and potential training implementation.

  5. Suicide Risk Assessment Training for Psychology Doctoral Programs: Core Competencies and a Framework for Training

    OpenAIRE

    Cramer, Robert J.; Johnson, Shara M.; McLaughlin, Jennifer; Rausch, Emilie M.; Conroy, Mary Alice

    2013-01-01

    Clinical and counseling psychology programs currently lack adequate evidence-based competency goals and training in suicide risk assessment. To begin to address this problem, this article proposes core competencies and an integrated training framework that can form the basis for training and research in this area. First, we evaluate the extent to which current training is effective in preparing trainees for suicide risk assessment. Within this discussion, sample and methodological issues are ...

  6. Validation of a new instrument for self-assessment of nurses' core competencies in palliative care.

    Science.gov (United States)

    Slåtten, Kari; Hatlevik, Ove; Fagerström, Lisbeth

    2014-01-01

    Competence can be seen as a prerequisite for high quality nursing in clinical settings. Few research studies have focused on nurses' core competencies in clinical palliative care and few measurement tools have been developed to explore these core competencies. The purpose of this study was to test and validate the nurses' core competence in palliative care (NCPC) instrument. A total of 122 clinical nurse specialists who had completed a postbachelor program in palliative care at two university colleges in Norway answered the questionnaire. The initial analysis, with structural equation modelling, was run in Mplus 7. A modified confirmatory factor analysis revealed the following five domains: knowledge in symptom management, systematic use of the Edmonton symptom assessment system, teamwork skills, interpersonal skills, and life closure skills. The actual instrument needs to be tested in a practice setting with a larger sample to confirm its usefulness. The instrument has the potential to be used to refine clinical competence in palliative care and be used for the training and evaluation of palliative care nurses.

  7. Validation of a New Instrument for Self-Assessment of Nurses’ Core Competencies in Palliative Care

    OpenAIRE

    Kari Slåtten; Ove Hatlevik; Lisbeth Fagerström

    2014-01-01

    Competence can be seen as a prerequisite for high quality nursing in clinical settings. Few research studies have focused on nurses’ core competencies in clinical palliative care and few measurement tools have been developed to explore these core competencies. The purpose of this study was to test and validate the nurses’ core competence in palliative care (NCPC) instrument. A total of 122 clinical nurse specialists who had completed a postbachelor program in palliative care at two university...

  8. Adult educators' core competences

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne

    2016-01-01

    Abstract Which competences do professional adult educators need? This research note discusses the topic from a comparative perspective, finding that adult educators’ required competences are wide-ranging, heterogeneous and complex. They are subject to context in terms of national and cultural...... environment as well as the kind of adult education concerned (e.g. basic education, work-related education etc.). However, it seems that it is possible to identify certain competence requirements which transcend national, cultural and functional boundaries. This research note summarises these common or “core...

  9. A Quantitative Assessment of the Research Chefs Association Core Competencies for the Practicing Culinologist

    Science.gov (United States)

    Bissett, Rachel L.; Cheng, Michael S. H.; Brannan, Robert G.

    2010-01-01

    Professional organizations have linked core competency to professional success and competitive strategy. The Research Chefs Assn. (RCA) recently released 43 core competencies for practicing culinologists. Culinology[R] is a profession that links skills of culinary arts and food science and technology in the development of food products. An online…

  10. Assessment of core competencies in childhood attention-deficit/hyperactivity disorder practice.

    Science.gov (United States)

    Brown, Jennifer J; Hertzer, John L; Findling, Robert L

    2011-02-01

    The study assessed competencies and practices of a large group of healthcare providers in childhood attention-deficit/hyperactivity disorder (ADHD), and identified barriers to improving care. Methods were self-assessment using an Internet questionnaire with a standardized patient case; analysis compared with professional association recommendations; and measurement of provider self-efficacy levels. Of 2,103 participants who completed the assessment, 44% were only "somewhat confident" and 20% "not at all confident" in being up-to-date in diagnosis and management of ADHD. Based on American Board of Psychiatry and Neurology's Child and Adolescent Core Competencies and American Academy of Child and Adolescent Psychiatry Practice Parameters, participants selected appropriate responses 60% of the time, 57% for items on diagnosis, and 62% for treatment. Providers under-used the family interview, and relied on ADHD rating scales for diagnosis. Lack of effective communication between provider, child, family, and teachers was the top barrier cited, yet participants rated involving the child and family as very important. In conclusion, education should include training on effective communication with the family to improve care for children with ADHD and dedication of further health education resources in the area of ADHD is needed. PMID:21288120

  11. Adult educators' core competences

    Science.gov (United States)

    Wahlgren, Bjarne

    2016-06-01

    Which competences do professional adult educators need? This research note discusses the topic from a comparative perspective, finding that adult educators' required competences are wide-ranging, heterogeneous and complex. They are subject to context in terms of national and cultural environment as well as the kind of adult education concerned (e.g. basic education, work-related education etc.). However, it seems that it is possible to identify certain competence requirements which transcend national, cultural and functional boundaries. This research note summarises these common or "core" requirements, organising them into four thematic subcategories: (1) communicating subject knowledge; (2) taking students' prior learning into account; (3) supporting a learning environment; and (4) the adult educator's reflection on his or her own performance. At the end of his analysis of different competence profiles, the author notes that adult educators' ability to train adult learners in a way which then enables them to apply and use what they have learned in practice (thus performing knowledge transfer) still seems to be overlooked.

  12. Competencies, skills and assessment

    DEFF Research Database (Denmark)

    Højgaard, Tomas

    2009-01-01

    This paper is an analysis of the challenge of assessing student learning and how that is affected by using descriptions of competencies as a core element when describing the aims of the learning process. Assessment is modelled as a three step process; characterising, identifying and judging......, to allow for the following argument: Working with competency descriptions is rightly said to make judging more difficult. This potentially lowers the reliability of the assessment. But competency descriptions also carry a great potential of raising the validity of the assessment by focusing...

  13. Structuring a written examination to assess ASBH health care ethics consultation core knowledge competencies.

    Science.gov (United States)

    White, Bruce D; Jankowski, Jane B; Shelton, Wayne N

    2014-01-01

    As clinical ethics consultants move toward professionalization, the process of certifying individual consultants or accrediting programs will be discussed and debated. With certification, some entity must be established or ordained to oversee the standards and procedures. If the process evolves like other professions, it seems plausible that it will eventually include a written examination to evaluate the core knowledge competencies that individual practitioners should possess to meet peer practice standards. The American Society for Bioethics and Humanities (ASBH) has published core knowledge competencies for many years that are accepted by experts as the prevailing standard. Probably any written examination will be based upon the ASBH core knowledge competencies. However, much remains to be done before any examination may be offered. In particular, it seems likely that a recognized examining board must create and validate examination questions and structure the examination so as to establish meaningful, defensible parameters after dealing with such challenging questions as: Should the certifying examination be multiple choice or short-answer essay? How should the test be graded? What should the pass rate be? How may the examination be best administered? To advance the field of health care ethics consultation, thought leaders should start to focus on the written examination possibilities, to date unaddressed carefully in the literature. Examination models-both objective and written-must be explored as a viable strategy about how the field of health care ethics consultations can grow toward professionalization.

  14. One Health Core Competency Domains.

    Science.gov (United States)

    Frankson, Rebekah; Hueston, William; Christian, Kira; Olson, Debra; Lee, Mary; Valeri, Linda; Hyatt, Raymond; Annelli, Joseph; Rubin, Carol

    2016-01-01

    The emergence of complex global challenges at the convergence of human, animal, and environmental health has catalyzed a movement supporting "One Health" approaches. Despite recognition of the importance of One Health approaches to address these complex challenges, little effort has been directed at identifying the seminal knowledge, skills, and attitudes necessary for individuals to successfully contribute to One Health efforts. Between 2008 and 2011, three groups independently embarked on separate initiatives to identify core competencies for professionals involved with One Health approaches. Core competencies were considered critically important for guiding curriculum development and continuing professional education, as they describe the knowledge, skills, and attitudes required to be effective. A workshop was convened in 2012 to synthesize the various strands of work on One Health competencies. Despite having different mandates, participants, and approaches, all of these initiatives identified similar core competency domains: management; communication and informatics; values and ethics; leadership; teams and collaboration; roles and responsibilities; and systems thinking. These core competency domains have been used to develop new continuing professional education programs for One Health professionals and help university curricula prepare new graduates to be able to contribute more effectively to One Health approaches.

  15. One Health Core Competency Domains

    Science.gov (United States)

    Frankson, Rebekah; Hueston, William; Christian, Kira; Olson, Debra; Lee, Mary; Valeri, Linda; Hyatt, Raymond; Annelli, Joseph; Rubin, Carol

    2016-01-01

    The emergence of complex global challenges at the convergence of human, animal, and environmental health has catalyzed a movement supporting “One Health” approaches. Despite recognition of the importance of One Health approaches to address these complex challenges, little effort has been directed at identifying the seminal knowledge, skills, and attitudes necessary for individuals to successfully contribute to One Health efforts. Between 2008 and 2011, three groups independently embarked on separate initiatives to identify core competencies for professionals involved with One Health approaches. Core competencies were considered critically important for guiding curriculum development and continuing professional education, as they describe the knowledge, skills, and attitudes required to be effective. A workshop was convened in 2012 to synthesize the various strands of work on One Health competencies. Despite having different mandates, participants, and approaches, all of these initiatives identified similar core competency domains: management; communication and informatics; values and ethics; leadership; teams and collaboration; roles and responsibilities; and systems thinking. These core competency domains have been used to develop new continuing professional education programs for One Health professionals and help university curricula prepare new graduates to be able to contribute more effectively to One Health approaches. PMID:27679794

  16. One Health Core Competency Domains.

    Science.gov (United States)

    Frankson, Rebekah; Hueston, William; Christian, Kira; Olson, Debra; Lee, Mary; Valeri, Linda; Hyatt, Raymond; Annelli, Joseph; Rubin, Carol

    2016-01-01

    The emergence of complex global challenges at the convergence of human, animal, and environmental health has catalyzed a movement supporting "One Health" approaches. Despite recognition of the importance of One Health approaches to address these complex challenges, little effort has been directed at identifying the seminal knowledge, skills, and attitudes necessary for individuals to successfully contribute to One Health efforts. Between 2008 and 2011, three groups independently embarked on separate initiatives to identify core competencies for professionals involved with One Health approaches. Core competencies were considered critically important for guiding curriculum development and continuing professional education, as they describe the knowledge, skills, and attitudes required to be effective. A workshop was convened in 2012 to synthesize the various strands of work on One Health competencies. Despite having different mandates, participants, and approaches, all of these initiatives identified similar core competency domains: management; communication and informatics; values and ethics; leadership; teams and collaboration; roles and responsibilities; and systems thinking. These core competency domains have been used to develop new continuing professional education programs for One Health professionals and help university curricula prepare new graduates to be able to contribute more effectively to One Health approaches. PMID:27679794

  17. Core Competencies in Information Management Education.

    Science.gov (United States)

    Gorman, G. E.; Corbitt, B. J.

    2002-01-01

    Discusses core competencies in library and information science and in information systems to use as a background for an examination of core competencies in information management. Suggests a set of core competencies and educational outcomes that might be applied to curricula in both developed and developing countries. (Author/LRW)

  18. Core personal competencies important to entering students' success in medical school: what are they and how could they be assessed early in the admission process?

    Science.gov (United States)

    Koenig, Thomas W; Parrish, Samuel K; Terregino, Carol A; Williams, Joy P; Dunleavy, Dana M; Volsch, Joseph M

    2013-05-01

    Assessing applicants' personal competencies in the admission process has proven difficult because there is not an agreed-on set of personal competencies for entering medical students. In addition, there are questions about the measurement properties and costs of currently available assessment tools. The Association of American Medical College's Innovation Lab Working Group (ILWG) and Admissions Initiative therefore engaged in a multistep, multiyear process to identify personal competencies important to entering students' success in medical school as well as ways to measure them early in the admission process. To identify core personal competencies, they conducted literature reviews, surveyed U.S and Canadian medical school admission officers, and solicited input from the admission community. To identify tools with the potential to provide data in time for pre-interview screening, they reviewed the higher education and employment literature and evaluated tools' psychometric properties, group differences, risk of coaching/faking, likely applicant and admission officer reactions, costs, and scalability. This process resulted in a list of nine core personal competencies rated by stakeholders as very or extremely important for entering medical students: ethical responsibility to self and others; reliability and dependability; service orientation; social skills; capacity for improvement; resilience and adaptability; cultural competence; oral communication; and teamwork. The ILWG's research suggests that some tools hold promise for assessing personal competencies, but the authors caution that none are perfect for all situations. They recommend that multiple tools be used to evaluate information about applicants' personal competencies in deciding whom to interview.

  19. 75 FR 52596 - Financial Education Core Competencies; Comment Request

    Science.gov (United States)

    2010-08-26

    ... Financial Education Core Competencies; Comment Request AGENCY: Department of the Treasury. ACTION: Notice... proposed set of financial education core competencies (``Core Competencies''). Comments are requested specifically on whether the list of Core Competencies referenced in the Supplementary Section is complete...

  20. Examine the Assessment Tools in Identifying and Sustaining a Company's Core-Competencies

    OpenAIRE

    Lim, Tze Hui

    2011-01-01

    Organisations have learned that it is essential to continuously defining and re-defining their directions and goals over the past several decades. Also, the increased of globalized competition and rapid innovation have generated a new focus on enterprise-wide transformation (Rouse, 2005) with broader measurement of enterprise performance. Therefore, organisations often adopted the maturity model to assess the performance of their operations, and benchmark the best practices in order to enhanc...

  1. Competencies and Their Assessment

    Science.gov (United States)

    Drisko, James W.

    2014-01-01

    This article explores competencies and methods for their assessment in higher education and in social work's accreditation standards. Many contemporary policy and educational accreditation efforts employ the model of competency assessment. The current emphasis on accountability in higher education, including the Council on Social Work…

  2. Graduate students' self assessment of competency in grief education and training in core accredited rehabilitation counseling programs

    Science.gov (United States)

    Cicchetti, Richard Jude

    The study examined whether 93 master's level rehabilitation counselor trainees from select Midwestern CORE-accredited schools report having been adequately trained to identify and work with clients who are having grief-related issues from a loss or disability. Using the Grief Counseling Competency Scale (GCCS), participants showed a wide range of scores regarding personal competency related to grief; however, scores tended to be low when examining skills and knowledge relating to grief, with most respondents scoring between "this barely describes me" and "this somewhat describes me." Although presence or history of a disability was found to be related to personal competency, a number of variables were not related, including: gender, age, race/ethnicity, course work in grief theories and grief interventions, practica/internship setting, and attitudes toward people with disabilities. Implications for further research are discussed.

  3. Nonlinear Analysis of Core Competence for Real Estate Enterprise Using Evolutionary Fuzzy Neural Inference Model

    OpenAIRE

    Huawang Shi; Wei Hou

    2011-01-01

    The real estate development trade is a pillar industry of our national economy. The real estate companies must focus on core competence in order to succeed in the fierce competition. This paper presents a probabilistic model for core competence estimation of real estate firms. According to the nonlinear feature of real estate core competence, this paper establishes the fuzzy and neural network model to core competence assessment of real estate. We analyze the features of core competence, thus...

  4. Future Directions for Research on Core Competencies

    Science.gov (United States)

    Bradshaw, Catherine P.; Guerra, Nancy G.

    2008-01-01

    This concluding commentary highlights common themes that emerged across the chapters in this volume. We identify strengths and limitations of the core competencies framework and discuss the importance of context, culture, and development for understanding the role of the core competencies in preventing risk behavior in adolescence. We also outline…

  5. Assessment of Innovation Competency

    DEFF Research Database (Denmark)

    Nielsen, Jan Alexis

    2015-01-01

    The author employed a 3-step qualitative research design with multiple instances of source validation to capture expert teachers’ (n = 28) reflections on which manifest signs they would look for when they asses students’ innovation competency. The author reports on the thematic analysis...... of the recorded talk in interaction that occurred in teacher group discussion sessions at 5 upper secondary schools. Based on the analysis, it was possible to extrapolate assessment criteria for 5 subcompetencies relevant to innovation (creative competency, collaboration competency, navigation competency, action...

  6. Oak Ridge National Laboratory Core Competencies

    Energy Technology Data Exchange (ETDEWEB)

    Roberto, J.B.; Anderson, T.D.; Berven, B.A.; Hildebrand, S.G.; Hartman, F.C.; Honea, R.B.; Jones, J.E. Jr.; Moon, R.M. Jr.; Saltmarsh, M.J.; Shelton, R.B. [and others

    1994-12-01

    A core competency is a distinguishing integration of capabilities which enables an organization to deliver mission results. Core competencies represent the collective learning of an organization and provide the capacity to perform present and future missions. Core competencies are distinguishing characteristics which offer comparative advantage and are difficult to reproduce. They exhibit customer focus, mission relevance, and vertical integration from research through applications. They are demonstrable by metrics such as level of investment, uniqueness of facilities and expertise, and national impact. The Oak Ridge National Laboratory (ORNL) has identified four core competencies which satisfy the above criteria. Each core competency represents an annual investment of at least $100M and is characterized by an integration of Laboratory technical foundations in physical, chemical, and materials sciences; biological, environmental, and social sciences; engineering sciences; and computational sciences and informatics. The ability to integrate broad technical foundations to develop and sustain core competencies in support of national R&D goals is a distinguishing strength of the national laboratories. The ORNL core competencies are: 9 Energy Production and End-Use Technologies o Biological and Environmental Sciences and Technology o Advanced Materials Synthesis, Processing, and Characterization & Neutron-Based Science and Technology. The distinguishing characteristics of each ORNL core competency are described. In addition, written material is provided for two emerging competencies: Manufacturing Technologies and Computational Science and Advanced Computing. Distinguishing institutional competencies in the Development and Operation of National Research Facilities, R&D Integration and Partnerships, Technology Transfer, and Science Education are also described. Finally, financial data for the ORNL core competencies are summarized in the appendices.

  7. 78 FR 43921 - Solicitation for a Cooperative Agreement-Core Competencies for Corrections Learning and...

    Science.gov (United States)

    2013-07-22

    ... National Institute of Corrections Solicitation for a Cooperative Agreement--Core Competencies for... cooperative agreement will involve the development of a core competency model and a corresponding complement of competency assessment instruments. The model will identify the core competencies both of...

  8. Core Competencies: What They Are and How To Use Them.

    Science.gov (United States)

    Naylor, Richard J.

    2000-01-01

    Describes characteristics of core competencies. Examines the competencies a librarian should possess. Discusses types of competence and reviews advantages of developing and improving core competencies. Looks at core competencies in terms of the major service areas of public libraries. Presents several steps for building core competencies.…

  9. Evaluating Community Health Advisor (CHA) Core Competencies: The CHA Core Competency Retrospective Pretest/Posttest (CCCRP).

    Science.gov (United States)

    Story, Lachel; To, Yen M

    2016-05-01

    Health care and academic systems are increasingly collaborating with community health advisors (CHAs) to provide culturally relevant health interventions that promote sustained community transformation. Little attention has been placed on CHA training evaluation, including core competency attainment. This study identified common CHA core competencies, generated a theoretically based measure of those competencies, and explored psychometric properties of that measure. A concept synthesis revealed five CHA core competencies (leadership, translation, guidance, advocacy, and caring). The CHA Core Competency Retrospective Pretest/Posttest (CCCRP) resulted from that synthesis, which was administered using multiple approaches to individuals who previously received CHA training (N= 142). Exploratory factor analyses revealed a two-factor structure underlying the posttraining data, and Cronbach's alpha indicated high internal consistency. This study suggested some CHA core competencies might be more interrelated than previously thought, and two major competencies exist rather than five and supported the CCCRP's use to evaluate core competency attainment resulting from training. PMID:25416701

  10. Evaluating Community Health Advisor (CHA) Core Competencies: The CHA Core Competency Retrospective Pretest/Posttest (CCCRP).

    Science.gov (United States)

    Story, Lachel; To, Yen M

    2016-05-01

    Health care and academic systems are increasingly collaborating with community health advisors (CHAs) to provide culturally relevant health interventions that promote sustained community transformation. Little attention has been placed on CHA training evaluation, including core competency attainment. This study identified common CHA core competencies, generated a theoretically based measure of those competencies, and explored psychometric properties of that measure. A concept synthesis revealed five CHA core competencies (leadership, translation, guidance, advocacy, and caring). The CHA Core Competency Retrospective Pretest/Posttest (CCCRP) resulted from that synthesis, which was administered using multiple approaches to individuals who previously received CHA training (N= 142). Exploratory factor analyses revealed a two-factor structure underlying the posttraining data, and Cronbach's alpha indicated high internal consistency. This study suggested some CHA core competencies might be more interrelated than previously thought, and two major competencies exist rather than five and supported the CCCRP's use to evaluate core competency attainment resulting from training.

  11. Assessing prescribing competence

    OpenAIRE

    Mucklow, John; Bollington, Lynne; Maxwell, Simon

    2011-01-01

    Prescribing of medicines is the key clinical activity in the working life of most doctors. In recent years, a broad consensus regarding the necessary competencies has been achieved. Each of these is a complex mix of knowledge, judgement and skills. Surveys of those on the threshold of their medical careers have revealed widespread lack of confidence in writing prescriptions. A valid and reliable assessment of prescribing competence, separate from an overall assessment of medical knowledge and...

  12. Assessing medical students' performance in core competencies using multiple admission programs for colleges and universities: From the perspective of multi-source feedback

    Directory of Open Access Journals (Sweden)

    Ji-Tseng Fang

    2013-08-01

    Full Text Available Background: Since 1994, Taiwanese medical universities have employed the multiple application method comprising "recommendations and screening" and "admission application." The purpose of this study is to examine whether medical students admitted using different admission programs gave different performances. Methods: To evaluate the six core competencies for medical students proposed by Accreditation Council for Graduate Medical Education (ACGME, this study employed various assessment tools, including student opinion feedback, multi-source feedback (MSF, course grades, and examination results.MSF contains self-assessment scale, peer assessment scale, nursing staff assessment scale, visiting staff assessment scale, and chief resident assessment scale. In the subscales, the CronbachÊs alpha were higher than 0.90, indicating good reliability. Research participants consisted of 182 students from the School of Medicine at Chang Gung University. Results: Regarding studentsÊ average grade for the medical ethics course, the performance of students who were enrolled through school recommendations exceeded that of students who were enrolled through the National College University Entrance Examination (NCUEE p = 0.011, and all considered "teamwork" as the most important. Different entry pipelines of students in the "communication," "work attitude," "medical knowledge," and "teamwork" assessment scales showed no significant difference. The improvement rate of the students who were enrolled through the school recommendations was better than that of the students who were enrolled through the N CUEE in the "professional skills," "medical core competencies," "communication," and "teamwork" projects of self-assessment and peer assessment scales. However, the students who were enrolled through the NCUEE were better in the "professional skills," "medical core competencies," "communication," and "teamwork" projects of the visiting staff assessment scale and the

  13. The Future of Self-Assessment in Classroom Practice: Reframing Self-Assessment as a Core Competency

    Science.gov (United States)

    Brown, Gavin T. L.; Harris, Lois R.

    2014-01-01

    Formative assessment policies and self-regulation theories argue that student self-assessment of their own work and processes are useful for raising academic performance and self-regulatory skills. However, research into student self-evaluation raises serious doubts about the quality of self-assessment as an assessment process and identifies…

  14. ACGME core competencies: where are we?

    Science.gov (United States)

    Yaszay, Burt; Kubiak, Erik; Agel, Julie; Hanel, Douglas P

    2009-03-01

    Beginning in July 2002, the Accreditation Council for Graduate Medical Education (ACGME) instructed all residency programs to require their residents to demonstrate competency in 6 core areas: patient care, interpersonal and communication skills, medical knowledge, professionalism, practice-based learning, and systems-based practice. The goal was to have objective markers of performance that would serve as a gauge to determine a program's accreditation. To determine the experiences of orthopedic residency programs with regard to the ACGME's core competencies, a national survey was administered to orthopedic program directors and selected orthopedic residents. Of those orthopedic programs that responded, most appeared to be complying with the ACGME requirements. Both directors and residents thought patient care and medical knowledge ranked most important, while practice-based learning and systems-based practice were assigned the lowest ranks. Barriers to implementation of the core competencies included low priority compared with clinical duties, lack of faculty or resident education, and lack of formal orthopedic core competencies. Residents and program directors agreed that their programs would benefit from a definition of each of the core competencies, including a greater commitment to the processes involved in surgical procedures. This study demonstrated a commitment to the core competencies by the programs that responded. The survey also suggested this commitment would be aided by improved definitions of some of the competencies for the orthopedic resident.

  15. 助产士核心胜任力量表信度和效度研究%Midwife Core Competency Scale: Reliability and validity assessment

    Institute of Scientific and Technical Information of China (English)

    王德慧; 陆虹; 孙红

    2011-01-01

    目的:对助产士核心胜任力量表进行信度和效度的检测.方法:采用文献回顾的方法,重点参考国际助产联盟制定的助产士胜任力标准,通过助产专业的专家,形成助产士核心胜任力量表,并对北京市19家医院的300名助产士进行测评,对量表进行信度和效度分析,最终形成量表.结果:有效量表295份.助产士核心胜任力量表共由6个维度,54项条目组成,其内部一致性Cronbach'sα系数为0.978,各分维度的Cronbach'sα系数为0.921 ~ 0.938之间,均在0.9以上,总量表的内容效度比为0.95,结构效度6个因子的累计解释变量为70.927%,均在测量学可接受的范围.结论:该助产士核心胜任力量表具有良好的信度和效度,条目设置适用于我国助产士核心胜任力的评价.%Objective: To develop a scale to assess the midwife's core competency and to test the reliability and validity of Midwife Core Competency Scale. Methods: We developed Midwife Core Competency Scale through literature interview whose key points were the essential competencies for midwifery practice formulated by International Confederation of Midwives (ICM), through the midwifery experts consultation, through the investigation of 300 midwives from nineteen hospital in Beijing, and through the assessment of the reliability and validity of the questionnaire. Results: The number of effective scale was 295. The Scale comprised 6 dimensions and 54 items. The internal consistency Cronbach's a coefficient was 0.978.The content validity index was 0.95. The construct validity yielded six factors with an cumulative explained variance of 70.927% which was in the acceptable range. Conclusions: Midwife Core Competency Scale can be considered a reliable and valid scale for assessing midwifes' core competency.

  16. Health services research doctoral core competencies

    OpenAIRE

    Holve Erin; Martin Diane P; Forrest Christopher B; Millman Anne

    2009-01-01

    Abstract This manuscript presents an initial description of doctoral level core competencies for health services research (HSR). The competencies were developed by a review of the literature, text analysis of institutional accreditation self-studies submitted to the Council on Education for Public Health, and a consensus conference of HSR educators from US educational institutions. The competencies are described in broad terms which reflect the unique expertise, interests, and preferred learn...

  17. What Core Competencies Are Related to Teachers' Innovative Teaching?

    Science.gov (United States)

    Zhu, Chang; Wang, Di; Cai, Yonghong; Engels, Nadine

    2013-01-01

    The purpose of this study is to investigate teachers' core competencies in relation to their innovative teaching performance. Based on the literature and previous studies in this field, four competencies (learning competency, educational competency, social competency and technological competency) are theorised as core competencies for teachers'…

  18. Development, validation, and utility of an instrument to assess core competencies in the Leadership Education in Neurodevelopmental and Related Disabilities (LEND) program.

    Science.gov (United States)

    Leff, Stephen S; Baum, Katherine T; Bevans, Katherine B; Blum, Nathan J

    2015-02-01

    To describe the development and psychometric evaluation of the Core Competency Measure (CCM), an instrument designed to assess professional competencies as defined by the Maternal Child Health Bureau (MCHB) and targeted by Leadership Education in Neurodevelopmental and Related Disabilities (LEND) programs. The CCM is a 44-item self-report measure comprised of six subscales to assess clinical, interdisciplinary, family-centered/cultural, community, research, and advocacy/policy competencies. The CCM was developed in an iterative fashion through participatory action research, and then nine cohorts of LEND trainees (N = 144) from 14 different disciplines completed the CCM during the first week of the training program. A 6-factor confirmatory factor analysis model was fit to data from the 44 original items. After three items were removed, the model adequately fit the data (comparative fit indices = .93, root mean error of approximation = .06) with all factor loadings exceeding .55. The measure was determined to be quite reliable as adequate internal consistency and test-retest reliability were found for each subscale. The instrument's construct validity was supported by expected differences in self-rated competencies among fellows representing various disciplines, and the convergent validity was supported by the pattern of inter-correlations between subscale scores. The CCM appears to be a reliable and valid measure of MCHB core competencies for our sample of LEND trainees. It provides an assessment of key training areas addressed by the LEND program. Although the measure was developed within only one LEND Program, with additional research it has the potential to serve as a standardized tool to evaluate the strengths and limitations of MCHB training, both within and between programs.

  19. Linking Core Competence, Innovation and Firm Performance

    OpenAIRE

    Öznur Gökkaya; Gönül Kaya Özbağ

    2015-01-01

    Organizational resources and capabilities realized by business practitioners and researchershave significant importanceas they support firmperformance and competitive advantage. However, what exactly core competence is not clearly understood since terms such as resource, capability and compe tence are used interchangeably by researchers. From this point forth, this article provides a framework for separating organization's core...

  20. Assessing cataract surgical competency

    NARCIS (Netherlands)

    Lee, Andrew G.; Greenlee, Emily; Oetting, Thomas A.; Beaver, Hilary A.; Johnson, A. Tim; Boldt, H. Culver; Abramoff, Michael; Olson, Richard; Carter, Keith

    2007-01-01

    The Accreditation Council for Graduate Medical Education has mandated that all residency training programs teach and assess 6 general competencies.1 A.G. Lee and K.D. Carter, Managing the new mandate in resident education: A blueprint for translating a national mandate into local compliance, Ophthal

  1. Health services research doctoral core competencies

    Directory of Open Access Journals (Sweden)

    Holve Erin

    2009-06-01

    Full Text Available Abstract This manuscript presents an initial description of doctoral level core competencies for health services research (HSR. The competencies were developed by a review of the literature, text analysis of institutional accreditation self-studies submitted to the Council on Education for Public Health, and a consensus conference of HSR educators from US educational institutions. The competencies are described in broad terms which reflect the unique expertise, interests, and preferred learning methods of academic HSR programs. This initial set of core competencies is published to generate further dialogue within and outside of the US about the most important learning objectives and methods for HSR training and to clarify the unique skills of HSR training program graduates.

  2. The Core Competencies: a Roman Catholic critique.

    Science.gov (United States)

    Bedford, Elliott Louis

    2011-09-01

    This article critically examines, from the perspective of a Roman Catholic Healthcare ethicist, the second edition of the Core Competencies for Healthcare Ethics Consultation report recently published by the American Society for Humanities and Bioethics. The question is posed: can the competencies identified in the report serve as the core competencies for Roman Catholic ethical consultants and consultation services? I answer in the negative. This incongruence stems from divergent concepts of what it means to do ethics consultation, a divergence that is rooted in each perspective's very different visions of autonomy. Furthermore, because of the constitutive elements of Catholic ethics consultation, such as the Ethical and Religious Directives for Health Care Services, the tradition needed to apply those directives, and the Catholic facility's membership in the institutional Church, the competencies needed for its practice differ in kind from those identified by the report. While there are many practical points of convergence, the competencies identified by the report should not be adopted uncritically by Catholic healthcare institutions as core competencies for ethical consultation services.

  3. [Essential professional core competencies for nurses].

    Science.gov (United States)

    Chen, Yu-Chih

    2010-10-01

    Core competency is vital to the nursing profession. Such helps guarantee the high quality and effectiveness of delivered care and maintains the social value and status of the nursing profession. This article introduces the definition of nursing core competency and its connotations. The core competency profile for the nursing profession embraces basic behavioral attributes as well as mastery of advanced practice skills. The former include such attributes as gentleness, willingness to serve, keen observation and judgment, efficiency, skillfulness, responsibility and accountability. The latter embraces skills in general care, communication and collaboration, management, self-development, innovation and research, and stress-adjustment. To cultivate competent nurses, academic education should emphasize critical thinking skills, integrate problem-based and evidence-based learning approaches into curricula, and use objective structured clinical examination to evaluate learning outcomes. In the healthcare sector, systematic professional training models such as the clinical ladder with multidiscipline rotation hold the potential to train novice nurses as expert professionals. Meanwhile, to advance the professional capabilities of nurses, nursing administrators should provide a positive work environment to fuel and maintain learning motivation. Education and healthcare systems should work closely together to promote the professional competence of nurses and to strengthen the value of the nursing profession. PMID:20878605

  4. Core Competencies for Training Effective School Consultants

    Science.gov (United States)

    Burkhouse, Katie Lynn Sutton

    2012-01-01

    The purpose of this research was to develop and validate a set of core competencies of effective school-based consultants for preservice school psychology consultation training. With recent changes in service delivery models, psychologists are challenged to engage in more indirect, preventative practices (Reschly, 2008). Consultation emerges as…

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

    OpenAIRE

    Fishman, Scott M; Young, Heather M; Lucas Arwood, Ellyn; Chou, Roger; Herr, Keela; Murinson, Beth B.; Watt-Watson, Judy; Carr, Daniel B.; Gordon, Debra B.; Stevens, Bonnie J; Bakerjian, Debra; Ballantyne, Jane C; Courtenay, Molly; Djukic, Maja; Koebner, Ian J

    2013-01-01

    Objective The objective of this project was to develop core competencies in pain assessment and management for prelicensure health professional education. Such core pain competencies common to all prelicensure health professionals have not been previously reported. Methods An interprofessional executive committee led a consensus-building process to develop the core competencies. An in-depth literature review was conducted followed by engagement of an interprofessional Competency Advisory Comm...

  6. Core Competence Analysis--Toyota Production System

    Institute of Scientific and Technical Information of China (English)

    钱璐宜

    2013-01-01

      Core competencies are the wel spring of new business development. It is the sharpest sword to penetrate the mature market, hold and enlarge the existing share. Toyota makes wel use of its TPS and form its own style which other car manufacturers hard to imitate.In contrast,the Chinese company---FAW only imitating the superficial aspects from Toyota and ignoring its own problems in manufacture line.

  7. Nonlinear Analysis of Core Competence for Real Estate Enterprise Using Evolutionary Fuzzy Neural Inference Model

    Directory of Open Access Journals (Sweden)

    Huawang Shi

    2011-11-01

    Full Text Available The real estate development trade is a pillar industry of our national economy. The real estate companies must focus on core competence in order to succeed in the fierce competition. This paper presents a probabilistic model for core competence estimation of real estate firms. According to the nonlinear feature of real estate core competence, this paper establishes the fuzzy and neural network model to core competence assessment of real estate. We analyze the features of core competence, thus define the core competence in real estate industry. The main competition factors of real estate industry include R&|D ability, innovation capability, strategic management capacity, marketing capacity and management capacity. We confirmed the weight of each index quantitatively by means of Analytical Hierarchy Process(AHP according to an established index system. Then analyze the ability of artificial neural network to real estate core competence assessment, and lays the theoretical foundation of artificial neural network using in the systematic optimization of real estate core competence assessment and getting reasonable accurate core competence assessment result.

  8. A competency-based longitudinal core curriculum in medical neuroscience.

    Science.gov (United States)

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

    2014-07-29

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

  9. Proposed Core Competencies and Empirical Validation Procedure in Competency Modeling: Confirmation and Classification

    OpenAIRE

    Baczyńska, Anna K.; Rowiński, Tomasz; Cybis, Natalia

    2016-01-01

    Competency models provide insight into key skills which are common to many positions in an organization. Moreover, there is a range of competencies that is used by many companies. Researchers have developed core competency terminology to underline their cross-organizational value. The article presents a theoretical model of core competencies consisting of two main higher-order competencies called performance and entrepreneurship. Each of them consists of three elements: the performance compet...

  10. Psychometric testing of an instrument measuring core competencies of nursing students: an application of Mokken scaling.

    Science.gov (United States)

    Perng, Shoa-Jen; Watson, Roger

    2013-01-01

    Assessing the core competencies of nursing students provides information about students' learning outcomes for educational evaluation and improvement. The aim of this study was to develop the Nursing Students Core Competencies scale to measure 8 core competencies of nursing students in Taiwan. The study employed factor analysis and Mokken scaling analysis for psychometric testing of this instrument between a group of nursing graduates and their evaluators. The results indicated that the Nursing Students Core Competencies scale has demonstrated evidence of internal consistency, structural validity, unidimensionality, and a hierarchy of items for students' self-assessment and instructor's rating. The use of Mokken scaling analysis extends the knowledge of developing competence assessment tools; it can be used to reveal the domains or items of competency nursing students perceive that are easy or difficult, providing information for curricular design.

  11. Creative group performances to assess core competencies in a first-year patient-centered medicine course

    OpenAIRE

    Carol A. Terregino; Norma S. Saks

    2010-01-01

    Introduction:A novel assessment of systems-based practice and practice-based learning and improvement learning objectives, implemented in a first-year patient-centered medicine course, is qualitatively described. Methods: Student learning communities were asked to creatively demonstrate a problem and solution for health care delivery. Skits, filmed performances, plays, and documentaries were chosen by the students. Video recordings were reviewed for themes and the presence of course competenc...

  12. Assessing Culturally Competent Scholarship.

    Science.gov (United States)

    Mendias, Elnora P.; Guevara, Edilma B.

    2001-01-01

    Eight criteria for culturally competent scholarship (contextuality, relevance, communication styles, awareness of identity and power differences, disclosure, reciprocation, empowerment, time) were applied to an international education/research nursing program. Appropriate measures for each were developed and ways to improve the program were…

  13. Local Economic Development Strategy Based on Localindustrial Core Competence

    OpenAIRE

    Rahab Bintara; Najmudin Najmudin; Istiqomah Istiqomah

    2013-01-01

    Local economy can be promoted through the development of small and medium industries by building up localindustrial core competence. Local core competence is one of the strategies to increase local competitiveadvantage through the optimization of local competitive potency. This study was aimed at drafting the strategyof local economic development through local industrial core competence based on competitive commodities ofBanyumas district.This study employed qualitative as well as quantitativ...

  14. Methods and effect assessment of new nurse core competence in pre- job training.%"六个前面"在特需病房护理工作中的应用

    Institute of Scientific and Technical Information of China (English)

    刘燕

    2011-01-01

    Objective: Discussion of pre - job training methods and results of new nurses' core competencies.Methods :Twenty - six new nurses' core competencies, assess their core competencies before training, analysis, formulate plans of training according to individual needs,hand out survey of satisfaction after training, assess the theory and skills.Results:New nurses' satisfaction of the new training methods reach up to 100% ,the difference of test results of nurses' training theory and skills were P < 0.05 ,which was reliable in statistically.Conclusion :The pre - job training of new nurses' core competence can obviously improve the theory and nursing skills, also urge the growth and delopment of attendance, that helping new nurses to adapt to the clinical environment.%为真正体现"以病人为中心"的新型护患关系,满足广大病人对服务的需求,结合特需病房特点,实行"六个前面"护理原则.通过改进工作方法,细化服务流程,加强培训,创建了服务品牌,使病人满意度大大提高.

  15. Direct Observation: Assessing Orthopaedic Trainee Competence in the Ambulatory Setting.

    Science.gov (United States)

    Phillips, Donna P; Zuckerman, Joseph D; Kalet, Adina; Egol, Kenneth A

    2016-09-01

    The Accreditation Council of Graduate Medical Education requires that residency programs teach and assess trainees in six core competencies. Assessments are imperative to determine trainee competence and to ensure that excellent care is provided to all patients. A structured, direct observation program is feasible for assessing nontechnical core competencies and providing trainees with immediate constructive feedback. Direct observation of residents in the outpatient setting by trained faculty allows assessment of each core competency. Checklists are used to document residents' basic communication skills, clinical reasoning, physical examination methods, and medical record keeping. Faculty concerns regarding residents' professionalism, medical knowledge, fatigue, or ability to self-assess are tracked. Serial observations allow for the reinforcement and/or monitoring of skills and attitudes identified as needing improvement. Residents who require additional coaching are identified early in training. Progress in educational milestones is recorded, allowing an individualized educational program that ensures that future orthopaedic surgeons excel across all domains of medical and surgical competence. PMID:27479831

  16. Geriatric Core Competencies for Family Medicine Curriculum and Enhanced Skills: Care of Elderly

    Science.gov (United States)

    Charles, Lesley; Triscott, Jean A.C.; Dobbs, Bonnie M.; McKay, Rhianne

    2014-01-01

    Background There is a growing mandate for Family Medicine residency programs to directly assess residents’ clinical competence in Care of the Elderly (COE). The objectives of this paper are to describe the development and implementation of incremental core competencies for Postgraduate Year (PGY)-I Integrated Geriatrics Family Medicine, PGY-II Geriatrics Rotation Family Medicine, and PGY-III Enhanced Skills COE for COE Diploma residents at a Canadian University. Methods Iterative expert panel process for the development of the core competencies, with a pre-defined process for implementation of the core competencies. Results Eighty-five core competencies were selected overall by the Working Group, with 57 core competencies selected for the PGY-I/II Family Medicine residents and an additional 28 selected for the PGY-III COE residents. The core competencies follow the CanMEDS Family Medicine roles. Both sets of core competencies are based on consensus. Conclusions Due to demographic changes, it is essential that Family Physicians have the required skills and knowledge to care for the frail elderly. The core competencies described were developed for PGY-I/II Family Medicine residents and PGY-III Enhanced Skills COE, with a focus on the development of geriatric expertise for those patients that would most benefit. PMID:24883163

  17. The Core Competencies for Adolescent Sexual and Reproductive Health

    Science.gov (United States)

    Elfers, John; Carlton, Lidia; Gibson, Paul; Puffer, Maryjane; Smith, Sharla; Todd, Kay

    2014-01-01

    The Adolescent Sexual Health Work Group commissioned the development of core competencies that define the knowledge, skills, and attitudes necessary for all providers of adolescent sexual and reproductive health. This article describes the background and rationale for this set of competencies, the history and use of competencies, and the process…

  18. Core Competencies and the Prevention of Youth Violence

    Science.gov (United States)

    Sullivan, Terri N.; Farrell, Albert D.; Bettencourt, Amie F.; Helms, Sarah W.

    2008-01-01

    We discuss how the five core competencies for healthy adjustment in adolescence (a positive sense of self, self-control, decision-making skills, a moral system of belief, and prosocial connectedness) are represented in theories of aggression and youth violence. We then discuss research supporting the relation between these core competencies and…

  19. An Answer to the AICPA Core Competencies Challenge

    Science.gov (United States)

    Hocking, Deborah E.; Hocking, Ralph T.

    2009-01-01

    For many years the accounting profession has called for a change in the way accounting classes are taught. The AICPA in its Core Competency Framework (1999) has identified three core competency areas that are vital to future success. In this paper we present one successful way to meet this challenge by using a holistic approach to service learning…

  20. Epidemiology Core Competencies for Master of Public Health Students

    OpenAIRE

    Moser, Michael; Ramiah, Kalpana; Ibrahim, Michel

    2008-01-01

    Competency-based education for public health professionals has been recommended by the Institute of Medicine. The Association of Schools of Public Health has developed a set of academic core competencies that it recommends that all Master of Public Health (MPH) students should possess prior to graduation. This article discusses the processes and reasoning used by the workgroup that prepared the epidemiology subset of MPH core competencies that appear in the association's 2006 report. These ac...

  1. Teaching core competencies of reconstructive microsurgery with the use of standardized patients.

    Science.gov (United States)

    Son, Ji; Zeidler, Kamakshi R; Echo, Anthony; Otake, Leo; Ahdoot, Michael; Lee, Gordon K

    2013-04-01

    The Accreditation Council of Graduate Medical Education has defined 6 core competencies that residents must master before completing their training. Objective structured clinical examinations (OSCEs) using standardized patients are effective educational tools to assess and teach core competencies. We developed an OSCE specific for microsurgical head and neck reconstruction. Fifteen plastic surgery residents participated in the OSCE simulating a typical new patient consultation, which involved a patient with oral cancer. Residents were scored in all 6 core competencies by the standardized patients and faculty experts. Analysis of participant performance showed that although residents performed well overall, many lacked proficiency in systems-based practice. Junior residents were also more likely to omit critical elements of the physical examination compared to senior residents. We have modified our educational curriculum to specifically address these deficiencies. Our study demonstrates that the OSCE is an effective assessment tool for teaching and assessing all core competencies in microsurgery.

  2. Assessing Intercultural Competence: A Review

    Science.gov (United States)

    Lombardi, Marissa R.

    2010-01-01

    Educators and employers increasingly acknowledge the value of intercultural competence. While most higher education institutions consider these skills as important outcomes for their graduates, few have specifically addressed the means by which to measure the wide variety of results. Having and using intercultural assessment tools will allow…

  3. Core competencies of the entrepreneurial leader in health care organizations.

    Science.gov (United States)

    Guo, Kristina L

    2009-01-01

    The purpose of this article is to discuss core competencies that entrepreneurial health care leaders should acquire to ensure the survival and growth of US health care organizations. Three overlapping areas of core competencies are described: (1) health care system and environment competencies, (2) organization competencies, and (3) interpersonal competencies. This study offers insight into the relationship between leaders and entrepreneurship in health care organizations and establishes the foundation for more in-depth studies on leadership competencies in health care settings. The approach for identifying core competencies and designing a competency model is useful for practitioners in leadership positions in complex health care organizations, so that through the understanding and practice of these 3 areas of core competencies, they can enhance their entrepreneurial leadership skills to become more effective health care entrepreneurial leaders. This study can also be used as a tool by health care organizations to better understand leadership performance, and competencies can be used to further the organization's strategic vision and for individual improvement purposes. PMID:19225332

  4. Core competencies of the entrepreneurial leader in health care organizations.

    Science.gov (United States)

    Guo, Kristina L

    2009-01-01

    The purpose of this article is to discuss core competencies that entrepreneurial health care leaders should acquire to ensure the survival and growth of US health care organizations. Three overlapping areas of core competencies are described: (1) health care system and environment competencies, (2) organization competencies, and (3) interpersonal competencies. This study offers insight into the relationship between leaders and entrepreneurship in health care organizations and establishes the foundation for more in-depth studies on leadership competencies in health care settings. The approach for identifying core competencies and designing a competency model is useful for practitioners in leadership positions in complex health care organizations, so that through the understanding and practice of these 3 areas of core competencies, they can enhance their entrepreneurial leadership skills to become more effective health care entrepreneurial leaders. This study can also be used as a tool by health care organizations to better understand leadership performance, and competencies can be used to further the organization's strategic vision and for individual improvement purposes.

  5. Validation of core competencies during residency training in anaesthesiology

    Directory of Open Access Journals (Sweden)

    Spies, Claudia

    2011-01-01

    Full Text Available Background and goal: Curriculum development for residency training is increasingly challenging in times of financial restrictions and time limitations. Several countries have adopted the CanMEDS framework for medical education as a model into their curricula of specialty training. The purpose of the present study was to validate the competency goals, as derived from CanMEDS, of the Department of Anaesthesiology and Intensive Care Medicine of the Berlin Charité University Medical Centre, by conducting a staff survey. These goals for the qualification of specialists stipulate demonstrable competencies in seven areas: expert medical action, efficient collaboration in a team, communications with patients and family, management and organisation, lifelong learning, professional behaviour, and advocacy of good health. We had previously developed a catalogue of curriculum items based on these seven core competencies. In order to evaluate the validity of this catalogue, we surveyed anaesthetists at our department in regard to their perception of the importance of each of these items. In addition to the descriptive acquisition of data, it was intended to assess the results of the survey to ascertain whether there were differences in the evaluation of these objectives by specialists and registrars. Methods: The questionnaire with the seven adapted CanMEDS Roles included items describing each of their underlying competencies. Each anaesthetist (registrars and specialists working at our institution in May of 2007 was asked to participate in the survey. Individual perception of relevance was rated for each item on a scale similar to the Likert system, ranging from 1 (highly relevant to 5 (not at all relevant, from which ratings means were calculated. For determination of reliability, we calculated Cronbach’s alpha. To assess differences between subgroups, we performed analysis of variance.Results: All seven roles were rated as relevant. Three of the seven

  6. Methods and effect assessment of new nurse core competence in pre- job training.%新护士岗前核心能力培训的方法及效果评价

    Institute of Scientific and Technical Information of China (English)

    曾任英; 钟伟荣

    2011-01-01

    目的:探讨新护士岗前核心能力培训的方法及效果.方法:对26名新护士进行核心能力培训,培训前摸底评估核心能力,分析结果,根据个体需求制定培训计划,培训后发放满意度调查表,进行理论和技能考核.结果:新护士对培训方法满意度高达100%,培训前后新护士理论及技能考核成绩比较均P<0.05,差异具有统计学意义.结论:新护士核心能力岗前培训能明显提高理论及护理操作技能,有利于尽快适应临床环境,促进专业的成长和发展.%Objective: Discussion of pre - job training methods and results of new nurses' core competencies. Methods :Twenty - six new nurses' core competencies, assess their core competencies before training, analysis, formulate plans of training according to individual needs,hand out survey of satisfaction after training, assess the theory and skills. Results:New nurses' satisfaction of the new training methods reach up to 100% ,the difference of test results of nurses' training theory and skills were P < 0.05 ,which was reliable in statistically. Conclusion :The pre - job training of new nurses' core competence can obviously improve the theory and nursing skills, also urge the growth and delopment of attendance, that helping new nurses to adapt to the clinical environment.

  7. Cultural Core Competencies: Perceptions of 4-H Youth Development Professionals

    Directory of Open Access Journals (Sweden)

    Janet E. Fox

    2015-10-01

    Full Text Available As society grows increasingly diverse, it is critical that youth development professionals are equipped with cultural core competencies. This descriptive study gauged the perceived level of cultural competence among 4-H Youth Development professionals from a Southern state in the United States. Based on the 4-H Professional Research, Knowledge, and Competency (PRKC Model (Stone & Rennekamp, 2004, youth development professionals rated their cultural competence (equity, access, and opportunity in eight core competency areas. Based on a five-point Likert scale ranging from 0 = No knowledge to 4 = Expert, youth development professionals evaluated their cultural competence ranging from 0.66 to 4.00. According to an interpretive scale, most youth development professionals rated their competence as intermediate. Participants reported the skills of active listening and an open attitude as areas in which they felt most competent. Areas of least competence were community outreach policies and procedures. No significant relationships existed between the demographic variables of gender, degree earned, and field of study when compared to perceived cultural competence. The findings will be used to detect deficiencies and create opportunities for professional training and development experiences in supporting the cultural competence and growth of youth professionals.

  8. Fitness to plead and core competencies: problems and possibilities

    OpenAIRE

    Peay, Jill

    2012-01-01

    Written in the light of the Law Commission’s Consultation Paper on Unfitness to Plead, this paper examines some of the core competencies that should underpin a test of unfitness to plead. It comprises three broad sections: (i) an examination of the current problems with unfitness and the foundational principles for a revised test, (ii) a description of the prevailing test of unfitness and of those that might be used to reformulate it, and (iii) an examination of the core compet...

  9. Core Competencies of the Certified Pediatric Doctor of Chiropractic

    DEFF Research Database (Denmark)

    Hewitt, Elise; Hestbaek, Lise; Pohlman, Katherine A

    2016-01-01

    An outline of the minimum core competencies expected from a certified pediatric doctor of chiropractic was developed using a Delphi consensus process. The initial set of seed statements and substatements was modeled on competency documents used by organizations that oversee chiropractic and medical...

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

    Science.gov (United States)

    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.

  11. A Comparative Study to Assess the Impact of 6 Days Core Competency Training of the ANMs of Damoh District of Madhya

    Directory of Open Access Journals (Sweden)

    Pradesh Pankaj Prasad, Rajendra Singh Arya, Manoj Bansal, S P Singh

    2012-01-01

    Full Text Available Background: In India, public health nursing in the villages today is still limited to services rendered by Auxiliary Nurse Midwife (ANM. ANMs are regarded as the first contact person between people and organization, between needs and services and between consumer and provider. Recognizing this fact Japanese International Cooperation Agency (JICA gave 6 days Core Competency Training to ANMs of Damoh district about Ante-Natal Care (ANC check-up. Objective: To confirm the impact of the 6 days Core Competency training of the ANMs. Materials & Methods: The present study was a Case Control Study which was carried out in JICA/MP, RHP (Japan International Cooperation Agency/ Madhya Pradesh – Reproductive Health Project intervened district i.e. Damoh and one of Non-Project district i.e. Sagar during January and February 2011. In total 30 ANMs were interviewed each from Damoh and Sagar district. Firstly, 3 blocks were randomly selected each from 7 blocks of Damoh and 11 blocks of Sagar respectively and than 10 ANMs were again randomly selected from each block. Statistical analysis: Percentage, proportions and appropriate Test of Significance (Fisher’s Exact Test were applied to interpret the result. Results: All the ANMs (100% in Damoh district enumerated PROM (Pre-Mature Rupture of Membrane as complication during Pregnancy as against 76.67% in Sagar district. 60% of ANMs in Damoh district appreciated Fetal Heart Sound (FHS correctly as compared to merely 16.67% in Sagar district. Conclusion: The findings in present study clearly show that such kind training which emphasize on improving the practical knowledge and skills of ANMs should be provided on regular basis. Impact of such training can be enhanced in the field if timely refresher or reorientation trainings are given to those who have been already trained.

  12. The Core Competencies of PhDs

    Science.gov (United States)

    Durette, Barthélémy; Fournier, Marina; Lafon, Matthieu

    2016-01-01

    In our knowledge society and economy, doctoral education is increasingly considered as a means to produce knowledge workers to feed the needs of the global employment market. This raises concerns about the competencies developed through doctoral training. Surprisingly, only a few studies have addressed this question and most of them are restricted…

  13. Comparing Written Competency in Core French and French Immersion Graduates

    Science.gov (United States)

    Lappin-Fortin, Kerry

    2014-01-01

    Few studies have compared the written competency of French immersion students and their core French peers, and research on these learners at a postsecondary level is even scarcer. My corpus consists of writing samples from 255 students from both backgrounds beginning a university course in French language. The writing proficiency of core French…

  14. Core Competence, Distinctive Competence, and Competitive Advantage: What Is the Difference?

    Science.gov (United States)

    Mooney, Ann

    2007-01-01

    Core competence, distinctive competence, and competitive advantage are 3 of the most important business concepts that managers, researchers, and educators rely on for decision making, pedagogy, and research. However, little attention has been paid to defining these concepts. As a result, they have become buzzwords that are used so frequently that…

  15. Core competencies for pharmaceutical physicians and drug development scientists

    OpenAIRE

    Honorio eSilva; Peter eStonier; Fritz R Buhler; Jean-Paul eDeslypere; Domenico eCriscuolo; Gerfried eNell; Joao eMassud; Stewart eGeary; Johanna eSchenk; Sandor eKerpel-Fronius; Greg eKoski; Norbert eClemens; Ingrid eKlingmann; Gustavo eKesselring; Rudolf evan Olden

    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 ...

  16. Beyond NAVMEC: competency-based veterinary education and assessment of the professional competencies.

    Science.gov (United States)

    Hodgson, Jennifer L; Pelzer, Jacquelyn M; Inzana, Karen D

    2013-01-01

    The implementation of competency-based curricula within the health sciences has been an important paradigm shift over the past 30 years. As a result, one of the five strategic goals recommended by the North American Veterinary Medical Education Consortium (NAVMEC) report was to graduate career-ready veterinarians who are proficient in, and have the confidence to use, an agreed-upon set of core competencies. Of the nine competencies identified as essential for veterinary graduates, seven could be classified as professional or non-technical competencies: communication; collaboration; management (self, team, system); lifelong learning, scholarship, value of research; leadership; diversity and multicultural awareness; and adaptation to changing environments. Traditionally, the professional competencies have received less attention in veterinary curricula and their assessment is often sporadic or inconsistent. In contrast, the same or similar competencies are being increasingly recognized in other health professions as essential skills and abilities, and their assessment is being undertaken with enhanced scrutiny and critical appraisal. Several challenges have been associated with the assessment of professional competencies, including agreement as to their definition and therefore their evaluation, the fact that they are frequently complex and require multiple integrative assessments, and the ability and/or desire of faculty to teach and assess these competencies. To provide an improved context for assessment of the seven professional competencies identified in the NAVMEC report, this article describes a broad framework for their evaluation as well as specific examples of how these or similar competencies are currently being measured in medical and veterinary curricula. PMID:23709107

  17. Education in Global Health: Experience in Health-Promoting Schools Provides Trainees with Defined Core Competencies

    OpenAIRE

    Shreya Moodley; Arabat Kasangaki; Macnab, Andrew J.

    2012-01-01

    Introduction. Medical education has defined essential “universal” core competencies. The value of global health education gained through participation in a health-promoting school project was assessed using Canada’s CanMEDS roles and competencies. Methods. The project involved health care trainees in delivery of “Brighter Smiles,” a global health education program addressing children’s oral health in Canada and Uganda based on the WHO health-promoting (HP) school model. Multidisciplinary team...

  18. Geriatric Core Competencies for Family Medicine Curriculum and Enhanced Skills: Care of Elderly

    OpenAIRE

    Charles, Lesley; Triscott, Jean A.C.; Dobbs, Bonnie M.; McKay, Rhianne

    2014-01-01

    Background There is a growing mandate for Family Medicine residency programs to directly assess residents’ clinical competence in Care of the Elderly (COE). The objectives of this paper are to describe the development and implementation of incremental core competencies for Postgraduate Year (PGY)-I Integrated Geriatrics Family Medicine, PGY-II Geriatrics Rotation Family Medicine, and PGY-III Enhanced Skills COE for COE Diploma residents at a Canadian University. Methods Iterative expert panel...

  19. Information Technology, Core Competencies, and Sustained Competitive Advantage.

    Science.gov (United States)

    Byrd, Terry Anthony

    2001-01-01

    Presents a model that depicts a possible connection between competitive advantage and information technology. Focuses on flexibility of the information technology infrastructure as an enabler of core competencies, especially mass customization and time-to-market, that have a relationship to sustained competitive advantage. (Contains 82…

  20. Core Competencies and the Prevention of Adolescent Substance Use

    Science.gov (United States)

    Haegerich, Tamara M.; Tolan, Patrick H.

    2008-01-01

    Adolescence is a developmental period during which youth are at increased risk for using substances. An empirical focus on core competencies illustrates that youth are less likely to use substances when they have a positive future orientation, a belief in the ability to resist substances, emotional and behavioral control, sound decision-making…

  1. Minimum Requirements for Core Competency in Pediatric Pharmacy Practice.

    Science.gov (United States)

    Boucher, Elizabeth A; Burke, Margaret M; Johnson, Peter N; Klein, Kristin C; Miller, Jamie L

    2015-01-01

    Colleges of pharmacy provide varying amounts of didactic and clinical hours in pediatrics resulting in variability in the knowledge, skills, and perceptions of new graduates toward pediatric pharmaceutical care. The Pediatric Pharmacy Advocacy Group (PPAG) endorses the application of a minimum set of core competencies for all pharmacists involved in the care of hospitalized children. PMID:26766938

  2. Modeling of Core Competencies in the Registrar's Office

    Science.gov (United States)

    Pikowsky, Reta

    2009-01-01

    The Office of the Registrar at the Georgia Institute of Technology, in cooperation with the Office of Human Resources, has been engaged since February 2008 in a pilot project to model core competencies for the leadership team and the staff. It is the hope of the office of Human resources that this pilot will result in a model that can be used…

  3. Research on the System of Assessment Indicators of Core Competence for Leisure Agriculture Enterprise of Taiwan%台湾休闲农业企业核心竞争力评价指标体系研究

    Institute of Scientific and Technical Information of China (English)

    刘泳伦; 霍国庆; 鹿盟

    2011-01-01

    通过对相关研究进行梳理,归纳出评价台湾休闲农业企业核心竞争力的五类指标,即资源整合能力、资源创新能力、营销服务能力、品牌经营能力和战略领导能力;并运用德尔菲法和层次分析法,将这五类指标进一步细化、分解与赋权,构建了台湾休闲农业企业核心竞争力评价指标体系,为台湾休闲农业企业有效提升竞争优势提供了理论依据.%Based on related research, this study generalized five kinds of factors of leisure agriculture enterprise's core competence of Taiwan, which includes the ability of resources integration, strategic leadership, resources innovation, brand management and marketing service etc.. Furthermore, the author decomposed the five kinds of factors into assessment indicators and determined the weight of each and every indicator with the methods of Delphi & Analytic Hierarchy Process (AHP). Eventually, this study constructed the evaluation indicators of core competence for leisure farm with a view to provide theory to enhance the competitive advantage of leisure farm of Taiwan.

  4. An Industrial Application of Resource-Based View of Firm in China: Identifying Core Competencies and Achieving Sustainability

    OpenAIRE

    Zhou, Wuzhen

    2013-01-01

    This thesis attempts to explore the theory application within one China based organisation, in this way to address the void in by studying the implications of applying resource based view, core competency and dynamic capability concepts to foreign organisation business management, by identifying the core competencies and the dynamic capabilities of the company. The theoretical framework consists of the strategy concept, resource based view, critical assessments about RBV, core competency,...

  5. Outcome-based residency education: teaching and evaluating the core competencies in plastic surgery.

    Science.gov (United States)

    Bancroft, Gregory N; Basu, C Bob; Leong, Mimi; Mateo, Carol; Hollier, Larry H; Stal, Samuel

    2008-06-01

    Through its oversight of residency education in the United States, the Accreditation Council for Graduate Medical Education has mandated new structural changes in resident education with its newly created core competencies and an emphasis on outcomes-based education. These core competencies represent the central areas in which the Accreditation Council for Graduate Medical Education believes a plastic surgery resident should receive adequate and appropriate education and training. In addition, as part of this outcomes-based education, residents are to be evaluated on their level of mastery in these core competencies. Increasingly, the Accreditation Council for Graduate Medical Education will assess the ability of residency programs to integrate the teaching and evaluating of the core competencies in their accreditation process of plastic surgery residency programs. This shift in residency evaluation initiated by the Outcomes Project by the Accreditation Council for Graduate Medical Education will have a significant impact in how plastic surgery residents are taught and, as importantly, evaluated in the coming years. The objectives of this work were as follows: (1) to outline the different methods available to foster a core competency-based plastic surgery training curriculum and (2) to serve as a primer to help both full-time academic and clinical faculty to further develop their curriculum to successfully teach and constructively evaluate their residents in the core competencies in accordance with the Accreditation Council for Graduate Medical Education guidelines. At the conclusion of this review, the reader should have a better understanding of what is necessary to formulate and help foster a plastic surgery core competency curriculum, particularly with an emphasis on the contemporary methods used for outcomes evaluations.

  6. [Competency-based assessment in medical education].

    Science.gov (United States)

    Champin, Denisse

    2014-01-01

    At present, competency-based curriculum is considered to be the most appropriate model in medical education. Much has been written about this model; however, a crucial aspect of the model is the assessment of competency development which is a different point compared to the traditional model of cognitive assessment. Assessment in the context of the competencybased curriculum model must be aligned with the profile of the competencies that the institution offers. This publication reports the evaluation experience in a Medical School of Peru that applies a competency-based curriculum.

  7. Assessing clinical competency: reports from discussion groups.

    Science.gov (United States)

    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.

  8. Core Competencies in Vocational Welder Worker: Based on Thai Welding Industry Participator Perceptions

    OpenAIRE

    Pakamas Choosit; Chuchai Sujivorakul; Sak Kongsuwan

    2012-01-01

    A core competency facilitates the identification of training needs and guides the design of a professional development program. Thus, this research was to explore and examine the core competencies in vocational welder worker based on Thai welding industry participator perceptions. To synthesize core competencies first used the focus group technique with 17 experts to identify their perspectives on core competencies in vocational welder worker. After that competencies questionnaire survey was ...

  9. Engineering Geodesy - Definition and Core Competencies

    Science.gov (United States)

    Kuhlmann, Heiner; Schwieger, Volker; Wieser, Andreas; Niemeier, Wolfgang

    2014-11-01

    This article summarises discussions concerning the definition of "engineering geodesy" within the German Geodetic Commission. It is noted that engineering geodesy by means of its tasks, methods and characteristics is an application-oriented science whose research questions often arise from observed phenomena or from unsolved practical problems. In particular it is characterised by the professional handling of geometry-related problems in a cost-effective manner that includes comprehensive quality assessment at all phases of the problem solution - from planning through measurement to data processing and interpretation. The current methodical developments are primarily characterised by the increasing integration of the measurement and analysis into challenging construction, production and monitoring processes as well as by the transition to spatially continuous methods. A modern definition of engineering geodesy is proposed at the end of this article.

  10. Assessing Competence in Pediatric Cardiology

    Science.gov (United States)

    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)

  11. Selection, competency development and assessment of nuclear power plant managers

    International Nuclear Information System (INIS)

    This publication provides information on proven methods and good practices with respect to the selection, development and assessment of nuclear power plant (NPP) managers. The report is organized into four sections, a glossary, two appendices, and several annexes. The Introduction (Section 1) provides the framework for the report. Section 2 describes how appropriate management competencies can be used for the selection, development and assessment of NPP managers, including: -Selection which includes recruitment, promotion and succession management. -Management development programmes including formal training, job rotation, on the job training, mentoring, and outside assignments. -Assessment of individual performance. Section 3 describes a systematic process for identifying the competencies needed by NPP managers. This section culminates in a set of suggested core competencies for NPP managers which are further expanded in Appendix A. The annexes included provide specific examples of competency-based management selection, development, and assessment programmes in several Member States. -Annex A is one method to organize and display competencies. -Annex B is an example of using competencies for selection of first line managers. -Annex C is an example of using management competencies for succession management. -Annexes -H are examples of management development programmes. -Annexes I and J are examples of management assessment programmes. A glossary of terms is provided at the end of the report to explain the use of some key terms explain the use of some key terms

  12. Core Competencies: The Challenge for Graduate Peace and Conflict Studies Education

    Science.gov (United States)

    Windmueller, John; Wayne, Ellen Kabcenell; Botes, Johannes

    2009-01-01

    This article uses a case study of the assessment of a graduate program in negotiations and conflict management as a springboard for discussing several critical, but unanswered questions in our field. It raises questions regarding the lack of clear core competencies and expectations regarding curricula at the graduate-level of peace and conflict…

  13. Investigations on Required Core Competencies for Engineering Graduates with Reference to the Indian IT Industry

    Science.gov (United States)

    Goel, Sanjay

    2006-01-01

    Fifty-four engineers and managers working with Indian and multinational IT companies, with an average experience of 7.5 years, have responded to a survey about engineering education. Respondents have assessed the importance of 49 parameters. Twenty-three of these parameters correspond to core engineering and general professional competencies for…

  14. Core Competencies Of A Call Centre AgentCore Competencies Of A Call Centre Agent

    OpenAIRE

    Christine White; Vera Roos

    2005-01-01

    Call centre agents are becoming increasingly important in the call centre context. They act as a contact point between the customer and the company. Call centre agents should have certain competencies to perform their duties sufficiently. Identifying competencies, required to be effective agents, will ease the task of training and recruitment. Due to the interrelatedness of the call centre agent, the management of a call centre and customers, all relevant role players’ perceptions were taken ...

  15. 4-H Youth Development Professionals’ Perceptions of Youth Development Core Competence

    Directory of Open Access Journals (Sweden)

    Janet E. Fox

    2013-06-01

    Full Text Available The purpose of this descriptive study was to assess the perceived level of competence among 4-H Youth Development Agents from a Southern state in the United States. The findings will be used to identify gaps in and opportunities for professional training and development experiences in supporting the competence and growth of youth professionals. Based on the 4-H Professional Research, Knowledge, and Competency Model (Stone & Rennekamp, 2004, youth development professionals rated their youth development competence in nine youth development core competency areas. Utilizing a five-point Likert-type scale ranging from 1=no knowledge to 5=expert, youth development professionals rated their youth development competence ranging from 3.12 to 3.54. According to an interpretive scale, youth development professionals rated their competence as intermediate. Staff felt most competent in the areas of current youth issues, career opportunities for youth, and family structures/relationships. Staff felt least competent in the area of mental development of youth. No one identified themselves as an expert in the areas of psychological development, emotional development, and current youth issues.

  16. Proposed Core Competencies and Empirical Validation Procedure in Competency Modeling: Confirmation and Classification.

    Science.gov (United States)

    Baczyńska, Anna K; Rowiński, Tomasz; Cybis, Natalia

    2016-01-01

    Competency models provide insight into key skills which are common to many positions in an organization. Moreover, there is a range of competencies that is used by many companies. Researchers have developed core competency terminology to underline their cross-organizational value. The article presents a theoretical model of core competencies consisting of two main higher-order competencies called performance and entrepreneurship. Each of them consists of three elements: the performance competency includes cooperation, organization of work and goal orientation, while entrepreneurship includes innovativeness, calculated risk-taking and pro-activeness. However, there is lack of empirical validation of competency concepts in organizations and this would seem crucial for obtaining reliable results from organizational research. We propose a two-step empirical validation procedure: (1) confirmation factor analysis, and (2) classification of employees. The sample consisted of 636 respondents (M = 44.5; SD = 15.1). Participants were administered a questionnaire developed for the study purpose. The reliability, measured by Cronbach's alpha, ranged from 0.60 to 0.83 for six scales. Next, we tested the model using a confirmatory factor analysis. The two separate, single models of performance and entrepreneurial orientations fit quite well to the data, while a complex model based on the two single concepts needs further research. In the classification of employees based on the two higher order competencies we obtained four main groups of employees. Their profiles relate to those found in the literature, including so-called niche finders and top performers. Some proposal for organizations is discussed. PMID:27014111

  17. Proposed Core Competencies and Empirical Validation Procedure in Competency Modeling: Confirmation and Classification.

    Science.gov (United States)

    Baczyńska, Anna K; Rowiński, Tomasz; Cybis, Natalia

    2016-01-01

    Competency models provide insight into key skills which are common to many positions in an organization. Moreover, there is a range of competencies that is used by many companies. Researchers have developed core competency terminology to underline their cross-organizational value. The article presents a theoretical model of core competencies consisting of two main higher-order competencies called performance and entrepreneurship. Each of them consists of three elements: the performance competency includes cooperation, organization of work and goal orientation, while entrepreneurship includes innovativeness, calculated risk-taking and pro-activeness. However, there is lack of empirical validation of competency concepts in organizations and this would seem crucial for obtaining reliable results from organizational research. We propose a two-step empirical validation procedure: (1) confirmation factor analysis, and (2) classification of employees. The sample consisted of 636 respondents (M = 44.5; SD = 15.1). Participants were administered a questionnaire developed for the study purpose. The reliability, measured by Cronbach's alpha, ranged from 0.60 to 0.83 for six scales. Next, we tested the model using a confirmatory factor analysis. The two separate, single models of performance and entrepreneurial orientations fit quite well to the data, while a complex model based on the two single concepts needs further research. In the classification of employees based on the two higher order competencies we obtained four main groups of employees. Their profiles relate to those found in the literature, including so-called niche finders and top performers. Some proposal for organizations is discussed.

  18. Study on the judgment model of dyeing and weaving corporation's core competence

    Institute of Scientific and Technical Information of China (English)

    2007-01-01

    On the basis of the dyeing and weaving corporations' characters, this paper put forward the dimensionality and index system to analyze the core competence. This paper divided the core competence into three layers and gave out the Dimensional-Hierarchical structure of core competence through combining the analysis dimensionalities with the competence layers. The model was described to evaluate, analyze and judge the dyeing and weaving corporation's competence.

  19. Outsourcing of mutual funds' non-core competencies

    OpenAIRE

    Sorhage, Christoph

    2015-01-01

    I investigate the consequences for mutual funds' operational outcomes when fund families focus their efforts on their core competency, i.e. portfolio management, by outsourcing noncore activities to external providers. Specifically, I find that funds of families that outsource shareholder services have about 32 percent lower service fees than funds of families that cater for investors' service needs internally. Consistent with service outsourcing releasing tied resources that can be spent on ...

  20. Charting a course to competency: an approach to mapping public health core competencies to existing trainings.

    Science.gov (United States)

    Neiworth, Latrissa L; Allan, Susan; D'Ambrosio, Luann; Coplen-Abrahamson, Marlene

    2014-03-01

    Consistent with other professional fields, the goals of public health training have moved from a focus on knowledge transfer to the development of skills or competencies. At least six national competency sets have been developed in the past decade pertaining to public health professionals. State and local public health agencies are increasingly using competency sets as frameworks for staff development and assessment. Mapping competencies to training has potential for enhancing the value of public health training during resource-constrained times by directly linking training content to the desired skills. For existing public health trainings, the challenge is how to identify competencies addressed in those courses in a manner that is not burdensome and that produces valid results. This article describes a process for mapping competencies to the learning objectives, assignments, and assessments of existing trainings. The process presented could be used by any training center or organization that seeks to connect public health workforce competencies to previously developed instruction. Public health practice can be strengthened more effectively if trainings can be selected for the desired practice skills or competencies.

  1. Competences, competences assessment, validity of instruments, Preschool Education

    Directory of Open Access Journals (Sweden)

    Rigoberto Marín Uribe

    2012-05-01

    Full Text Available The purpose of this article is to describe the design process, validation and assurance of an instrument for the assessment of the success level of competences in preschool children. Initially is presented a theoretical and contextual framework of the competences in preschool. With this, it is problematized about the absence of tools for that the educators could perform the diagnostic evaluation of competences required in the reform of preschool education 2004. In the design of the instrument, the concept of “situation” is central. The validation and assurance included a process of pilotage with 512 preschool children with the implementing in practice of three different ways of application of the instrument. The results show high levels of assurance and power of discrimination that allow to distinguish significantly people by age and socioeconomic level, not finding differences by genre.

  2. Taxonomy for Assessing Evaluation Competencies in Extension

    Science.gov (United States)

    Rodgers, Michelle S.; Hillaker, Barbara D.; Haas, Bruce E.; Peters, Cheryl

    2012-01-01

    Evaluation of public service programming is becoming increasingly important with current funding realities. The taxonomy of evaluation competencies compiled by Ghere et al. (2006) provided the starting place for Taxonomy for Assessing Evaluation Competencies in Extension. The Michigan State University Extension case study described here presents a…

  3. Developing a competence-based core curriculum in biomedical laboratory science: a Delphi study.

    Science.gov (United States)

    Edgren, Gudrun

    2006-08-01

    In this study the Delphi technique has been used to develop a core curriculum for education of the biomedical scientist. The rapid development in biomedicine and the corresponding changes in methodology in biomedical laboratories demand careful planning of the education of biomedical scientists. The Delphi technique uses an anonymous panel of experts for suggestions and assessments aiming at consensus. Twenty-six experts from different kinds of hospital and university laboratories took part in the investigation. They suggested and assessed necessary competences for a recently graduated biomedical scientist, and if 75% or more of the participants agreed on a competence, it was included in the core curriculum. The final list consisted of 66 competences of varying depth, in three categories. This list contained several generic competences, concerning for example basic laboratory methods, handling of samples, dealing with apparatus and applying relevant rules and laws; basic knowledge in chemistry, preclinical medicine and laboratory methods; and finally attitudes that the panel expected in the recently graduated person. The core was sufficiently restricted to be used in a three-year programme and still leave space for about one year of electives/special study modules. It became rather traditional, e.g. it did not include competences that many recent reports consider important for the future professional. PMID:16973452

  4. Study on Construction of Knowledge Management System Based on Enhancing Core Competence of Industrial Clusters

    OpenAIRE

    Zhenfeng Chen; Xiangzhen Xu

    2010-01-01

    Under the background of the knowledge economy and globalization, knowledge becomes the firm's strategic resources, enhancing the core competence of industrial clusters requires knowledge management. In this paper, firstly, the connotation of the core competence of industrial clusters is analyzed. The mechanism of knowledge management affecting the core competence of industrial clusters is studied. Finally, the knowledge management system that helps to enhance the core competence of industrial...

  5. Capability and core competency identification of a knowledge-based organization

    OpenAIRE

    Calle, Christian

    2011-01-01

    The concept of core competencies has been discussed for the last 20 years; however concept itself has yet to be standardized. Using the theories concerning core competencies as laid out by Porter, Prahalad, and Hamel, and using a framework created by Clayton M. Christensen that adds support to the identification of core competencies through the examination of capabilities, this paper illustrates a path that supports a method of identifying core competencies through the capabilities of an orga...

  6. Core competences of brazilian beef exporters to Europe: a multi-case study

    OpenAIRE

    Jose Stamato Neto; Rosane Chicarelli Alcantara

    2013-01-01

    The main objective of the research was the analysis of the core competences of some of the most important Brazilian beef processors and exporters to European Union. These core competencies are sources of competitive advantage and could allow Brazilian beef processors increasing their competitiveness. The research was structured as a multi-case study. The research mapped 19 core competences which support beef exports to the European Union. The most important core competences which leverage Bra...

  7. The establishment of core competencies for canadian genetic counsellors: validation of practice based competencies.

    Science.gov (United States)

    Ferrier, Raechel Ann; Connolly-Wilson, Mary; Fitzpatrick, Jennifer; Grewal, Sonya; Robb, Laura; Rutberg, Julie; Lilley, Margaret

    2013-12-01

    Numerous groups of health professionals have undertaken the task of defining core competencies for their profession. The goal of establishing core competencies is to have a defined standard for such professional needs as practice guidelines, training curricula, certification, continuing competency and re-entry to practice. In 2006, the Canadian Association of Genetic Counsellors (CAGC) recognized the need for uniform practice standards for the profession in Canada, given the rapid progress of genetic knowledge and technologies, the expanding practice of genetic counsellors and the increasing demand for services. We report here the process by which the CAGC Practice Based Competencies were developed and then validated via two survey cycles, the first within the CAGC membership, and the second with feedback from external stakeholders. These competencies were formally approved in 2012 and describe the integrated skills, attitudes and judgment that genetic counsellors in Canada require in order to perform the services and duties that fall within the practice of the profession responsibly, safely, effectively and ethically.

  8. Clinical Core Competency Training for NASA Flight Surgeons

    Science.gov (United States)

    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.

  9. Human Capital as Source for Sustained Competitive Advantages in SMEs: A Core Competencies Approach

    OpenAIRE

    Carlos M. F-JARDON; Gonzalez-Loureiro, Miguel

    2013-01-01

    Human capital is a source of competitive advantage, since it helps to build core competencies which position the company above its competitors. Core competencies are dynamic competencies of superior hierarchy, which integrate, build and reconfigure internal and external factors of business to create value. Core competencies are competitive advantages when an organization gets better performance than competitors. Human capital is source of competitive advantage but it possibly does not directl...

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

    Science.gov (United States)

    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,…

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

    Science.gov (United States)

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

    2006-01-01

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

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

    Science.gov (United States)

    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…

  13. Assessing Students – Clinical Competence Versus Performance

    Directory of Open Access Journals (Sweden)

    John Ruedy

    2007-06-01

    Full Text Available The recent elaboration of the range of physiciancompetencies upon which the quality of health care isdependent has fostered the development of a variety ofmethods of assessing medical student competencies andperformance. Such assessments are essential inproviding feedback to students to guide their learningand to faculty on the success of the curriculum inachieving competency outcomes. In addition theyprovide evidence that students have achieved minimumrequirements for progressing. Well-designed ObservedStructured Clinical Examinations (OSCEs, MiniClinical Examinations (Mini-CEXs and some forms ofMulti-Source Feedback (MSF can meet acceptablestandards of validity and reliability and are feasible.Competency assessments are limited in predicting howa student will actually act in the work situationparticularly in humanistic skills. More emphasis needsto be placed on student performance, in suchcompetencies as communication and professionalism, ina variety of settings by a number of observers.

  14. Assessment to Transform Competency-based Curricula

    OpenAIRE

    Farris, Karen B.; Demb, Ada; Janke, Kristin Kari; KELLEY, Katherine; Scott, Steven A.

    2009-01-01

    The objective of this paper was to apply Kotter's 8 steps to transforming organizations as a framework for the role of assessment in competency-based curricular reform. Two analyses were conducted including (1) environmental scan of literature about assessment in curricular reform and (2) qualitative analyses of data from a college of pharmacy which instituted curricular reform. These assessment-focused data sources were interpreted in view of Kotter's 8 steps. Creating a sense of urgency, fo...

  15. Core competencies for UK occupational health nurses: a Delphi study

    Science.gov (United States)

    Demou, E.; Kiran, S.; Gaffney, M.; Stevenson, M.; Macdonald, E. B.

    2016-01-01

    Background Occupational health nurses (OHNs) play a pivotal role in the delivery of occupational health (OH) services. Specific competency guidance has been developed in a number of countries, including the UK. While it is acknowledged that UK OHN practice has evolved in recent years, there has been no formal research to capture these developments to ensure that training and curricula remain up-to-date and reflect current practice. Aims To identify current priorities among UK OHNs of the competencies required for OH practice. Methods A modified Delphi study undertaken among representative OHN networks in the UK. This formed part of a larger study including UK and international occupational physicians. The study was conducted in two rounds using a questionnaire based on available guidance on training competencies for OH practice, the published literature, expert panel reviews and conference discussions. Results Consensus among OHNs was high with 7 out of the 12 domains scoring 100% in rating. ‘Good clinical care’ was the principal domain ranked most important, followed by ‘general principles of assessment & management of occupational hazards to health’. ‘Research methods’ and ‘teaching & educational supervision’ were considered least important. Conclusions This study has established UK OHNs’ current priorities on the competencies required for OH practice. The timing of this paper is opportune with the formal launch of the Faculty of Occupational Health Nursing planned in 2018 and should inform the development of competency requirements as part of the Faculty’s goals for standard setting in OHN education and training. PMID:27492470

  16. COMPETENCE ASSESSMENT: BEST PRACTICES IN EUROPEAN COUNTRIES

    Directory of Open Access Journals (Sweden)

    Magdalena VELCIU

    2014-04-01

    Full Text Available In the current changing environment of work, the process of competence assessment is increasingly relevant as workers gain knowledge and practical skills through fulfilling different and new working tasks and through self-education. In this context, innovative tools for competence assessment and validation are very useful for encouraging movement of individuals between jobs and from unemployment or inactivity to employment and for increasing the capacity of companies to respond and adapt to changing and challenging environments. This article presents an overview of best practices for competence assessment and validation in order to identify and select methods that have been effective in various European countries including Romania. The article concludes with a set of „learned lessons” and short recommendations in order to improve the framework of competence assessment in Romanian context. Our findings are useful for the new human resources management that aims toward efficiently usage of the workforce, inside companies and in a global labour market, encouraging flexibility and adaptability.

  17. Developing engineering design core competences through analysis of industrial products

    DEFF Research Database (Denmark)

    Hansen, Claus Thorp; Lenau, Torben Anker

    2011-01-01

    Most product development work carried out in industrial practice is characterised by being incremental, i.e. the industrial company has had a product in production and on the market for some time, and now time has come to design a new and upgraded variant. This type of redesign project requires...... that the engineering designers have core design competences to carry through an analysis of the existing product encompassing both a user-oriented side and a technical side, as well as to synthesise solution proposals for the new and upgraded product. The authors of this paper see an educational challenge in staging...... a course module, in which students develop knowledge, understanding and skills, which will prepare them for being able to participate in and contribute to redesign projects in industrial practice. In the course module Product Analysis and Redesign that has run for 8 years we have developed and refined...

  18. Assessing clinical competency in the health sciences

    Science.gov (United States)

    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 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 of students' competence. The unique integration questions of the ISPE were judged to have good content validity from experts and students, suggestive that integration, a most crucial element of clinical competence, while done in the mind of the

  19. Research on the Intrinsic Relationship of Customer Value and Corporate Core Competence

    Science.gov (United States)

    Ji, Guoping

    The article defined customer value and corporate core competence using induction method and described the characteristics of these two concepts. Then the author analyzed the intrinsic relationship of customer value and corporate core competence via the survey and case analysis methods. The author found that customer value was the basic point to cultivate corporate core competence which was the platform to achieve customer value. The article is of great help to provide some ideas of cultivating and developing corporate core competence based on customer value.

  20. Assessment of intercultural competence in the FL classroom

    Directory of Open Access Journals (Sweden)

    Saška Horvat

    2011-12-01

    Full Text Available Acquiring intercultural competence is an important objective of foreign language learning. Problems occur because current testing still focuses on checking grammar skills, listening comprehension and writing skills, whereas intercultural competence assessment does not favour traditional testing and numerical grading. Developing and Assessing Intercul tural Competence, published in 2007 in European Centre for Modern Languages in Graz, introduces ways of assessing various competences/components of intercultural competence.

  1. Core Competencies: The Challenge For Graduate Peace and Conflict Studies Education

    Science.gov (United States)

    Windmueller, John; Wayne, Ellen Kabcenell; Botes, Johannes (Jannie)

    2009-05-01

    This article uses a case study of the assessment of a graduate program in negotiations and conflict management as a springboard for discussing several critical, but unanswered questions in our field. It raises questions regarding the lack of clear core competencies and expectations regarding curricula at the graduate-level of peace and conflict studies programs, as well as concerns over how educators in this field can or should assess their own work and train students for practice. It also addresses, via a comparative case analysis in Tajikistan, the degree to which the competencies and pedagogical approaches in this field are culturally bound. The picture that emerges from these case studies suggests that there have been important omissions in the way that the varied educational programs and the larger peace and conflict studies field itself have developed thus far.

  2. International perspective on common core competencies for occupational physicians: a modified Delphi study

    Science.gov (United States)

    Lalloo, Drushca; Demou, Evangelia; Kiran, Sibel; Cloeren, Marianne; Mendes, René; Macdonald, Ewan B

    2016-01-01

    Objectives The competencies required of occupational physicians (OPs) have been the subject of peer-reviewed research in Europe and individual countries around the world. In the European Union (EU), there has been development of guidance on training and common competencies, but little research has extended beyond this. The aim of this study was to obtain consensus on and identify the common core competencies required of OPs around the world. Methods A modified Delphi study was carried out among representative organisations and networks of OPs in a range of countries around the world. It was conducted in 2 rounds using a questionnaire based on the specialist training syllabus of a number of countries, expert panel reviews and conference discussions. Results Responses were received from 51 countries around the world, with the majority from Europe (60%; 59%) and North and South America (24%; 32%) in rounds 1 and 2, respectively. General principles of assessment and management of occupational hazards to health and good clinical care were jointly considered most important in ranking when compared with the other topic areas. Assessment of disability and fitness for work, communication skills and legal and ethical issues completed the top five. In both rounds, research methods and teaching and educational supervision were considered least important. Conclusions This study has established the current priorities among OPs across 51 countries of the common competencies required for occupational health (OH) practice. These findings can serve as a platform for the development of common core competencies/qualifications within specific geographical regions or internationally. This is particularly pertinent with globalisation of commerce and free movement within the EU. PMID:27076063

  3. Linguistic, sociolinguistic, and pragmatic competence as criteria in assessing vocational language skills: the case of Finland

    OpenAIRE

    Härmälä, Marita

    2010-01-01

    The content of the assessment criteria used in assessing vocationally oriented language competence in the Finnish Competency-Based Qualifications was examined. The data consisted of the National Core Curricula, eight education providers’ assessment criteria used in rating performances in the Qualification of Business and Administration, and thematic interviews conducted with 12 language teachers and four workplace experts. The data were analysed qualitatively. The results showed that on the l...

  4. Core Competences of River Ports: Case Study of Pearl River Delta

    Directory of Open Access Journals (Sweden)

    Hui Hui Lisa Li

    2016-06-01

    Full Text Available With the sound development of ASEAN, more and more attention is paid to hub ports that support cargo and information flows in this marine region. However there are few studies on river and feeder ports. To fill this gap, this study takes a river port as an example to illustrate how to utilize the Balanced Scorecard for evaluating the Core Competences of river and feeder ports. Core competences are helpful for terminal operators when focusing on core strategies, core business and core products / services development for resource limitation. The business pattern which regards core competences as a foundation is beneficial for terminal operators to achieve sustainable competitive advantages. A questionnaire survey has been conducted. The Cronbach alpha method confirms testing reliability of the questionnaire. Study results reveal that two core competences are “capabilities of valuing employee and organization improvement” and “national and municipal government support” for a river port.

  5. The CompHP Core Competencies Framework for Health Promotion in Europe

    Science.gov (United States)

    Barry, Margaret M.; Battel-Kirk, Barbara; Dempsey, Colette

    2012-01-01

    Background: The CompHP Project on Developing Competencies and Professional Standards for Health Promotion in Europe was developed in response to the need for new and changing health promotion competencies to address health challenges. This article presents the process of developing the CompHP Core Competencies Framework for Health Promotion across…

  6. 78 FR 22527 - Army Science Board Request for Information on Technology and Core Competencies

    Science.gov (United States)

    2013-04-16

    ... Department of the Army Army Science Board Request for Information on Technology and Core Competencies AGENCY: Department of the Army, DoD. ] ACTION: Request for information regarding support to Army Core Competencies... 102-3.140 through 160, the Department of the Army requests information on science and technology...

  7. Exploring Marriage and Family Therapy Supervisees' Perspectives about Postgraduate Supervision and the Acquisition of Core Competencies

    Science.gov (United States)

    Steele, Stephanie J.

    2013-01-01

    The topic of core competencies has been a central focus in the marriage and family therapy field since 2003. There are currently no published studies from the supervisees' perspective about the role of supervision in the acquisition of core competencies. This qualitative study used transcendental phenomenology to explore supervisees' perspectives…

  8. Core Competencies in Advanced Training: What Supervisors Say about Graduate Training

    Science.gov (United States)

    Nelson, Thorana S.; Graves, Todd

    2011-01-01

    In an attempt to identify needed mental health skills, many professional organizations have or are in the process of establishing core competency standards for their professions. The AAMFT identified 128 core competencies for the independent practice of MFT. The aim of this study was to learn the opinions of AAMFT Approved Supervisors as to how…

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

    Science.gov (United States)

    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…

  10. Identification of Core Competencies for an Undergraduate Food Safety Curriculum Using a Modified Delphi Approach

    Science.gov (United States)

    Johnston, Lynette M.; Wiedmann, Martin; Orta-Ramirez, Alicia; Oliver, Haley F.; Nightingale, Kendra K.; Moore, Christina M.; Stevenson, Clinton D.; Jaykus, Lee-Ann

    2014-01-01

    Identification of core competencies for undergraduates in food safety is critical to assure courses and curricula are appropriate in maintaining a well-qualified food safety workforce. The purpose of this study was to identify and refine core competencies relevant to postsecondary food safety education using a modified Delphi method. Twenty-nine…

  11. Core Competencies Of New Drug Discovery Firms In A Local Business Network

    OpenAIRE

    Mäkinen, H

    1999-01-01

    The area covered by this paper is the development of a firm's core competence and related competitive advantage embedded in a network of relationships, but not the network's own core competence. The empirical issues are addressed in the context of small innovative drug discovery firms in the Turku district.

  12. An identity crisis: the need for core competencies in undergraduate medical education

    OpenAIRE

    Jeffrey B. Russ; McKenney, Anna Sophia; Patel, Ankit B.

    2013-01-01

    A medical student perspective on the role of core competencies in undergraduate medical education in light of medical education reform associated with recent Flexner II.Keywords: undergraduate medical education; core competency; Flexner II(Published: 29 April 2013)Citation: Med Educ Online 2013, 18: 21028 - http://dx.doi.org/10.3402/meo.v18i0.21028

  13. Health care ethics consultation: an update on core competencies and emerging standards from the American Society For Bioethics and Humanities' core competencies update task force.

    Science.gov (United States)

    Tarzian, Anita J

    2013-01-01

    Ethics consultation has become an integral part of the fabric of U.S. health care delivery. This article summarizes the second edition of the Core Competencies for Health Care Ethics Consultation report of the American Society for Bioethics and Humanities. The core knowledge and skills competencies identified in the first edition of Core Competencies have been adopted by various ethics consultation services and education programs, providing evidence of their endorsement as health care ethics consultation (HCEC) standards. This revised report was prompted by thinking in the field that has evolved since the original report. Patients, family members, and health care providers who encounter ethical questions or concerns that ethics consultants could help address deserve access to efficient, effective, and accountable HCEC services. All individuals providing such services should be held to the standards of competence and quality described in the revised report.

  14. A competency transcript to assess and personalize new graduate competency.

    Science.gov (United States)

    Roberts, Kathleen; Lockhart, Robin; Sportsman, Susan

    2009-01-01

    The competence of a new registered nurse (RN) at the time of graduation influences the rapidity with which the RN becomes an effective practitioner. One school of nursing offering a bachelor of science in nursing developed a competency documentation system, a "competency transcript," to better describe the graduate's clinical judgment and psychomotor skill. This transcript was used as a communication tool between a clinical agency and a university school of nursing and was also used to help one hospital personalize orientation based on the learning needs of the graduate, with the goal of decreasing orientation time and cost. PMID:19104283

  15. The Spiritual Competence Scale: A New Instrument for Assessing Spiritual Competence at the Programmatic Level

    Science.gov (United States)

    Hodge, David R.

    2007-01-01

    Cultural competence has become a central social work tenet enshrined in the profession's ethical and educational standards. Few measures of cultural competence exist, however, in spite of an increasing array of religious, ethnic, and racial groups in U.S. society. This article develops a new measure to assess cultural competence among one family…

  16. Competency assessments for nuclear industry personnel

    International Nuclear Information System (INIS)

    In 1996, the IAEA published Technical Reports Series No. 380, Nuclear Power Plant Personnel Training and its Evaluation: A Guidebook. This publication provides guidance for the development, implementation and evaluation of training programmes for all nuclear power plant personnel using the systematic approach to training (SAT) methodology. The SAT methodology has since been adopted and used for the development and implementation of training programmes for all types of nuclear facility and activities in the nuclear industry. The IAEA Technical Working Group on Training and Qualification of Nuclear Power Plant Personnel recommended that an additional publication be prepared to provide further guidance concerning competency assessments used for measuring the knowledge, skills and attitudes of personnel as the result of training. This publication has been prepared in response to that recommendation. A critical component of SAT (as part of the implementation phase) is the assessment of whether personnel have achieved the standards identified in the training objectives. The nuclear industry spends a significant amount of resources conducting competency assessments. Competency assessments are used for employee selection, trainee assessment, qualification, requalification and authorization (in some Member States the terminology may be 'certification' or 'licensing'), and job advancement and promotion. Ineffective testing methods and procedures, or inappropriate interpretation of test results, can have significant effects on both human performance and nuclear safety. Test development requires unique skills and, as with any skill, training and experience are needed to develop and improve them. Test item and examination development, use, interpretation of results and examination refinement, like all other aspects of SAT, should be part of an ongoing, systematic process. This publication is primarily intended for use by personnel responsible for developing and administering

  17. Applying Theory to Assess Cultural Competency

    OpenAIRE

    Blue, Amy V.; Thiedke, Carolyn; Chessman, Alexander W.; Kern, Donna H.; Keller, Albert

    2009-01-01

    Using a theoretical cultural competency model, the effectiveness of a cultural competency learning assignment was examined to determine: 1) students’ cultural competency levels as reflected through the assignment, and 2) the effectiveness of the assignment as a cultural competency learning activity. Third-year family medicine clerkship students completed a required project to research and reflect upon a patient’s “cultural belief.” Applying a model of cultural competence development, a conten...

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

    Science.gov (United States)

    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.

  19. A Consensus Definition and Core Competencies for Being an Advocate for Pharmacy

    OpenAIRE

    Bzowyckyj, Andrew S.; Janke, Kristin K.

    2013-01-01

    Objective. To develop a consensus definition for “advocacy for the profession of pharmacy” and core competencies for doctor of pharmacy (PharmD) graduates to be effective advocates for the profession.

  20. International perspective on common core competencies for occupational physicians: a modified Delphi study

    OpenAIRE

    Lalloo, Drushca; Demou, Evangelia; KIRAN, Sibel; Cloeren, Mariane; Mendes, Réne; Macdonald, Ewan B

    2016-01-01

    Objectives: The competencies required of occupational physicians (OPs) have been the subject of peer-reviewed research in Europe and individual countries around the world. In the European Union (EU), there has been development of guidance on training and common competencies, but little research has extended beyond this. The aim of this study was to obtain consensus on and identify the common core competencies required of OPs around the world. Methods: A modified Delphi study was carried o...

  1. Application of nursing core competency standard education in the training of nursing undergraduates

    OpenAIRE

    Fang-qin Wu; Yan-ling Wang; Ying Wu; Ming Guo

    2014-01-01

    Purpose: To evaluate the effectiveness of nursing core competency standard education in undergraduate nursing training. Methods: Forty-two nursing undergraduates from the class of 2007 were recruited as the control group receiving conventional teaching methods, while 31 students from the class of 2008 were recruited as the experimental group receiving nursing core competency standard education. Teaching outcomes were evaluated using comprehensive theoretical knowledge examination and objec...

  2. The BRAIN Initiative Provides a Unifying Context for Integrating Core STEM Competencies into a Neurobiology Course

    OpenAIRE

    Schaefer, Jennifer E.

    2016-01-01

    The Brain Research through Advancing Innovative Neurotechnologies (BRAIN) Initiative introduced by the Obama Administration in 2013 presents a context for integrating many STEM competencies into undergraduate neuroscience coursework. The BRAIN Initiative core principles overlap with core STEM competencies identified by the AAAS Vision and Change report and other entities. This neurobiology course utilizes the BRAIN Initiative to serve as the unifying theme that facilitates a primary emphasis ...

  3. Core Competencies in Vocational Welder Worker: Based on Thai Welding Industry Participator Perceptions

    Directory of Open Access Journals (Sweden)

    Pakamas Choosit

    2012-02-01

    Full Text Available A core competency facilitates the identification of training needs and guides the design of a professional development program. Thus, this research was to explore and examine the core competencies in vocational welder worker based on Thai welding industry participator perceptions. To synthesize core competencies first used the focus group technique with 17 experts to identify their perspectives on core competencies in vocational welder worker. After that competencies questionnaire survey was developed to collect data from a participator sample consist of , 206 welding industry participators. Research methods were applied to collect quantitative data using questionnaires, forms, interviews, discussion groups and workshops. The resulting analysis revealed that the main elements of the competencies in vocational welder worker could be divided into three core competencies categories, namely: 1 The knowledge and skills generally: Basic skills and Information technology skills 2 The knowledge and skills specific: Process of connection and control, Welding process design, Metal structuring, The selection of proper welding process, Welding control, Inspection and testing process piece, Drawing and design product, Handmade sheet metal product, Produce and control manufacturing, and Pipe installation 3 The attitude: Personalities and human relation.

  4. Identification of Pediatric Oral Health Core Competencies through Interprofessional Education and Practice.

    Science.gov (United States)

    Hallas, D; Fernandez, J B; Herman, N G; Moursi, A

    2015-01-01

    Over the past seven years, the Department of Pediatric Dentistry at New York University College of Dentistry (NYUCD) and the Advanced Practice: Pediatrics and the Pediatric Nurse Practitioner (PNP) program at New York University College of Nursing (NYUCN) have engaged in a program of formal educational activities with the specific goals of advancing interprofessional education, evidence-based practice, and interprofessional strategies to improve the oral-systemic health of infants and young children. Mentoring interprofessional students in all health care professions to collaboratively assess, analyze, and care-manage patients demands that faculty reflect on current practices and determine ways to enhance the curriculum to include evidence-based scholarly activities, opportunities for interprofessional education and practice, and interprofessional socialization. Through the processes of interprofessional education and practice, the pediatric nursing and dental faculty identified interprofessional performance and affective oral health core competencies for all dental and pediatric primary care providers. Students demonstrated achievement of interprofessional core competencies, after completing the interprofessional educational clinical practice activities at Head Start programs that included interprofessional evidence-based collaborative practice, case analyses, and presentations with scholarly discussions that explored ways to improve the oral health of diverse pediatric populations. The goal of improving the oral health of all children begins with interprofessional education that lays the foundations for interprofessional practice. PMID:25653873

  5. Identification of Pediatric Oral Health Core Competencies through Interprofessional Education and Practice.

    Science.gov (United States)

    Hallas, D; Fernandez, J B; Herman, N G; Moursi, A

    2015-01-01

    Over the past seven years, the Department of Pediatric Dentistry at New York University College of Dentistry (NYUCD) and the Advanced Practice: Pediatrics and the Pediatric Nurse Practitioner (PNP) program at New York University College of Nursing (NYUCN) have engaged in a program of formal educational activities with the specific goals of advancing interprofessional education, evidence-based practice, and interprofessional strategies to improve the oral-systemic health of infants and young children. Mentoring interprofessional students in all health care professions to collaboratively assess, analyze, and care-manage patients demands that faculty reflect on current practices and determine ways to enhance the curriculum to include evidence-based scholarly activities, opportunities for interprofessional education and practice, and interprofessional socialization. Through the processes of interprofessional education and practice, the pediatric nursing and dental faculty identified interprofessional performance and affective oral health core competencies for all dental and pediatric primary care providers. Students demonstrated achievement of interprofessional core competencies, after completing the interprofessional educational clinical practice activities at Head Start programs that included interprofessional evidence-based collaborative practice, case analyses, and presentations with scholarly discussions that explored ways to improve the oral health of diverse pediatric populations. The goal of improving the oral health of all children begins with interprofessional education that lays the foundations for interprofessional practice.

  6. Identification of Pediatric Oral Health Core Competencies through Interprofessional Education and Practice

    Directory of Open Access Journals (Sweden)

    D. Hallas

    2015-01-01

    Full Text Available Over the past seven years, the Department of Pediatric Dentistry at New York University College of Dentistry (NYUCD and the Advanced Practice: Pediatrics and the Pediatric Nurse Practitioner (PNP program at New York University College of Nursing (NYUCN have engaged in a program of formal educational activities with the specific goals of advancing interprofessional education, evidence-based practice, and interprofessional strategies to improve the oral-systemic health of infants and young children. Mentoring interprofessional students in all health care professions to collaboratively assess, analyze, and care-manage patients demands that faculty reflect on current practices and determine ways to enhance the curriculum to include evidence-based scholarly activities, opportunities for interprofessional education and practice, and interprofessional socialization. Through the processes of interprofessional education and practice, the pediatric nursing and dental faculty identified interprofessional performance and affective oral health core competencies for all dental and pediatric primary care providers. Students demonstrated achievement of interprofessional core competencies, after completing the interprofessional educational clinical practice activities at Head Start programs that included interprofessional evidence-based collaborative practice, case analyses, and presentations with scholarly discussions that explored ways to improve the oral health of diverse pediatric populations. The goal of improving the oral health of all children begins with interprofessional education that lays the foundations for interprofessional practice.

  7. Assessing Multicultural Competence of Helping-Profession Students

    Science.gov (United States)

    Hladik, Jakub

    2016-01-01

    In this article, I focus on assessing multicultural competence of helping-profession students. The "Multicultural Competence Scale of Helping-Profession Students" was used for data collection. The aim of the research was to find out the level of students' multicultural competence due to the current lack of this information in Central…

  8. Predictability of Competing Measures of Core Inflation: An Application for Peru Predictability of Competing Measures of Core Inflation: An Application for Peru

    Directory of Open Access Journals (Sweden)

    Luis F. Zegarra

    1999-03-01

    Full Text Available A central element of an inflation targeting approach to monetary policy is a proper measure of inflation. The international evidence suggests the use of core inflation measures. In this paper we claim that core inflation should be measured as the underlying trend of inflation that comes from nominal shocks that have no real effect in the long term. However, most of the time core inflation is computed zero weighting observations at the tail of the inflation distribution. Quah and Vahey (1996 proposed a method of computing core inflation imposing theory restrictions to a SVAR specification. In this paper we present estimation for Peruvian data and compare the predictability properties of competing measures of inflation following an idea of Diebold and Killian (1997. A central element of an inflation targeting approach to monetary policy is a proper measure of inflation. The international evidence suggests the use of core inflation measures. In this paper we claim that core inflation should be measured as the underlying trend of inflation that comes from nominal shocks that have no real effect in the long term. However, most of the time core inflation is computed zero weighting observations at the tail of the inflation distribution. Quah and Vahey (1996 proposed a method of computing core inflation imposing theory restrictions to a SVAR specification. In this paper we present estimation for Peruvian data and compare the predictability properties of competing measures of inflation following an idea of Diebold and Killian (1997.

  9. Training infection control and hospital hygiene professionals in Europe, 2010: agreed core competencies among 33 European countries.

    Science.gov (United States)

    Brusaferro, S; Cookson, B; Kalenic, S; Cooper, T; Fabry, J; Gallagher, R; Hartemann, P; Mannerquist, K; Popp, W; Privitera, G; Ruef, C; Viale, P; Coiz, F; Fabbro, E; Suetens, C; Varela Santos, C

    2014-12-11

    The harmonisation of training programmes for infection control and hospital hygiene (IC/HH) professionals in Europe is a requirement of the Council recommendation on patient safety. The European Centre for Disease Prevention and Control commissioned the 'Training Infection Control in Europe' project to develop a consensus on core competencies for IC/HH professionals in the European Union (EU). Core competencies were drafted on the basis of the Improving Patient Safety in Europe (IPSE) project's core curriculum (CC), evaluated by questionnaire and approved by National Representatives (NRs) for IC/HH training. NRs also re-assessed the status of IC/HH training in European countries in 2010 in comparison with the situation before the IPSE CC in 2006. The IPSE CC had been used to develop or update 28 of 51 IC/HH courses. Only 10 of 33 countries offered training and qualification for IC/HH doctors and nurses. The proposed core competencies are structured in four areas and 16 professional tasks at junior and senior level. They form a reference for standardisation of IC/HH professional competencies and support recognition of training initiatives.

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

    Science.gov (United States)

    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

  11. Clinical Oral Examinations: Assessment of Competency in Radiation Therapy

    OpenAIRE

    Leech, Michelle; POOLE, CLAIRE; CRAIG, AGNELLA; COFFEY, MARY ANNE; NI CHUINNEAGAIN, SIOBHAN

    2009-01-01

    Matching assessment strategies to learning outcomes in radiation therapy education is of the utmost importance. Assessing clinical competence requires that `competence? be clearly defined prior to the start of any clinical programme. In this article, we report on our experience in using clinical oral examinations in assessing competence in second year undergraduate radiation therapy students. The shortcomings of clinical oral examinations such as `leaking? of the agenda are addressed and more...

  12. Preservice Teachers and Self-Assessing Digital Competence

    Science.gov (United States)

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

    2016-01-01

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

  13. Facilitating creativity as a core competence in Engineering Education

    DEFF Research Database (Denmark)

    Andersson, P.; Onarheim, Balder

    2015-01-01

    In Engineering Education (EE) there is a growing emphasis on providing students with skills and competences within innovation and entrepreneurship. This development has emerged from an identified need for establishment of new enterprises, creation of new possibilities for employment and to contri......In Engineering Education (EE) there is a growing emphasis on providing students with skills and competences within innovation and entrepreneurship. This development has emerged from an identified need for establishment of new enterprises, creation of new possibilities for employment...... competences in EE [1]. Still it is well known that there is inertia in Engineering Education to develop new structures and traditions in teaching and learning [2]. In the whole education system there is a growing interest in creative engagement of pupils and students, and the body of research in the area...

  14. Core competencies for shared decision making training programs: insights from an international, interdisciplinary working group.

    Science.gov (United States)

    Légaré, France; Moumjid-Ferdjaoui, Nora; Drolet, Renée; Stacey, Dawn; Härter, Martin; Bastian, Hilda; Beaulieu, Marie-Dominique; Borduas, Francine; Charles, Cathy; Coulter, Angela; Desroches, Sophie; Friedrich, Gwendolyn; Gafni, Amiram; Graham, Ian D; Labrecque, Michel; LeBlanc, Annie; Légaré, Jean; Politi, Mary; Sargeant, Joan; Thomson, Richard

    2013-01-01

    Shared decision making is now making inroads in health care professionals' continuing education curriculum, but there is no consensus on what core competencies are required by clinicians for effectively involving patients in health-related decisions. Ready-made programs for training clinicians in shared decision making are in high demand, but existing programs vary widely in their theoretical foundations, length, and content. An international, interdisciplinary group of 25 individuals met in 2012 to discuss theoretical approaches to making health-related decisions, compare notes on existing programs, take stock of stakeholders concerns, and deliberate on core competencies. This article summarizes the results of those discussions. Some participants believed that existing models already provide a sufficient conceptual basis for developing and implementing shared decision making competency-based training programs on a wide scale. Others argued that this would be premature as there is still no consensus on the definition of shared decision making or sufficient evidence to recommend specific competencies for implementing shared decision making. However, all participants agreed that there were 2 broad types of competencies that clinicians need for implementing shared decision making: relational competencies and risk communication competencies. Further multidisciplinary research could broaden and deepen our understanding of core competencies for shared decision making training.

  15. Formation of core competencies in the process of learning schoolchildren

    OpenAIRE

    TURKENOV TALGAT; ZHAPANOVA RIZA

    2016-01-01

    Essences, structure, functions of process of development of competence of schoolchildren are exposed, planning methods and pedagogical terms are presented. Discloses a general training and skills and their combination provides a reliable basis for further training of pupils cognitive activity, they determine the acquisition of deep and tight knowledge.

  16. Identifying Core Mobile Learning Faculty Competencies Based Integrated Approach: A Delphi Study

    Science.gov (United States)

    Elbarbary, Rafik Said

    2015-01-01

    This study is based on the integrated approach as a concept framework to identify, categorize, and rank a key component of mobile learning core competencies for Egyptian faculty members in higher education. The field investigation framework used four rounds Delphi technique to determine the importance rate of each component of core competencies…

  17. Towards a Formative Assessment of Classroom Competencies (FACCs for postgraduate medical trainees

    Directory of Open Access Journals (Sweden)

    Brown Andrew

    2008-12-01

    Full Text Available Abstract Background An assumption of clinical competency is no longer acceptable or feasible in routine clinical practice. We sought to determine the feasibility, practicability and efficacy of undertaking a formal assessment of clinical competency for all postgraduate medical trainees in a large NHS foundation trust. Methods FY1 doctors were asked to complete a questionnaire to determine prior experience and self reported confidence in performing the GMC core competencies. From this a consensus panel of key partners considered and developed an 8 station Objective Structured Clinical Examination (OSCE circuit to assess clinical competencies in all training grade medical staff... The OSCE was then administered to all training grade doctors as part of their NHS trust induction process. Results 106 (87.6% of all trainees participated in the assessment during the first 14 days of appointment. Candidates achieved high median raw percentage scores for the majority of stations however analysis of pre defined critical errors and omissions identified important areas for concern. Performance of newly qualified FY1 doctor was significantly better than other grades for the arterial blood gas estimation and nasogastric tube insertion stations. Discussion Delivering a formal classroom assessment of clinical competencies to all trainees as part of the induction process was both feasible and useful. The assessment identified areas of concern for future training and also served to reassure as to the proficiency of trainees in undertaking the majority of core competencies.

  18. A proposal for generic competence assessment in a serious game

    Directory of Open Access Journals (Sweden)

    María José Bezanilla

    2014-01-01

    Full Text Available This paper focuses on the design of a serious game for the teaching and assessment of generic competences, placing particular emphasis on the competences assessment aspect. Taking into account important aspects of competence assessment such as context, feedback and transparency, among other aspects, and using the University of Deusto's Generic Competences Assessment Model based on the defining of levels, indicators and descriptors as a reference point, a serious game has been designed for the development and evaluation of two Generic Competences: Problem Solving and Entrepreneurship, aimed at final-year undergraduate and first-year postgraduate students. The design process shows that having a Competence Assessment Model based on levels, indicators and descriptors is of great help in defining the game's scenarios and learning and assessment activities. Serious games can also be excellent resources to help in the development and assessment of generic competences, but not as a unique tool, since the concept of competence in itself is highly complex (integrating knowledge, skills, attitudes and values and some elements might require other methods and techniques for its development. It also reveals the difficulties of evaluating competences in general and through serious games in particular.

  19. The Use of ICT for the Assessment of Key Competences

    OpenAIRE

    REDECKER CHRISTINE

    2012-01-01

    This report assesses current trends in the area of ICT for learning and assessment in view of their value for supporting the assessment of Key Competences. Based on an extensive review of the literature, it provides an overview of current ICT-enabled assessment practices, with a particular focus on more recent developments that support the holistic assessment of Key Competences for Lifelong Learning in Europe. The report presents a number of relevant cases, discusses the potential of emerging...

  20. METHODS OF ASSESSING THE COMMUNICATIVE COMPETENCE

    Directory of Open Access Journals (Sweden)

    Sergey Nikolaevich ZUBAREV

    2015-01-01

    Full Text Available The author describes various techniques of evaluating communicative competence. In the context of the study, taking into consideration the specificity of communicative competence and sphere of professional activities of gradu-ates from humanitarian higher educational institutions, the author makes the conclusions related to the methods of demonstrating the competence. The author also presents methods of evaluating the competence of graduates from humanitarian higher educational institutions in the form of detailed description of each method. Finally, the author makes conclusions on choosing the best method.

  1. Validation of core competencies during residency training in anaesthesiology

    OpenAIRE

    Spies, Claudia; Vargas Hein, Ortrud; Knigge, Michel; Rehberg, Benno; Ortwein, Heiderose

    2011-01-01

    Background and goal: Curriculum development for residency training is increasingly challenging in times of financial restrictions and time limitations. Several countries have adopted the CanMEDS framework for medical education as a model into their curricula of specialty training. The purpose of the present study was to validate the competency goals, as derived from CanMEDS, of the Department of Anaesthesiology and Intensive Care Medicine of the Berlin Charité University Medical Centre, by co...

  2. Students Explaining Science--Assessment of Science Communication Competence

    Science.gov (United States)

    Kulgemeyer, Christoph; Schecker, Horst

    2013-01-01

    Science communication competence (SCC) is an important educational goal in the school science curricula of several countries. However, there is a lack of research about the structure and the assessment of SCC. This paper specifies the theoretical framework of SCC by a competence model. We developed a qualitative assessment method for SCC that is…

  3. Assessment and self-assessment of the pharmacists' competencies using the global competency framework (GbCF in Serbia

    Directory of Open Access Journals (Sweden)

    Stojkov Svetlana

    2016-01-01

    Full Text Available Background/Aim. Pharmacists' competence represents a dynamic framework of knowledge, skills and abilities to carry out tasks, and it reflects on improving the quality of life and on patients’ health. One of the documents for the Evaluation and Competency Development of Pharmacists is the Global Competency Framework (GbCF. The aim of this study was to implement the GBCF document into Serbian pharmacies, to perform assessment and self assessment of the competencies. Methods. The assessment and self-assessment of pharmacists’ competencies were performed during the period 2012−13 year in eight community pharmacy chains, in seven cities in Serbia. For assessment and self-assessment of pharmacists competencies the GbCF model was applied, which was adjusted to pharmaceutical practice and legislation in Serbia. External assessment was conducted by teams of pharmacists using the structured observation of the work of pharmacists during regular working hours. Evaluated pharmacists filled out the questionnaire about demographic indicators about the pharmacist and the pharmacy where they work. Results. A total of 123 pharmacists were evaluated. Pharmacists’ Professional Competency Cluster (KK1 had the lowest score (average value 2.98, while the cluster Management and Organizational Competency (KK2 had the highest score (average value 3.15. The competence Recognition of the Diagnosis and Patient Counseling (K8, which belonged to the cluster KK1, had the lowest score (average value for assessment and self-assessment were 2.09, and 2.34, respectively among the all evaluated competencies. Conclusion. GbCF might be considered as an instrument for the competencies' evaluation/selfevaluation and their improvement, accordingly.

  4. [Current state of competence assessment in nursing].

    Science.gov (United States)

    Darmann-Finck, Ingrid; Reuschenbach, Bernd

    2013-01-01

    Competency measurement is central to the optimisation of outcome oriented educational processes in nursing, similar to the concept of evidence based practice. The classification of measurement tools provides the basis for describing the current state of research and development in relation to competence measurement in nursing science, and any gaps are identified. The article concludes with questioning the importance of outcome oriented quality orientation in order to achieve an increase in quality during training. Further methodological developments and qualitative studies are needed to examine the context specific processes of interaction and learning, beyond competence diagnostics. PMID:23415340

  5. [Current state of competence assessment in nursing].

    Science.gov (United States)

    Darmann-Finck, Ingrid; Reuschenbach, Bernd

    2013-01-01

    Competency measurement is central to the optimisation of outcome oriented educational processes in nursing, similar to the concept of evidence based practice. The classification of measurement tools provides the basis for describing the current state of research and development in relation to competence measurement in nursing science, and any gaps are identified. The article concludes with questioning the importance of outcome oriented quality orientation in order to achieve an increase in quality during training. Further methodological developments and qualitative studies are needed to examine the context specific processes of interaction and learning, beyond competence diagnostics.

  6. APN Core Competencies: A Framework for Developing and Testing an APN Discharge Intervention

    OpenAIRE

    Cooke, Liz; Gemmill, Robin; Grant, Marcia

    2008-01-01

    The purpose of this paper is to describe evidenced-based interventions as implemented by Advanced Practice Nurses (APN) conducting intervention research with a vulnerable population of blood and marrow transplant patients. In addition, each of the six core competencies of the APN role identified by Hamric are outlined and applied using a patient case study. These competencies are the following: direct clinical practice, expert coaching and advice, consultation, research skills, clinical and p...

  7. Friday Forum and the AICPA Core Competency Framework: Honing Students' Personal Competencies

    Science.gov (United States)

    Johnson, Grace F.

    2013-01-01

    This paper shares one learning technique for honing undergraduate students' personal competencies. The senior accounting capstone course at a small Midwestern private liberal college includes a weekly seminar series, called the Friday Forum, where students and practitioners meet to discuss a current professional accounting article. Since Spring…

  8. Core competence and dominant logic: contributions to the analysis of merger and acquisition process

    Directory of Open Access Journals (Sweden)

    Marcelo Pereira Binder

    2010-01-01

    Full Text Available Mergers and acquisitions are one of the most important strategic decisions a company can take. In the 1980s and 1990s, mergers and acquisitions have occurred in large numbers of companies and several theories have been developed to explain the phenomenon. However, most of these theories are related to the financial area. But, non-quantifiable aspects, such as core competencies and dominant logic, have been relegated to the background. Identified this gap, this paper proposes the inclusion of the concept of core competence and dominant logic as an analytical tool to validate a merger process. To do so, this article has rescued the discussion of these concepts in the business strategy field and a case that did not achieve the proposed goals with the merger was examined from this perspective. The result evidence that the adoption of the concepts of core competence and dominant logic helps explain a new insights with the merger process.

  9. BASICS: Building a System to Ingrain Core Competencies within Students

    OpenAIRE

    Dorran, David

    2010-01-01

    The aim of the project is to develop a system which will promote a solid knowledge of programmes’ “core competencies” amongst students. This will be achieved by building a set of online quizzes which students will undertake on a regular basis throughout the delivery of programme modules. Quizzes will include feedback with links to web-based activities/information to help students develop their understanding.

  10. Assessing Pragmatic Competence Of L2 Learners

    OpenAIRE

    Kusevska, Marija; Ulanska, Tatjana; Ivanovska, Biljana; Daskalovska, Nina; Mitkovska, Liljana

    2015-01-01

    Abstract: The purpose of this paper is to explore the components of pragmatic competence for L2 learners. Developing pragmatic competence in a second/foreign language has been addressed in many articles and publications on cross-cultural and interlanguage pragmatics (Bardovi-Harlig, 1999; Barron, 2003; Blum-Kulka, House, & Kasper, 1989; Cohen & Ishihara, 2005; Ishihara & Cohen, 2010; Kasper & Blum-Kulka, 1993; McConachy & Hata, 2013; Trosborg, 2010; Wigglesworth & Y...

  11. Assessing continued competency through simulation: A call for stringent action.

    Science.gov (United States)

    Decker, Sharon; Utterback, Virginia Ann; Thomas, Mary Beth; Mitchell, Melinda; Sportsman, Susan

    2011-01-01

    This article proposes that simulation has potential as a method to validate critical and reflective thinking skills and continued competency of registered nurses. The authors recognize the challenges and benefits for using simulation in assessing competency. Furthermore, the authors stress that the potential use of simulation in competency testing cannot be achieved until educators and researchers acquire the specific knowledge and skills to make informed decisions and recommend policy. PMID:21667795

  12. Maximising the benefits of competing non-core support services.

    Science.gov (United States)

    Meads, S

    1993-01-01

    Sarah Meads is General Manager of Serco Health Services. In an earlier article "Transforming Support Services Through Competition", published in the September/October 1992 issue, she described the use of external competition to create incentives to transform support service functions. In this article she describes how competing single service contracts or simply combining services that appear functionally related, for example, cleaning and orderly services, is no longer enough if health service providers are serious about maximising the benefits of competition. This is because a superior result may be achieved through combining several support services under one single contract, or facilities management contracting, selected on the basis of delivering client outcomes. The ability to maximise the benefits relies on providers adopting a change in attitude and a relentless focus on client needs which is not constrained by existing organisational structure. PMID:10125136

  13. Identifying the core competence as a key requirement for business model innovation. The case of Airlines as a service industry

    OpenAIRE

    Nair, Sujith Krishnan Suchithra; Paulose, Hanna; Palacios Fernández, Miguel; Tafur Segura, José Javier

    2012-01-01

    Core competencies form the basis of an organization’s skills and the basic element of a successful strategic execution. Identifying and strengthening the core competencies enhances flexibility thereby strategically positioning a firm for responding to competition in the dynamic marketplace and can be the difference in quality among firms that follow the same business model. A correct understanding of the concept of business models, employing the right core competencies, organizing them ef...

  14. A Model for the Development and Implementation of Core Competencies in Restaurant Companies for Superior Financial Performance

    OpenAIRE

    de Chabert, Jacqueline M. IV

    1998-01-01

    The purpose of this study was to identify whether firms that implement and develop core competencies perform significantly better than firms that do not. A model of core competency implementation and development in restaurant firms was developed and tested in three casual dining restaurant firms. The amount of co-alignment in the core competency process was compared to financial performance. Results indicated that firms that had a greater amount of alignment performed better. The highest p...

  15. Exploring core competencies for mental health and addictions work within a Family Health Team setting.

    Science.gov (United States)

    Rush, Brian; McPherson-Doe, Catherine; Behrooz, Reneé C; Cudmore, Alan

    2013-06-01

    Approximately 200 Family Health Teams (FHTs) have been implemented in Ontario to improve access to primary healthcare, including mental health and addiction. The objectives of this project were to examine, through a focus group and qualitative methodology with three FHTs, the profile of patients' mental health and addiction-related needs and to identify the implications for the development of core competencies in these innovative organisations. A spectrum of needs and service trajectories was identified, as well as the importance of a wide range of clinical skills and knowledge. The results indicate that 'core' competencies for mental health work in the context of an FHT go well beyond those required for an embedded mental health 'programme' or specialised mental health counsellors, but rather they relate to the core and discipline-specific competencies of members of the entire team. In addition to specific knowledge and skills, competencies include common attitudes and values relating to teamwork, good communication and collaboration. Challenges were noted with regard to working with some community service providers, especially addiction services. Implications for core competencies at the individual and organisational level were identified.

  16. The Comfort of Competence and the Uncertainty of Assessment

    Science.gov (United States)

    Griffin, Patrick

    2007-01-01

    This article argues that a "probabilistic" interpretation of competence can provide the basis for a link between assessment, teaching and learning, curriculum resources and policy development. Competence is regarded as a way of interpreting the quality of performance in a coherent series of hierarchical tasks. The work of Glaser is combined with…

  17. Electronic Rubrics to Assess Competences in ICT Subjects

    Science.gov (United States)

    Rivas, Manuela Raposo; De La Serna, Manuel Cebrian; Martinez-Figueira, Esther

    2014-01-01

    Helping students to acquire specific competences is nowadays one of the basic pillars of university teaching; therefore its evaluation and accreditation is of key importance. As of late, rubrics and in particular electronic rubrics (e-rubrics) have become an important resource to assess competences and guide students in their learning processes.…

  18. Influence Factors and Improvement Recommendations for Core Competency of Township Enterprises

    Institute of Scientific and Technical Information of China (English)

    Chengjun; ZHANG

    2014-01-01

    Core competency of township enterprises may be influenced from the property right,technology,scale operation,financial management and talent. In view of these influence factors,township enterprises should conduct technological innovation,bring into full play functions of talents,promote corporate culture of township enterprises,attach great importance to development of core products and innovation of relevant systems,and establish market information platform for township enterprises.

  19. Core competencies necessary for a managerial psycho-educational training programme for business team coaches

    OpenAIRE

    Jeanette E. Maritz; Marie Poggenpoel; Chris P.H. Myburgh

    2009-01-01

    The objective of this research was to explore and describe core competencies necessary for a managerial psycho-educational training programme for business team coaches. The total number of participants in this qualitative research was 30. A purposive and snowball sampling strategy was used. Triangulation was achieved through focus groups, in-depth individual interviews and naïve sketches. Data were analysed through an open inductive approach and descriptive analysis. The results describe core...

  20. The core competencies for mental, neurological, and substance use disorder care in sub-Saharan Africa.

    Science.gov (United States)

    Collins, Pamela Y; Musisi, Seggane; Frehywot, Seble; Patel, Vikram

    2015-01-01

    The 2010 Global Burden of Disease Study points to a changing landscape in which non-communicable diseases, such as mental, neurological, and substance use (MNS) disorders, account for an increasing proportion of premature mortality and disability globally. Despite evidence of the need for care, a remarkable deficit of providers for MNS disorder service delivery persists in sub-Saharan Africa. This critical workforce can be developed from a range of non-specialist and specialist health workers who have access to evidence-based interventions, whose roles, and the associated tasks, are articulated and clearly delineated, and who are equipped to master and maintain the competencies associated with providing MNS disorder care. In 2012, the Neuroscience Forum of the Institute of Medicine convened a meeting of key stakeholders in Kampala, Uganda, to discuss a set of candidate core competencies for the delivery of mental health and neurological care, focusing specifically on depression, psychosis, epilepsy, and alcohol use disorders. This article discusses the candidate core competencies for non-specialist health workers and the complexities of implementing core competencies in low- and middle-income country settings. Sub-Saharan Africa, however, has the potential to implement novel training initiatives through university networks and through structured processes that engage ministries of health. Finally, we outline challenges associated with implementing competencies in order to sustain a workforce capable of delivering quality services for people with MNS disorders.

  1. Assessing the ACEJMC Professional Values and Competencies

    Science.gov (United States)

    Christ, William G.; Henderson, Jennifer J.

    2014-01-01

    The accrediting body for media education, the Accrediting Council on Education in Journalism and Mass Communications (ACEJMC), has established twelve professional values and competencies that all students must demonstrate before graduating from accredited journalism and mass communication programs. A close reading suggests that these twelve…

  2. Assessing Cultural Competency in School Crisis Plans

    Science.gov (United States)

    Annandale, Neil O.; Heath, Melissa Allen; Dean, Brenda; Kemple, Ana; Takino, Yozo

    2011-01-01

    This study reviewed school-based crisis planning resources and guidelines provided by 40 state departments of education and offices of safe and drug-free schools. Content was examined for indications of cultural competency. The most frequently reported topics included: (a) assisting students with mental and physical disabilities, (b) tapping into…

  3. Developing core interprofessional competencies for community rehabilitation practitioners: findings from an Australian study.

    Science.gov (United States)

    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.

  4. The Development of Core Competencies for the Practice of Marriage and Family Therapy

    Science.gov (United States)

    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…

  5. The Theoretical Connotation and Systematic Essence of Core Competence of Agricultural High-tech Enterprises

    Institute of Scientific and Technical Information of China (English)

    2010-01-01

    Six representative interpretations about the core competence of the corporate proposed by the researchers both at home and abroad from different perspectives are introduced,which includes "Resource theory","Capacity theory","Integration theory of assets and mechanism","Theory of consumer surplus","Theory of institutions and systems" and "Theory of innovation". It is pointed out that although these interpretations play an active role in enriching the theory of core competence,it still faces the problems to further deepen these interpretations:the first problem is how to give a precise definition;the second is about its extension;the third is on the logical and practical relationship between the production mechanism and its sustainable competitive advantages;the fourth is the problems in the production process and the corresponding management. Both the systematic essence and features of core competence are introduced:the first is the system self-organization process produced within the corporate;the second is the interaction between corporate system and environment;it needs a growing and evolution process. This paper briefly describes the essence of core competence of agricultural high-tech corporate,introduces its five features including systematicness,integration,non-imitation,ductility and non-equilibrium,and finally explains its component parts,mainly including corporate culture system,technological innovation system,human resource system,management capability system,corporate production and marketing system,financial capability system and adaptability system.

  6. Core Competencies and the Prevention of High-Risk Sexual Behavior

    Science.gov (United States)

    Charles, Vignetta Eugenia; Blum, Robert Wm.

    2008-01-01

    Adolescent sexual risk-taking behavior has numerous individual, family, community, and societal consequences. In an effort to contribute to the research and propose new directions, this chapter applies the core competencies framework to the prevention of high-risk sexual behavior. It describes the magnitude of the problem, summarizes explanatory…

  7. 核心竞争力系统的演化%Evolution of Core Competence System

    Institute of Scientific and Technical Information of China (English)

    周瑞凌; 王金桃; 叶瑾

    2001-01-01

    The evolution of core competence system is discussed based on theanalysis of the concept of core competence, and the transformation of production model in automobile industry. A new structure of core competence centered on knowledge and innovation is suggested and the new concept of core competence chain is fully developed to face the challenge of the knowledge economy.%在对核心竞争力认识的基础上,以汽车工业不同生产方式的转变为线索,探讨了企业核心竞争力系统的演化过程,并结合对当今知识经济、组织学习及创新的思考,提出基于知识与创新的核心竞争力,并就处于战略联盟的企业群体的竞争优势提出一种新的观念--核心能力链。

  8. The Relationship between Leadership Behavior, the Thirteen Core Competencies, and Teacher Job Satisfaction

    Science.gov (United States)

    Crane, Detris Nanette

    2012-01-01

    The purpose of this quantitative correlational study was to determine if teacher job satisfaction is enhanced when principals value and exhibit behaviors informed by the 13 core competencies. Principals and teachers from 70 elementary, middle, and high schools in the southeast United States participated in the study. The "Leadership Behavior…

  9. A Practical Approach to Implementing the Core Competencies in a Child and Adolescent Psychiatry Residency Program

    Science.gov (United States)

    Dingle, Arden D.; Sexson, Sandra B.

    2007-01-01

    Objective: The authors describe the development and implementation of the Accreditation Council for Graduate Medical Education's core competencies in a child and adolescent psychiatry residency program. Method: The authors identify the program's organizational approach and participants and detail various strategies and methods of defining,…

  10. The Principalship: Essential Core Competencies for Instructional Leadership and Its Impact on School Climate

    Science.gov (United States)

    Ross, Dorrell J.; Cozzens, Jeffry A.

    2016-01-01

    The purpose of this quantitative study was to investigate teachers' perceptions of principals' leadership behaviors influencing the schools' climate according to Green's (2010) ideologies of the 13 core competencies within the four dimensions of principal leadership. Data from the "Leadership Behavior Inventory" (Green, 2014) suggest 314…

  11. Study of Core Competency Elements and Factors Affecting Performance Efficiency of Government Teachers in Northeastern Thailand

    Science.gov (United States)

    Chansirisira, Pacharawit

    2012-01-01

    The research aimed to investigate the core competency elements and the factors affecting the performance efficiency of the civil service teachers in the northeastern region, Thailand. The research procedure consisted of two steps. In the first step, the data were collected using a questionnaire with the reliability (Cronbach's Alpha) of 0.90. The…

  12. Emergency Preparedness Education for Nurses: Core Competency Familiarity Measured Utilizing an Adapted Emergency Preparedness Information Questionnaire.

    Science.gov (United States)

    Georgino, Madeline M; Kress, Terri; Alexander, Sheila; Beach, Michael

    2015-01-01

    The purpose of this project was to measure trauma nurse improvement in familiarity with emergency preparedness and disaster response core competencies as originally defined by the Emergency Preparedness Information Questionnaire after a focused educational program. An adapted version of the Emergency Preparedness Information Questionnaire was utilized to measure familiarity of nurses with core competencies pertinent to first responder capabilities. This project utilized a pre- and postsurvey descriptive design and integrated education sessions into the preexisting, mandatory "Trauma Nurse Course" at large, level I trauma center. A total of 63 nurses completed the intervention during May and September 2014 sessions. Overall, all 8 competencies demonstrated significant (P < .001; 98% confidence interval) improvements in familiarity. In conclusion, this pilot quality improvement project demonstrated a unique approach to educating nurses to be more ready and comfortable when treating victims of a disaster. PMID:26352654

  13. The BRAIN Initiative Provides a Unifying Context for Integrating Core STEM Competencies into a Neurobiology Course.

    Science.gov (United States)

    Schaefer, Jennifer E

    2016-01-01

    The Brain Research through Advancing Innovative Neurotechnologies (BRAIN) Initiative introduced by the Obama Administration in 2013 presents a context for integrating many STEM competencies into undergraduate neuroscience coursework. The BRAIN Initiative core principles overlap with core STEM competencies identified by the AAAS Vision and Change report and other entities. This neurobiology course utilizes the BRAIN Initiative to serve as the unifying theme that facilitates a primary emphasis on student competencies such as scientific process, scientific communication, and societal relevance while teaching foundational neurobiological content such as brain anatomy, cellular neurophysiology, and activity modulation. Student feedback indicates that the BRAIN Initiative is an engaging and instructional context for this course. Course module organization, suitable BRAIN Initiative commentary literature, sample primary literature, and important assignments are presented.

  14. Quality and safety in graduate nursing education: Cross-mapping QSEN graduate competencies with NONPF's NP core and practice doctorate competencies.

    Science.gov (United States)

    Pohl, Joanne M; Savrin, Carol; Fiandt, Kathryn; Beauchesne, Michelle; Drayton-Brooks, Shirlee; Scheibmeir, Monica; Brackley, Margaret; Werner, Kathryn E

    2009-01-01

    To ensure that nurse practitioners are prepared to deliver safe, high-quality health care, the National Organization of Nurse Practitioner Faculties (NONPF) publishes documents that outline the expected competencies for nurse practitioner (NP) practice (Domains and Core Competencies of Nurse Practitioner Practice and Practice Doctorate Nurse Practitioner Entry-Level Competencies). Having participated in the development of the Quality and Safety Education for Nurses (QSEN) competencies for graduate education, NONPF convened a task force to compare NONPF competencies with QSEN competencies for graduate education. This paper reports the first step of that cross-mapping process, comparing NONPF competencies with the QSEN knowledge objectives. Overall findings indicate close congruence across the 2 sets of competencies; however there are areas in which gaps are noted or for which clarification is required.

  15. Practitioner perspectives from seven health professional groups on core competencies in the context of chronic care.

    Science.gov (United States)

    Fouche, Christa; Kenealy, Timothy; Mace, Jennifer; Shaw, John

    2014-11-01

    The prevalence of chronic illness is growing worldwide and management is increasingly undertaken by interprofessional teams, yet education is still generally provided in separate professions. The aim of this study was to explore the perspectives of New Zealand healthcare practitioners from seven professional groups involved in chronic care (general practice medicine, nursing, occupational therapy, pharmacy, physiotherapy, social work, and speech language therapy) on the core competencies required of those working in this area. The study was set in the context of the chronic care and shared decision-making (SDM) models. The core competencies for chronic care practitioners proposed by the World Health Organisation were used to shape the research questions. Focus groups with expert clinicians (n = 20) and semi-structured interviews with practitioners (n = 32) were undertaken. Findings indicated a high level of agreement that the core competencies were appropriate and relevant for chronic care practitioners but that many educational and practice gaps existed and interprofessional education in New Zealand was not currently addressing these gaps. Among the key issues highlighted for attention by educators and policy-makers were the following: teams and teamwork, professional roles and responsibilities, interprofessional communication, cultural competence, better engagement with patients, families, and carers, and common systems, information sharing and confidentiality.

  16. The DHIN Strategy and Assessment by Competencies

    Directory of Open Access Journals (Sweden)

    Nemecio Núñez Rojas

    2014-07-01

    Full Text Available The Formative Competency Model is being implemented progressively in basic education and university, generating substantial changes in teaching, research, equipment, curriculum, among others. This study is a contribution to the development of this model, through the application of Dhin Strategy and Learning Maps for evaluating the performances which are: exposition, questions, comments, suggestions, conclusions and evaluation. The curriculum was developed with 125 participants, for four months, whose satisfactory results indicate the viability of implementing Dhin Strategy with elementary, secondary and higher university education students.

  17. Core competency needs analysis for U.S. naval reserve training and administration Of reserve (TAR) officers

    OpenAIRE

    Newman, Carol E.

    2002-01-01

    Approved for public release; distribution is unlimited This thesis identifies fundamental Reserve management-related core competencies required for Training and Administration of the Reserve (TAR) officers. In-depth interviews were conducted with 21 experienced TAR officers who defined and described essential competencies for TAR officers. Additionally, they identified competency gaps and offered recommendations as to how TAR officers could better develop the competencies. Based on the ana...

  18. Variability in multi-rater competency assessments

    Directory of Open Access Journals (Sweden)

    D. Theron

    1999-06-01

    Full Text Available The purpose of this study was to determine if significant differences exist between the multi-rater competency evaluations of employees operating within a flat organisational structure. Sixty-eight marketing employees were each evaluated by a number of raters including themselves, their managers, customers and peers. A competency questionnaire was developed by using the input of the employees who took part in the appraisal. Using paired t- tests significant differences between the various groups of raters were found. These findings and the implications thereof are discussed. Opsomming Die doel van hierdie studie was om te bepaal of daar beduidende verskille bestaan tussen die multi-beoordelaar bevoegdheidsevaluerings van werknemers wat binne 'n plat organisasiestruktuur funksioneer. Agt-en-sestig bemarkingswerknemers is elk beoordeel deur 'n aantal beoordelaars wat die werknemers self, hul bestuurders, kliente en kollegas ingesluit het. 'n Bevoegdheidsvraelys is ontwikkel deur gebruik te maak van die insette van die werknemers wat deel geneem het aan die evaluering. Deur die gebruik van gepaarde t-toetse is gevind dat daar beduidende verskille bestaan tussen sommige van die groepe beoordelaars. Hierdie bevindinge en die implikasies daarvan word bespreek.

  19. Developing medical students as teachers: an anatomy-based student-as-teacher program with emphasis on core teaching competencies.

    Science.gov (United States)

    Andrew Jay, Erie; Starkman, Sidney J; Pawlina, Wojciech; Lachman, Nirusha

    2013-01-01

    Teaching is an increasingly recognized responsibility of the resident physician. Residents, however, often assume teaching responsibilities without adequate preparation. Consequently, many medical schools have implemented student-as-teacher (SAT) programs that provide near-peer teaching opportunities to senior medical students. Near-peer teaching is widely regarded as an effective teaching modality; however, whether near-peer teaching experiences in medical school prepare students for the teaching demands of residency is less understood. We explored whether the anatomy-based SAT program through the Human Structure didactic block at Mayo Medical School addressed the core teaching competencies of a medical educator and prepared its participants for further teaching roles in their medical careers. A web-based survey was sent to all teaching assistants in the anatomy-based SAT program over the past five years (2007-2011). Survey questions were constructed based on previously published competencies in seven teaching domains--course development, course organization, teaching execution, student coaching, student assessment, teacher evaluation, and scholarship. Results of the survey indicate that participants in the anatomy-based SAT program achieved core competencies of a medical educator and felt prepared for the teaching demands of residency.

  20. Scientific Skills as Core Competences in Medical Education: What do medical students think?

    Science.gov (United States)

    Ribeiro, Laura; Severo, Milton; Pereira, Margarida; Amélia Ferreira, Maria

    2015-08-01

    Background: Scientific excellence is one of the most fundamental underpinnings of medical education and its relevance is unquestionable. To be involved in research activities enhances students' critical thinking and problem-solving capacities, which are mandatory competences for new achievements in patient care and consequently to the improvement of clinical practice. Purposes: This work aimed to study the relevance given by Portuguese medical students to a core of scientific skills, and their judgment about their own ability to execute those skills. Methods: A cross-sectional study was conducted on students attending the first, fourth and sixth years of medical course in the same period. An assessment istrument, exploring the importance given by Portuguese medical students to scientific skills in high school, to clinical practice and to their own ability to execute them, was designed, adapted and applied specifically to this study. Results: Students' perceptions were associated with gender, academic year, previous participation in research activities, positive and negative attitudes toward science, research integration into the curriculum and motivation to undertake research. The viewpoint of medical students about the relevance of scientific skills overall, and the ability to execute them, was independently associated with motivation to be enrolled in research. Conclusions: These findings have meaningful implications in medical education regarding the inclusion of a structural research program in the medical curriculum. Students should be aware that clinical practice would greatly benefit from the enrollment in research activities. By developing a solid scientific literacy future physicians will be able to apply new knowledge in patient care.

  1. Comprehensive assessment of China's real estate development enterprise core competence%我国房地产开发企业核心竞争力综合评估研究

    Institute of Scientific and Technical Information of China (English)

    牟玲玲; 刘平; 章静敏

    2012-01-01

    以核心竞争力理论和价值链理论为基础,根据房地产开发企业核心竞争力影响要素对核心竞争力的影响程度,构建出房地产开发企业的核心竞争体系.在此基础上,进一步提出房地产开发企业核心竞争力的评估指标体系以及评估模型.最后,对我国现行房地产开发企业核心竞争力进行评估,并针对评估结果,结合市场的现状和未来发展的预判,为提升集团核心竞争力提出合理化对策.%In this paper, a real estate development company's core competitive system is build based on core competitiveness theory and the value chain theory. The influence factors of real estate development enterprise core competitiveness are identified. Real estate development enterprise's core competitiveness evaluation index system and evaluation model are proposed. Finally, the paper evaluates our current real estate development enterprise's core competitiveness, and provides measures to enhance our core competitiveness of the rationalization.

  2. INSTRUMENTS FOR THE ASSESSMENT OF STUDENT TRANSLATION COMPETENCE

    OpenAIRE

    Борислава Р. Ераковић

    2010-01-01

    The paper summarizes the main drawbacks of traditional restricted examinations as a method of evaluating student translation competence. It demonstrates how such examination conditions limit the evaluation of student translation competence to the analysis of linguistic errors and explains why this kind of evaluation does not provide an adequate assessment of the textual element of bilingual subcompetence, as well as for the instrumental and strategic translation subcompetences. It then procee...

  3. Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School.

    Science.gov (United States)

    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.

  4. Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School

    Science.gov (United States)

    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

  5. Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School.

    Science.gov (United States)

    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

  6. Quality assessment in competency based physiotherapy education

    DEFF Research Database (Denmark)

    Brandt, Jørgen

    2012-01-01

    ) the tested curriculum, being the identifiable learning outcome and achieved competencies for the students.The connection between the written and the taught curriculum is based on the teachers interpretation of the written text behind the courses and the elaboration of this into didactics and teaching methods...... and material. The connection from the taught to the tested curriculum concerns the relationship between teaching and learning. This is on one hand evaluated through a response level using data from students evaluation through electronic datacollection (Ennova concept).On the other hand, the connection...... is evaluated according to the learning level. One perspective of the learning level concerns tests and exams, where the student is being evaluated by teachers in formal settings. Another perspective is covered through a process, where the student evaluates her self, by marking her own judgement of to what...

  7. Student teacher self-efficacy and student perceptions of assessment in competence-based education

    OpenAIRE

    van Dinther, Martinus

    2015-01-01

    Teacher self-efficacy or “teachers’ beliefs in their ability to havea positive effect on student learning” (Ashton, 1985, p. 142), has beenevidenced as affecting student achievement, motivation and attitude towards school. Therefore, enhancing student teacher self-efficacy should be high on the agenda of teacher educational programmes. The core goal ofthis doctoral thesis is to provide evidence for how assessment in a competence-based teacher education programme influences student teacher sel...

  8. Validation of a rubric to assess innovation competence

    Directory of Open Access Journals (Sweden)

    Frances Watts

    2012-06-01

    Full Text Available This paper addresses the development and validation of rubrics, materials and situations for the assessment of innovation competence. Research was carried out to verify the viability of the first draft of the assessment criteria, which led to refinement of the criteria and proposals to enhance the ensuing validation process that will include students and raters of different language backgrounds.

  9. PLA Binaries in the Context of Competency-Based Assessment

    Science.gov (United States)

    Popova, Viktoria; Clougherty, R. J., Jr.

    2014-01-01

    In this article, the authors report that, as the importance of competency-based learning (CBL) in higher education discourse surges, it not only further validates prior learning assessment (PLA), but it demonstrates PLA's essential nature as an important framework for assessing learning that has been acquired outside of traditional academia.…

  10. Assessing Graduate Attributes: Building a Criteria-Based Competency Model

    Science.gov (United States)

    Ipperciel, Donald; ElAtia, Samira

    2014-01-01

    Graduate attributes (GAs) have become a necessary framework of reference for the 21st century competency-based model of higher education. However, the issue of evaluating and assessing GAs still remains unchartered territory. In this article, we present a criteria-based method of assessment that allows for an institution-wide comparison of the…

  11. The Comprehensiveness of Competing Higher Education Sustainability Assessments

    Science.gov (United States)

    Bullock, Graham; Wilder, Nicholas

    2016-01-01

    Purpose: The purpose of this paper is to analyze the comprehensiveness of competing higher education sustainability assessments. Higher education institutions (HEIs) have been increasingly communicating their sustainability commitments to the public. To assist the public in evaluating these claims, a broad range of actors have assessed the…

  12. Peer and Self-Assessment of Teamwork Collaboration Competencies

    DEFF Research Database (Denmark)

    Maribo, Peder

    2015-01-01

    was asked to assess (grade and motivate) their own and their team mates’ compliance with the AC during the project period. The grading process was confidential. The peer assessment contributed to 50 % of the final course grade. The result of the assessment shows that no students gave higher grades...... competencies of each student are, however, very difficult to assess for external supervisors not being part of the team. As a consequence, a model for peer and self-assessment of this competence was included as a central part of the course assessment. Each team of 4 persons had a facilitated process of making...... to themselves than the average grade they received from their team mates. There was only a little difference in team mates’ grading of a given fellow team mate. Students expressed that the work with the AC was useful for the teamwork process, and that the peer assessment process had a positive effect...

  13. Assessment of CRBR core disruptive accident energetics

    International Nuclear Information System (INIS)

    The results of an independent assessment of core disruptive accident energetics for the Clinch River Breeder Reactor are presented in this document. This assessment was performed for the Nuclear Regulatory Commission under the direction of the CRBR Program Office within the Office of Nuclear Reactor Regulation. It considered in detail the accident behavior for three accident initiators that are representative of three different classes of events; unprotected loss of flow, unprotected reactivity insertion, and protected loss of heat sink. The primary system's energetics accommodation capability was realistically, yet conservatively, determined in terms of core events. This accommodation capability was found to be equivalent to an isentropic work potential for expansion to one atmosphere of 2550 MJ or a ramp rate of about 200 $/s applied to a classical two-phase disassembly

  14. Assessment of CRBR core disruptive accident energetics

    Energy Technology Data Exchange (ETDEWEB)

    Theofanous, T.G.; Bell, C.R.

    1984-03-01

    The results of an independent assessment of core disruptive accident energetics for the Clinch River Breeder Reactor are presented in this document. This assessment was performed for the Nuclear Regulatory Commission under the direction of the CRBR Program Office within the Office of Nuclear Reactor Regulation. It considered in detail the accident behavior for three accident initiators that are representative of three different classes of events; unprotected loss of flow, unprotected reactivity insertion, and protected loss of heat sink. The primary system's energetics accommodation capability was realistically, yet conservatively, determined in terms of core events. This accommodation capability was found to be equivalent to an isentropic work potential for expansion to one atmosphere of 2550 MJ or a ramp rate of about 200 $/s applied to a classical two-phase disassembly.

  15. 护理核心能力的内涵和测评及其发展途径%Connotation, evaluation and development approach of nursing core competency

    Institute of Scientific and Technical Information of China (English)

    袁爽秋; 李立明

    2010-01-01

    核心能力代表了从事某个专业必须具备的最基本能力.近年来,有关护理人员核心能力的研究成为护理教育者和管理者关注的焦点.本文通过文献回顾,探讨了护理核心能力的内涵及其测评工具,并提出了以推动能力本位的人才培养模式和构建基于能力的考评、进阶制度作为其发展途径的构想.%Core competency represents the essential ability to meet a jobs requirements. Recently, the studies on nursing core competency have become the focus of attention in nursing education and management. Based on literature review, the connotation and assessment instruments of nursing core competency were discussed. Meanwhile, nursing core competency was suggested to be developed through competency-based education model and performance-based promotion system.

  16. Experience of Delphi technique in the process of establishing consensus on core competencies

    Science.gov (United States)

    Raghav, Pankaja Ravi; Kumar, Dewesh; Bhardwaj, Pankaj

    2016-01-01

    Introduction: The Department of Community Medicine and Family Medicine (CMFM) has been started as a new model for imparting the components of family medicine and delivering health-care services at primary and secondary levels in all six newly established All India Institute of Medical Sciences (AIIMS), but there is no competency-based curriculum for it. The paper aims to share the experience of Delphi method in the process of developing consensus on core competencies of the new model of CMFM in AIIMS for undergraduate medical students in India. Methods: The study adopted different approaches and methods, but Delphi was the most critical method used in this research. In Delphi, the experts were contacted by e-mail and their feedback on the same was analyzed. Results: Two rounds of Delphi were conducted in which 150 participants were contacted in Delphi-I but only 46 responded. In Delphi-II, 26 participants responded whose responses were finally considered for analysis. Three of the core competencies namely clinician, primary-care physician, and professionalism were agreed by all the participants, and the least agreement was observed in the competencies of epidemiologist and medical teacher. The experts having more experience were less consistent as responses were changed from agree to disagree in more than 15% of participants and 6% changed from disagree to agree. Conclusion: Within the given constraints, the final list of competencies and skills for the discipline of CMFM compiled after the Delphi process will provide a useful insight into the development of competency-based curriculum of the subject.

  17. Students'Professional Core Competencies%论学生职业核心能力的培养

    Institute of Scientific and Technical Information of China (English)

    陆志伟

    2015-01-01

    Currently,social enterprises will employ professional core competencies as an important indicator of the election staff.The professional core competencies has played very important roles in Chinese university for students'future career devel-opment,also Chinese university has gradually increased efforts to train the students professional core competencies.This article specific elaborated the features of professional core competencies,analyzed the professional status of the core competencies in our colleges,and suggested the core competencies reform of vocational training system core competencies.%目前,社会企业将职业核心能力作为聘选员工的一个重要指标。职业核心能力对学生未来的职业发展起着非常重要的作用,我国高校也要逐步加大对学生职业核心能力的培养力度。本文章对职业核心能力的特征进行了具体的阐述,探讨分析了目前我国高校职业核心能力培养的状况,并对职业核心能力培体系的改革提出了建议。

  18. The Training Strategy of Professional Core Competencies of Talents in Competitive Intelligence

    Directory of Open Access Journals (Sweden)

    Zhou Yun

    2013-04-01

    Full Text Available Competitive intelligence is the natural product of modern economic development. As the rapid development of competitive intelligence sources, new techniques and methods are required in competitive intelligence system. Enhancing the techniques of data mining, business administration and applied economics is adopted, in order to promote the professional core competencies. In the light of this, knowledge structure and ability structure of talents are improved for the benefit of development of competitive intelligence.

  19. Core Competencies for Shared Decision Making Training Programs: Insights From an International, Interdisciplinary Working Group

    OpenAIRE

    Légaré, France; Moumjid-Ferdjaoui, Nora; Drolet, Renée; Stacey, Dawn; Härter, Martin; Bastian, Hilda; Beaulieu, Marie-Dominique; Borduas, Francine; Charles, Cathy; Coulter, Angela; Desroches, Sophie; Friedrich, Gwendolyn; Gafni, Amiram; Graham, Ian D; Labrecque, Michel

    2013-01-01

    Shared decision making is now making inroads in health care professionals’ continuing education curriculum, but there is no consensus on what core competencies are required by clinicians for effectively involving patients in health-related decisions. Ready-made programs for training clinicians in shared decision making are in high demand, but existing programs vary widely in their theoretical foundations, length, and content. An international, interdisciplinary group of 25 individuals met in ...

  20. Exploring core competencies for mental health and addictions work within a Family Health Team setting

    OpenAIRE

    Rush, Brian; McPherson-Doe, Catherine; Behrooz, Reneé C; Cudmore, Alan

    2013-01-01

    Approximately 200 Family Health Teams (FHTs) have been implemented in Ontario to improve access to primary healthcare, including mental health and addiction. The objectives of this project were to examine, through a focus group and qualitative methodology with three FHTs, the profile of patients' mental health and addiction-related needs and to identify the implications for the development of core competencies in these innovative organisations. A spectrum of needs and service trajectories was...

  1. What am I capable? Self-Assessment of Basic Competences

    Directory of Open Access Journals (Sweden)

    Antonia Ramírez García

    2014-10-01

    Full Text Available The aims of this research are focus in evaluate linguistic communication and mathematics competences of students in sixth grade of primary education from their perception, and to develop a valid and reliable questionnaire in order to perform a self-assessment. The methodology has quantitative, descriptive and correlational character. In this research 1424 students from 46 schools in Cordova and its province participated. The results show that variables such as gender, age, number of siblings and type of center have influence for a better or worse self-assessment of students; but extracurricular activities undertaken by students and the increased weekly time devoted are those which cause a greater appreciation of each competence. On the other hand, a lower daily use of television, computer and games console allows that students make a self-assess more capeble to different aspects of both competences.

  2. 核心竞争力和企业的可持续性发展%Core Competence and the Sustained Development of the Enterpirse

    Institute of Scientific and Technical Information of China (English)

    李伟超; 杨溢

    2003-01-01

    The article analyzes the basic theory of core competence and the practical significance of the theory of corecompetence of an enterprise. It discusses how to keep the advantages of core competence of an enterprise so as to help theenterprise achieve a sustained development. The article thinks that the essence of core competence is the combination ofknowledge and ability contained in the core products of an enterprise, which is the basis for an enterprise to obtain the last-ing competence advantage.

  3. Clinical application of Assessment of Parenting Competencies (APC)

    DEFF Research Database (Denmark)

    Jacobsen, Stine Lindahl

    (numbers, graphs, and descriptions) of parent-child interaction and parenting competencies including nonverbal communication, level of attunement in the dyad, and level of emotional support from the parent. It is based on video analysis and a fixed assessment protocol. It was developed through a completed......This paper is part of a symposium on music therapy with families with Kirsi Tuomi as Chair. It revolves around the clinical application of a new music therapy assessment model on parent-child interaction and parenting competencies. APC was developed for emotional neglected children...

  4. Assessment of the digital competence in Russian adolescents and parents: Digital Competence Index.

    Directory of Open Access Journals (Sweden)

    Soldatova G.V.

    2014-12-01

    Full Text Available In this paper, we developed a psychological model of digital competence including four components (knowledge, skills, motivation and responsibility and four spheres (work with online content, communication, technical activity and consumption. The Digital Competence Index (DCI is a 52-item instrument assessing an index and an entire profile of digital competence. In the Russian population study (1203 adolescents 12-17 years old and 1209 parents, acceptable reliability (.72-.90 for all of the scales, except motivation of DCI was demonstrated. Confirmatory factor analysis supported the superiority of the four-component structure with the second-order index. Mean DCI was 34% of the maximally possible level in adolescents and 31% in parents, indicating the necessity for the educational programs in Russia. The motivation component was both the lowest and the least homogeneous factor, indicating that important special efforts to improve motivation to learn in Russian adolescents are needed.

  5. Assessment of Proficiency and Competency in Laboratory Animal Biomethodologies

    OpenAIRE

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

    2013-01-01

    Personnel working with laboratory animals are required by laws and guidelines to be trained and qualified to perform biomethodologic procedures. The assessment of competency and proficiency is a vital component of a laboratory animal training program, because this process confirms that the trainees have met the learning objectives for a particular procedure. The approach toward qualification assessment differs between organizations because laws and guidelines do not outline how the assessment...

  6. Evaluating Adult’s Competency: Application of the Competency Assessment Process

    Directory of Open Access Journals (Sweden)

    Dominique Giroux

    2015-01-01

    Full Text Available Competency assessment of adults with cognitive impairment or mental illness is a complex process that can have significant consequences for their rights. Some models put forth in the scientific literature have been proposed to guide health and social service professionals with this assessment process, but none of these appear to be complete. A new model, the Competency Assessment Process (CAP, was presented and validated in other studies. This paper adds to this corpus by presenting both the CAP model and the results of a survey given to health and social service professionals on its practical application in their clinical practice. The survey was administered to 35 participants trained in assessing competency following the CAP model. The results show that 40% of participants use the CAP to guide their assessment and the majority of those who do not yet use it plan to do so in the future. A large majority of participants consider this to be a relevant model and believe that all interdisciplinary teams should use it. These results support the relevance of the CAP model. Further research is planned to continue the study of the application of CAP in healthcare facilities.

  7. Communicative Competence in Oral Language Assessment

    Science.gov (United States)

    Oliver, Rhonda; Haig, Yvonne; Rochecouste, Judith

    2005-01-01

    This paper reports on a review of the teaching and assessment of oral language in Western Australian secondary schools. Results show that teachers have considerable difficulty in incorporating oral language tasks into their pedagogy because of a curriculum biased towards developing writing skills. Teachers also revealed that they do not have the…

  8. Assessing medical student cultural competence: what really matters

    Science.gov (United States)

    Sherrill, Windsor W.; Truong, Khoa D.; Pribonic, Anne P.; Schalkoff, Christine A.

    2016-01-01

    Objectives The study aimed to explore medical students’ attitudes and beliefs toward Latino patients, specifically: to assess students’ levels of knowledge, cultural competence, and comfort with Latinos; to determine students’ exposure to and previous experience with Latinos; and to evaluate whether factors such as study abroad, living abroad, previous clinical experience with Latinos, and language proficiency predict Latino knowledge, cultural competence, and comfort with Latinos. Methods This study utilized a cross-sectional survey design. Participants were third and fourth year medical students at three medical schools in the Southeastern United States. Three composite measures: Latino knowledge, Cultural competence, and Comfort with Latino patients, were predicted in a multivariate regression model including individual sociodemographic characteristics and past clinical or social experience with Latinos. Results A total of 170 medical students completed the survey (43% response rate). Spanish language proficiency was a statistically significant predictor (t(131)=2.72, pcultural competence. Previous clinical experience with Latinos was not significantly associated with the three composite dependent variables, and comfort with Latino patients was not significantly predicted by any of the six Latino-related explanatory variables. Conclusions Factors prior to medical school matriculation and during medical education may contribute to increased cultural competence and comfort with multicultural patients. Cultural patient-partner programs may be an effective way to increase cultural competence within the confines of medical school curricula.  PMID:27474895

  9. In-training gastrointestinal endoscopy competency assessment tools: Types of tools, validation and impact.

    Science.gov (United States)

    Walsh, Catharine M

    2016-06-01

    The ability to perform endoscopy procedures safely, effectively and efficiently is a core element of gastroenterology practice. Training programs strive to ensure learners demonstrate sufficient competence to deliver high quality endoscopic care independently at completion of training. In-training assessments are an essential component of gastrointestinal endoscopy education, required to support training and optimize learner's capabilities. There are several approaches to in-training endoscopy assessment from direct observation of procedural skills to monitoring of surrogate measures of endoscopy skills such as procedural volume and quality metrics. This review outlines the current state of evidence as it pertains to in-training assessment of competency in performing gastrointestinal endoscopy as part of an overall endoscopy quality and skills training program. PMID:27345645

  10. Self-Assessment of Competences in Management Education

    Science.gov (United States)

    Hernández López, Lidia; de Saá Pérez, Petra; Ballesteros Rodríguez, Jose Luis; García Almeida, Desiderio

    2015-01-01

    Purpose: The purpose of this paper is to discuss the theoretical and practical need for research into the learning conditions that influence a student's self-assessment of their competences in management education. By means of a theoretical review, the paper introduces a model that integrates various learning conditions related to a student's…

  11. Key Considerations in Assessing Young Children's Emotional Competence

    Science.gov (United States)

    Denham, Susanne A.; Ferrier, David E.; Howarth, Grace Z.; Herndon, Kristina J.; Bassett, Hideko H.

    2016-01-01

    Recent years have witnessed a surge in evidence on preschoolers' emotional development as crucial for both concurrent and later well-being and mental health, and for learning and academic success. Given the importance of building such strengths, assessing emotional competence skills is important to aid early childhood educators in focusing…

  12. Assessment and Intervention for Academic Task Attack Strategy Competencies

    Science.gov (United States)

    Busse, R. T.; Lee, Charlene

    2015-01-01

    Many students who underachieve in schools may not be learning as effectively as they could. Direct assessments such as the Academic Competence Evaluation Scales (ACES), School Motivation and Learning Strategies Inventory (SMALSI), and the Academic Task Attack Checklist System (ATACS) can be used to evaluate students' knowledge and use of…

  13. Study on the Measurement Systems and Implementation Methods of Strategic Distributor's Core Competence Under Supply Chain Management

    Institute of Scientific and Technical Information of China (English)

    YANG Jianhua

    2006-01-01

    Under the circumstance of buyer's market, the general core competence of supply chain is radically determined by the core competence of distributors facing customers directly. Based on the analysis of channel management and creation model, the traditional Manufacture-Distributor relationship is discussed including the disadvantages of common distributor Core Competence evaluation. Meanwhile, In this paper, the Logarithm Triangular Fuzzy Number-AHP method is creatively used to evaluate the strategic distributor Core Competence evaluation index system. This method also overcomes some disadvantages that experts can directly give definite numbers when the traditional AHP method is used to value certainty and measure the qualitative index. More important, it is a scientific qualitative and quantitative evaluation tool. Then the real cases are researched based on all discussions above.

  14. Restructuring a basic science course for core competencies: an example from anatomy teaching.

    Science.gov (United States)

    Gregory, Jeremy K; Lachman, Nirusha; Camp, Christopher L; Chen, Laura P; Pawlina, Wojciech

    2009-09-01

    Medical schools revise their curricula in order to develop physicians best skilled to serve the public's needs. To ensure a smooth transition to residency programs, undergraduate medical education is often driven by the six core competencies endorsed by the Accreditation Council for Graduate Medical Education (ACGME): patient care, medical knowledge, practice-based learning, interpersonal skills, professionalism, and systems-based practice. Recent curricular redesign at Mayo Medical School provided an opportunity to restructure anatomy education and integrate radiology with first-year gross and developmental anatomy. The resulting 6-week (120-contact-hour) human structure block provides students with opportunities to learn gross anatomy through dissection, radiologic imaging, and embryologic correlation. We report more than 20 educational interventions from the human structure block that may serve as a model for incorporating the ACGME core competencies into basic science and early medical education. The block emphasizes clinically-oriented anatomy, invites self- and peer-evaluation, provides daily formative feedback through an audience response system, and employs team-based learning. The course includes didactic briefing sessions and roles for students as teachers, leaders, and collaborators. Third-year medical students serve as teaching assistants. With its clinical focus and competency-based design, the human structure block connects basic science with best-practice clinical medicine.

  15. Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School

    Directory of Open Access Journals (Sweden)

    Olopade FE

    2016-07-01

    Full Text Available Funmilayo Eniola Olopade,1 Oluwatosin Adekunle Adaramoye,2 Yinusa Raji,3 Abiodun Olubayo Fasola,4 Emiola Oluwabunmi Olapade-Olaopa5 1Department of Anatomy, 2Department of Biochemistry, 3Department of Physiology, 4Department of Oral Pathology, 5Department of Surgery, College of Medicine, University of Ibadan, Ibadan, Nigeria Abstract: 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

  16. Exploring examiner judgement of professional competence in rater based assessment.

    Science.gov (United States)

    Naumann, Fiona L; Marshall, Stephen; Shulruf, Boaz; Jones, Philip D

    2016-10-01

    Exercise physiology courses have transitioned to competency based, forcing Universities to rethink assessment to ensure students are competent to practice. This study built on earlier research to explore rater cognition, capturing factors that contribute to assessor decision making about students' competency. The aims were to determine the source of variation in the examination process and document the factors impacting on examiner judgment. Examiner judgement was explored from both a quantitative and qualitative perspective. Twenty-three examiners viewed three video encounters of student performance on an OSCE. Once rated, analysis of variance was performed to determine where the variance was attributed. A semi-structured interview drew out the examiners reasoning behind their ratings. Results highlighted variability of the process of observation, judgement and rating, with each examiner viewing student performance from different lenses. However, at a global level, analysis of variance indicated that the examiner had a minimal impact on the variance, with the majority of variance explained by the student performance on task. One anomaly noted was in the assessment of technical competency, whereby the examiner had a large impact on the rating, linked to assessing according to curriculum content. The thought processes behind judgement were diverse and if the qualitative results had been used in isolation, may have led to the researchers drawing conclusions that the examined performances would have yielded widely different ratings. However, as a cohort, the examiners were able to distinguish good and poor levels of competency with the majority of student competency linked to the varying ability of the student. PMID:26796200

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

    Science.gov (United States)

    Tschopp, Daniel J.

    2004-01-01

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

  18. The Core Competencies and MFT Education: Practical Aspects of Transitioning to a Learning-Centered, Outcome-Based Pedagogy

    Science.gov (United States)

    Gehart, Diane

    2011-01-01

    The MFT core competencies and latest COAMFTE accreditation standards usher in a new paradigm for MFT education. This transition necessitates not only measuring student mastery of competencies but also, more importantly, adopting a contemporary pedagogical model. This article provides an overview of the changes, a review of parallel trends in other…

  19. Core Competencies of the Certified Pediatric Doctor of Chiropractic: Results of a Delphi Consensus Process.

    Science.gov (United States)

    Hewitt, Elise; Hestbaek, Lise; Pohlman, Katherine A

    2016-04-01

    An outline of the minimum core competencies expected from a certified pediatric doctor of chiropractic was developed using a Delphi consensus process. The initial set of seed statements and substatements was modeled on competency documents used by organizations that oversee chiropractic and medical education. These statements were distributed to the Delphi panel, reaching consensus when 80% of the panelists approved each segment. The panel consisted of 23 specialists in chiropractic pediatrics (14 females) from across the broad spectrum of the chiropractic profession. Sixty-one percent of panelists had postgraduate pediatric certifications or degrees, 39% had additional graduate degrees, and 74% were faculty at a chiropractic institution and/or in a postgraduate pediatrics program. The panel were initially given 10 statements with related substatements formulated by the study's steering committee. On all 3 rounds of the Delphi process the panelists reached consensus; however, multiple rounds occurred to incorporate the valuable qualitative feedback received. PMID:26739669

  20. Competency-based Medical Education, Entrustment and Assessment.

    Science.gov (United States)

    Modi, Jyoti Nath; Gupta, Piyush; Singh, Tejinder

    2015-05-01

    The realization that medical graduates are failing to serve the health needs of the society has compelled the medical educationists and regulatory authorities worldwide to review the medical training. A medical curriculum oriented towards developing the key competencies that enable a fresh graduate to be delivering socially responsive health care is seen as a promising step towards alleviating this problem. This calls for a departure from the traditional approach of organizing the curricular components around educational objectives, to a competency-based approach for planning the curriculum. The present article discusses the concept of competency-based medical education in Indian context, the steps in planning and implementing such a curriculum, and the key aspects of assessment for its effective implementation.

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

    Science.gov (United States)

    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.

  2. Identifying and Using ‘Core Competencies’ to Help Design and Assess Undergraduate Neuroscience Curricula

    OpenAIRE

    Kerchner, Michael; Hardwick, Jean C.; Thornton, Janice E.

    2012-01-01

    There has been a growing emphasis on the use of core competencies to design and inform curricula. Based on our Faculty for Undergraduate Neuroscience workshop at Pomona we developed a set of neuroscience core competencies. Following the workshop, faculty members were asked to complete an online survey to determine which core competencies are considered most essential and the results are presented. Backward Design principles are then described and we discuss how core competencies, through a ba...

  3. Criterion validity of a competency-based assessment center in medical education – a 4-year follow-up study

    Directory of Open Access Journals (Sweden)

    Thomas Rotthoff

    2014-09-01

    Full Text Available Introduction: Core competencies have progressively gained importance in medical education. In other contexts, especially personnel selection and development, assessment centers (ACs are used to assess competencies, but there is only a limited number of studies on competency-based ACs in medical education. To the best of our knowledge, the present study provides the first data on the criterion-related validity of a competency-based AC in medical education. Methods: We developed an AC tailored to measure core competencies relevant to medical education (social-ethical, communicative, self, and teaching and tested its validity in n=30 first-year medical students using 3- to 4-year follow-up measures such as (a objective structured clinical examinations (OSCE on basic clinical skills (n=26, (b OSCE on communication skills (n=21, and (c peer feedback (n=18. The AC contained three elements: interview, group discussion, and role play. Additionally, a self-report questionnaire was provided as a basis for the interview. Results: Baseline AC average score and teaching competency correlated moderately with the communication OSCE average score (r=0.41, p=0.03, and r=0.38, p=0.04, respectively. Social-ethical competency in the AC showed a very strong convergent association with the communication OSCE average score (r=0.60, p0.05. Conclusion: The results showed that competency-based ACs can be used at a very early stage of medical training to successfully predict future performance in core competencies.

  4. Preceptors' experiences of using a competence assessment tool to assess undergraduate nursing students.

    Science.gov (United States)

    Burke, Eimear; Kelly, Marcella; Byrne, Evelyn; Ui Chiardha, Toni; Mc Nicholas, Miriam; Montgomery, Adrienne

    2016-03-01

    The purpose of this study was to explore Irish preceptors' experience of using a competence tool to assess undergraduate nursing students' clinical competence. This study used a mixed methods design. This study was conducted in two phases, the qualitative phase involved six focus group interviews to ascertain preceptors' experiences of using an assessment tool to assess clinical competence. The quantitative phase involved a descriptive survey measuring preceptors (N = 843) attitudes linked with the use of the assessment tool. The key themes that emerged from qualitative analysis were challenges of using the assessment tool, recognising competence and valuing adult learners. The challenges of using the tool included negotiating complex language and time constraints in completing assessments. Recognising competence revealed the use of intuition and subjectivity. While valuing adult learners acknowledged the reciprocal learning process between the preceptor and the learner. These findings reveal the inherent skills of preceptors to intuitively and subjectively recognise competence. The quantitative findings revealed merits and challenges for the preceptors using the assessment tool. In particular the complexity of the language was highlighted as an issue. A key recommendation from this research is the need to revise the assessment tool to support objective and subjective measurement of competence. PMID:27038082

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

    Science.gov (United States)

    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

  6. “Are the Core Competencies of Cosmic Solutions sufficiently dynamic to enable the firm’s strategic vision?”

    OpenAIRE

    Leach, David

    2010-01-01

    Hamel and Prahalad (1990) state core competences are the ‘collective learning in the organisation’ and that they are the result of ‘complex harmonisation of individual technologies and production skills.’ However, this is a point in time assessment and sustained strategic advantage is gained from an ability to evolve over time, Teece et al, (1997) state ‘the firm’s ability to integrate, build, and reconfigure internal and external competences to address rapidly changing environments’ is key ...

  7. 企业核心能力论%On the Core Competence of a Company

    Institute of Scientific and Technical Information of China (English)

    王明夫

    2001-01-01

    1990年,C·K·普拉哈拉德和G·哈默在《哈佛商业评论》上发表论文“公司的核心能力”(“The Core Competence of the Corporation”),这是管理学界程碑式的一篇经典之作,它成为《哈佛商业评论》杂志有史以来重印次数最多的文章之一。从此,企业核心能力(“Core Competence”),的理论在欧美管理学界和企业界迅速成为战略管理的主流,流行至今十余载,依然强势不衰。

  8. Students Explaining Science—Assessment of Science Communication Competence

    Science.gov (United States)

    Kulgemeyer, Christoph; Schecker, Horst

    2013-12-01

    Science communication competence (SCC) is an important educational goal in the school science curricula of several countries. However, there is a lack of research about the structure and the assessment of SCC. This paper specifies the theoretical framework of SCC by a competence model. We developed a qualitative assessment method for SCC that is based on an expert-novice dialog: an older student (explainer, expert) explains a physics phenomenon to a younger peer (addressee, novice) in a controlled test setting. The explanations are video-recorded and analysed by qualitative content analysis. The method was applied in a study with 46 secondary school students as explainers. Our aims were (a) to evaluate whether our model covers the relevant features of SCC, (b) to validate the assessment method and (c) to find characteristics of addressee-adequate explanations. A performance index was calculated to quantify the explainers' levels of competence on an ordinal scale. We present qualitative and quantitative evidence that the index is adequate for assessment purposes. It correlates with results from a written SCC test and a perspective taking test (convergent validity). Addressee-adequate explanations can be characterized by use of graphical representations and deliberate switches between scientific and everyday language.

  9. Professional competence assessment of dispensary pharmacy technician. A methodological strategy.

    Directory of Open Access Journals (Sweden)

    María Cristina Núñez Martínez

    2008-08-01

    Full Text Available Background: The assessment of professional competences in one of the four principles the support training and improvement of human resources in health system; there are problems in this process that obstruct its correct assessment. Objective: To ratify a methodological strategy to solve gaps in the assessment process of technicians’ professional competences. Methods: Qualitative and Quantitative study. The ratification of this strategy was carried out through an intentional stratified sampling of graduated, experts and evaluators. This was applied with participative and integrative approach in Cienfuegos province between 2001 and 2004. Findings: It was proved that the strategy contributes to increase the quality of professional competences assessment process, and determines technicians´ learning needs on scientific bases and supports methodological and didactic training of professors, pedagogical assistants and directors. The individual satisfaction level express by strategy users is high and consulted experts approve it by major consensus. Conclusions: Proposed methodology has characteristics that allow it being applied and generalized to every working field within Dispensary Pharmacy and other technical specialities.

  10. Core skills requirement and competencies expected of quantity surveyors: perspectives from quantity surveyors, allied professionals and clients in Nigeria

    Directory of Open Access Journals (Sweden)

    Joshua Oluwasuji Dada

    2015-10-01

    Full Text Available Abstract Deployment of appropriate skills and competencies is crucial and germane to the development and continuous relevance of any profession. In the built environment, the science for selecting the required skills and competencies expected of quantity surveyors and understanding the inherent dependencies between them remains a research issue. The purpose of this study was to determine the skill requirements and competencies expected of quantity surveyors. A structured questionnaire was administered among quantity surveyors, architects, engineers, builders and clients in Nigeria. The respondents were asked to give rating, on a 5 point Likert scale, on usual skills and competencies required of quantity surveyors. A secondary objective of the study was to examine the important skills and competencies and categorized them into core skill, basic skill, core competence, optional competence and special competence. The results of the study indicate the important skills as computer literacy, building engineering, information technology, economics, measurement/quantification and knowledge of civil/heavy engineering works. The results also indicate the important competencies as cost planning and control, estimating, construction procurement system, contract documentation, contract administration and project management. It is emphasized that the findings of the research have considerable implications on the training and practice of quantity surveying in Nigeria.

  11. Core skills requirement and competencies expected of quantity surveyors: perspectives from quantity surveyors, allied professionals and clients in Nigeria

    Directory of Open Access Journals (Sweden)

    Joshua Oluwasuji Dada

    2012-12-01

    Full Text Available AbstractDeployment of appropriate skills and competencies is crucial and germane to the development and continuous relevance of any profession. In the built environment, the science for selecting the required skills and competencies expected of quantity surveyors and understanding the inherent dependencies between them remains a research issue. The purpose of this study was to determine the skill requirements and competencies expected of quantity surveyors. A structured questionnaire was administered among quantity surveyors, architects, engineers, builders and clients in Nigeria. The respondents were asked to give rating, on a 5 point Likert scale, on usual skills and competencies required of quantity surveyors. A secondary objective of the study was to examine the important skills and competencies and categorized them into core skill, basic skill, core competence, optional competence and special competence. The results of the study indicate the important skills as computer literacy, building engineering, information technology, economics, measurement/quantification and knowledge of civil/heavy engineering works. The results also indicate the important competencies as cost planning and control, estimating, construction procurement system, contract documentation, contract administration and project management. It is emphasized that the findings of the research have considerable implications on the training and practice of quantity surveying in Nigeria.

  12. AMIA Board white paper: definition of biomedical informatics and specification of core competencies for graduate education in the discipline.

    Science.gov (United States)

    Kulikowski, Casimir A; Shortliffe, Edward H; Currie, Leanne M; Elkin, Peter L; Hunter, Lawrence E; Johnson, Todd R; Kalet, Ira J; Lenert, Leslie A; Musen, Mark A; Ozbolt, Judy G; Smith, Jack W; Tarczy-Hornoch, Peter Z; Williamson, Jeffrey J

    2012-01-01

    The AMIA biomedical informatics (BMI) core competencies have been designed to support and guide graduate education in BMI, the core scientific discipline underlying the breadth of the field's research, practice, and education. The core definition of BMI adopted by AMIA specifies that BMI is 'the interdisciplinary field that studies and pursues the effective uses of biomedical data, information, and knowledge for scientific inquiry, problem solving and decision making, motivated by efforts to improve human health.' Application areas range from bioinformatics to clinical and public health informatics and span the spectrum from the molecular to population levels of health and biomedicine. The shared core informatics competencies of BMI draw on the practical experience of many specific informatics sub-disciplines. The AMIA BMI analysis highlights the central shared set of competencies that should guide curriculum design and that graduate students should be expected to master.

  13. Competence and teaching skills: reflections on the concept and assessment

    Directory of Open Access Journals (Sweden)

    Isabel Guzmán Ibarra

    2011-04-01

    Full Text Available This article discusses some concepts of competence, to identify their common elements that can be transferred to educational practices on competition. The intention is to establish levels of consistency among the components of the concept with educational practices and competitions. On this basis, we discuss some strategies for teaching skills to identify and propose strategies and tools that focus on authentic assessment to evaluate teaching skills.

  14. Assessing medical students’ competence in calculating drug doses

    Directory of Open Access Journals (Sweden)

    Catherine Harries

    2013-09-01

    Full Text Available Evidence suggests that healthcare professionals are not optimally able to calculate medicine doses and various strategies have been employed to improve these skills. In this study, the performance of third and fourth year medical students was assessed and the success of various educational interventions investigated. Students were given four types of dosing calculations typical of those required in an emergency setting. Full competence (at the 100% level was defined as correctly answering all four categories of calculation at any one time. Three categories correct meant competence at the 75% level. Interventions comprised an assignment with a model answer for self-assessment in the third year and a small group tutorial in the fourth year. The small groups provided opportunities for peer-assisted learning. A subgroup of 23 students received individual tuition from the lecturer prior to the start of the fourth year. Amongst the 364 eligible students, full competence rose from 23% at the beginning of the third year to 66% by the end of the fourth year. More students succeeded during the fourth than the third year of study. Success of small group tuition was assessed in a sample of 200 students who had formal assessments both before and after the fourth year tuition. Competence at the 75% level improved by 10% in attendees and decreased by 3% in non-attendees, providing evidence of the value of students receiving assistance from more able same-language peers. Good results were achieved with one-on-one tuition where individualised assistance allowed even struggling students to improve.

  15. Towards an International Framework for Recommendations of Core Competencies in Nursing and Inter-Professional Informatics: The TIGER Competency Synthesis Project.

    Science.gov (United States)

    Hübner, Ursula; Shaw, Toria; Thye, Johannes; Egbert, Nicole; Marin, Heimar; Ball, Marion

    2016-01-01

    Informatics competencies of the health care workforce must meet the requirements of inter-professional process and outcome oriented provision of care. In order to help nursing education transform accordingly, the TIGER Initiative deployed an international survey, with participation from 21 countries, to evaluate and prioritise a broad list of core competencies for nurses in five domains: 1) nursing management, 2) information technology (IT) management in nursing, 3) interprofessional coordination of care, 4) quality management, and 5) clinical nursing. Informatics core competencies were found highly important for all domains. In addition, this project compiled eight national cases studies from Austria, Finland, Germany, Ireland, New Zealand, the Philippines, Portugal, and Switzerland that reflected the country specific perspective. These findings will lead us to an international framework of informatics recommendations. PMID:27577466

  16. Towards an International Framework for Recommendations of Core Competencies in Nursing and Inter-Professional Informatics: The TIGER Competency Synthesis Project.

    Science.gov (United States)

    Hübner, Ursula; Shaw, Toria; Thye, Johannes; Egbert, Nicole; Marin, Heimar; Ball, Marion

    2016-01-01

    Informatics competencies of the health care workforce must meet the requirements of inter-professional process and outcome oriented provision of care. In order to help nursing education transform accordingly, the TIGER Initiative deployed an international survey, with participation from 21 countries, to evaluate and prioritise a broad list of core competencies for nurses in five domains: 1) nursing management, 2) information technology (IT) management in nursing, 3) interprofessional coordination of care, 4) quality management, and 5) clinical nursing. Informatics core competencies were found highly important for all domains. In addition, this project compiled eight national cases studies from Austria, Finland, Germany, Ireland, New Zealand, the Philippines, Portugal, and Switzerland that reflected the country specific perspective. These findings will lead us to an international framework of informatics recommendations.

  17. Needs Assessment Competencies: Are They Important for Extension Educators?

    Directory of Open Access Journals (Sweden)

    Nav R. Ghimire

    2011-09-01

    Full Text Available The purpose of this study was to determine the importanceof eleven professional competencies related to needs assessment and program development; a secondary purpose wasto identify the best time these competencies should be learned.The study followed a survey research design, in which 441randomly selected extension educators in the North CentralRegion of the United States responded to a questionnairethrough an online survey. Results suggest that respondentsperceived nine of the eleven competencies as highly importantfor their professional development. High percentages of therespondents also reported that six competencies should belearned on the job. Stepwise regression analysis revealed thedemographics of “gender” and “education” as statistically significant predictors in determining respondents’ perceptions.Findings indicate a need for flexible staff development programsfor extension educators through graduate education, in-serviceprograms, and on-the-job training. Findings have implicationsfor designing new policies for employee selection, training,professional development, and performance appraisal. Furtherstudy was recommended to determine whether the findingswould be valid at the national level.

  18. STUDENTS CONFLICTOLOGICAL COMPETENCE ASSESSMENT INVOLVED INTO PSYCHOLOGICAL AND PEDAGOGICAL MONITORING

    Directory of Open Access Journals (Sweden)

    Yakovleva I. P.

    2015-04-01

    Full Text Available The purpose of the investigation is students’ conflictological competence assessment method elaboration. The methodological foundations are system approach (considered the pedagogical monitoring as education quality management component, personal oriented approach (focused the educational process on student persona, competence oriented approach (oriented the educational process to personally-professional abilities formation which integrated the knowledge, skills, motives, values and ability to their control and quality measurement approach (we have considered the conflictological competence preparedness as a multi-criterion parameter. The theoretical foundations are socially-philosophic works dedicated to students’ conflictological competence formation, and pedagogical works, dedicated to education quality management. The normative foundations of investigation are Law “About Education” (2012, state educational standards for vocational training (2009, “Strategy of state youth policy in Russian Federation”, state program “Patriotic education of Russian Federation citizens during 2011-2015”. The methods of investigation are scientific literature and pedagogical practice analysis, survey, modeling, pedagogical monitoring, quality measurement and complex systems polyvalent analysis

  19. 企业核心能力评价研究述评%Literature Review on Enterprises' Core Competence Evaluation

    Institute of Scientific and Technical Information of China (English)

    龚素芳

    2012-01-01

    Core competence evaluation is an important part of core competence research. How to properly and accurately evaluate the core competence of various types of enterprises in various industries is catching more and more attention. This paper summarizes the basic principles of core competence evaluation, sorts out the existing evaluation methods from the qualitative, quantitative standpoints as well as the combination of these two and further studies the status quo of core competence evaluation in real estate, high — tech and manufacturing businesses.%企业核心能力评价是核心能力研究的重要环节,如何恰当、准确地对不同行业、不同类型企业的核心能力进行评价获得了越来越多的关注.首先归纳了企业核心能力评价的基本原则,从定性、定量、定性定量相结合三方面对现有的评价方法进行梳理,并进一步考察了房地产企业、高新技术企业、制造企业的核心能力评价研究现状.

  20. INSTRUMENTS FOR THE ASSESSMENT OF STUDENT TRANSLATION COMPETENCE

    Directory of Open Access Journals (Sweden)

    Борислава Р. Ераковић

    2010-02-01

    Full Text Available The paper summarizes the main drawbacks of traditional restricted examinations as a method of evaluating student translation competence. It demonstrates how such examination conditions limit the evaluation of student translation competence to the analysis of linguistic errors and explains why this kind of evaluation does not provide an adequate assessment of the textual element of bilingual subcompetence, as well as for the instrumental and strategic translation subcompetences. It then proceeds to demonstrate how additional instruments, such as a peer translation commentary and a take-home translation complemented by a translation diary may be used to cover the full range of subcompetences targeted by a course in technical and scientific translation.

  1. New Hybrid Multiple Attribute Decision-Making Model for Improving Competence Sets: Enhancing a Company’s Core Competitiveness

    OpenAIRE

    Kuan-Wei Huang; Jen-Hung Huang; Gwo-Hshiung Tzeng

    2016-01-01

    A company’s core competitiveness depends on the strategic allocation of its human resources in alignment with employee capabilities. Competency models can identify the range of capabilities at a company’s disposal, and this information can be used to develop internal or external education training policies for sustainable development. Such models can ensure the importation of a strategic orientation reflecting the growth of its employee competence set and enhancing human resource sustainably....

  2. Partnering to provide simulated learning to address Interprofessional Education Collaborative core competencies.

    Science.gov (United States)

    Murphy, Judy I; Nimmagadda, Jayashree

    2015-05-01

    Learning to effectively communicate and work with other professionals requires skill, yet interprofessional education is often not included in the undergraduate healthcare provider curriculum. Simulation is an effective pedagogy to bring students from multiple professions together for learning. This article describes a pilot study where nursing and social work students learned together in a simulated learning activity, which was evaluated to by the Readiness for Interprofessional Learning Scale (RIPLS). The RIPLS was used before and after the simulated activity to determine if this form of education impacted students' perceptions of readiness to learn together. Students from both professions improved in their RIPLS scores. Students were also asked to identify their interprofessional strengths and challenges before and after the simulation. Changes were identified in qualitative data where reports of strengths and challenges indicated learning and growth had occurred. In conclusion, this pilot study suggests that interprofessional simulation can be an effective method to integrate Interprofessional Education Collaborative core competencies into the curriculum. PMID:25076021

  3. Assessing competency in Evidence Based Practice: strengths and limitations of current tools in practice

    Directory of Open Access Journals (Sweden)

    Ilic Dragan

    2009-08-01

    Full Text Available Abstract Background Evidence Based Practice (EBP involves making clinical decisions informed by the most relevant and valid evidence available. Competence can broadly be defined as a concept that incorporates a variety of domains including knowledge, skills and attitudes. Adopting an evidence-based approach to practice requires differing competencies across various domains including literature searching, critical appraisal and communication. This paper examines the current tools available to assess EBP competence and compares their applicability to existing assessment techniques used in medicine, nursing and health sciences. Discussion Only two validated assessment tools have been developed to specifically assess all aspects of EBP competence. Of the two tools (Berlin and Fresno tools, only the Fresno tool comprehensively assesses EBP competency across all relevant domains. However, both tools focus on assessing EBP competency in medical students; therefore neither can be used for assessing EBP competency across different health disciplines. The Objective Structured Clinical Exam (OSCE has been demonstrated as a reliable and versatile tool to assess clinical competencies, practical and communication skills. The OSCE has scope as an alternate method for assessing EBP competency, since it combines assessment of cognitive skills including knowledge, reasoning and communication. However, further research is needed to develop the OSCE as a viable method for assessing EBP competency. Summary Demonstrating EBP competence is a complex task – therefore no single assessment method can adequately provide all of the necessary data to assess complete EBP competence. There is a need for further research to explore how EBP competence is best assessed; be it in written formats, such as the Fresno tool, or another format, such as the OSCE. Future tools must also incorporate measures of assessing how EBP competence affects clinician behaviour and attitudes as

  4. AAOHN Competencies.

    Science.gov (United States)

    2015-11-01

    The AAOHN Competency document is one of the core documents that define occupational health nursing practice. This article provides a description of the process used to update the competencies, as well as a description of the new competencies. PMID:26419544

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

    Science.gov (United States)

    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.

  6. Clinical competency assessment in intravenous therapy and vascular access: part 2.

    Science.gov (United States)

    Louise Hulse, Anna

    This article explores and critically evaluates clinical practice competencies as a form of assessment within post-registration nurse education, specifically relating to competence assessment of intravenous (IV) therapy. In the first article in this two-part series, 'Competency assessment in intravenous therapy and vascular access: part 1' (BJN, 22(16)), an in-depth literature review was carried out and applied to current competency assessment design. Clinical staff opinion was sought to evaluate users' opinions of this assessment method against recommended literature. The aim of both articles is to describe critically and analyse existing practice using this form of assessment, and relate other forms of assessment to IV therapy and vascular access clinical competence. A small-scale study was performed to evaluate whether clinical competency assessment is the most appropriate form of assessment of IV therapy and vascular access skills. A questionnaire was designed to assess nurse opinion in relation to advantages (positives) and disadvantages (negatives) of clinical practice competency assessment; 35 randomly selected post-registered nurses were included in the sample. Findings illustrated that clinical competency assessment is the most appropriate form for the assessment of clinical skills in IV therapy. However, recommendations were made for the possible use of Objective Structured Clinical Examination (OSCE) assessment. Furthermore, this report recommends the assessment of theory and knowledge through written exams or multiple-choice questions (MCQs) as an addition to clinical practice competence assessment for IV therapy. PMID:24067310

  7. On the Core Values and Core Competence of Universities%论大学核心价值观与核心竞争力

    Institute of Scientific and Technical Information of China (English)

    马育秀

    2011-01-01

    大学核心竞争力由硬实力和软实力两部分组成。目前,学校往往只注重硬实力的建设,而相对忽视软实力的发展。大学核心价值观是大学软实力的中心环节,是一个大学区别于其他大学最重要的文化标志。在提升学校核心竞争力方面,核心价值观具有导向和规范、凝聚和激励、熏陶和辐射三大功能。凝练大学核心价值观应坚持共性和个性、继承和创新、简明性和深刻性、领导指引与全员参与四个方面的统一。弘扬大学核心价值观应从宣传、示范、熏陶等多方面着手,不断扩大影响力和知名度。%Core competence is composed of "hard competence'and "soft competence". At present, universities tend to attach more importance to the construction of hard competence.Core values is central elements of soft competence. As for enhancing core competence of universities, soft competence has three functions such as guidance and regulation, cohesion and motivation, influence and radiation, etc. To refine core values of universities, we should insist on four principle of the unification of commonality and individuality, inheritance and innovation, simplicity and profoundness. To carry forward core values of universities, we should adopt various methods such as publicity, demonstration and edification to constantly expand their influence and popularity.

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

    Science.gov (United States)

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

    Science.gov (United States)

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

    2012-03-01

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

  10. The impact of Core Competencies in improving the Organization commitment of employees in Mutah University in Jordan

    OpenAIRE

    Ahmad Izzoh Katawneh; Abdullah Osman

    2014-01-01

    This study aimed to identify the impact of Core Competencies (Core of Administrative functions, Administrative roles Communication Skills Self-development) in Improving the Organization commitment (normative commitment, affective commitment, continuous commitment) in Mutah University, To achieve the objectives of this study? a questionnaire was developed for data collection. The sample was valid for analysis was (329), where Version of (SPSS? 16) was used to analyze the questionnaire data ,Th...

  11. How to Establish the Core Competence in Enterprises%如何创建企业核心能力

    Institute of Scientific and Technical Information of China (English)

    齐捧虎; 穆耀

    2001-01-01

    运用系统分析方法,研究创建企业核心能力的问题,认为核心能力是企业竞争优势之根源,建立核心能力是企业决胜市场之关键。并进一步指出企业在创建核心能力时,要树立战略意图,借助资源杠杆,制定创建计划并坚持相应的原则,然后,通过内部的技术创新、功能整合,外部的知识联盟、兼并收购等途径,经过长期的不懈努力方可建立起核心能力。%Core competence is the source of competitive edge. The key to the market success of enterprises lies in the core competence.In the process of establishing core competence, the enterprise needs to set up the strategic intent, seek the aid of resource levers, work out the establishing plan and adhere to the relevant principles, and then make a sustained effort over a long period of time through the technical innovation and functional conformity within the enterprise as well as the knowledge alliance, external annexation and purchase, so as to establish its own core competence.

  12. The Use of Cultural Historical Activity Theory (CHAT) within a Constructivist Learning Environment to Develop Core Competencies in Social Work

    Science.gov (United States)

    Fire, Nancy; Casstevens, W. J.

    2013-01-01

    Achieving foundation-level practice behaviors to develop social work core competencies involves integrating learning across a curriculum. This article focuses on two phases of foundation-level course redevelopment aimed to support graduate students in accomplishing this outcome. The first phase involved restructuring the course to become a…

  13. Examining the Effects of a National League for Nursing Core Competencies Workshop as an Intervention to Improve Nurse Faculty Practice

    Science.gov (United States)

    VanBever Wilson, Robin R.

    2010-01-01

    Due to the complex challenges facing schools of nursing, a research study was implemented to introduce nurse faculty at one small rural northeastern Tennessee school of nursing to the NLN "Core Competencies for Nurse Educators". Utilizing Kalb's Nurse Faculty Self-Evaluation Tool as a pre- and post-intervention test, 30 nurse faculty members…

  14. Core competencies for health care ethics consultants: in search of professional status in a post-modern world.

    Science.gov (United States)

    Engelhardt, H Tristram

    2011-09-01

    The American Society for Bioethics and the Humanities (ASBH) issued its Core Competencies for Health Care Ethics Consultation just as it is becoming ever clearer that secular ethics is intractably plural and without foundations in any reality that is not a social-historical construction (ASBH Core Competencies for Health Care Ethics Consultation, 2nd edn. American Society for Bioethics and Humanities, Glenview, IL, 2011). Core Competencies fails to recognize that the ethics of health care ethics consultants is not ethics in the usual sense of a morally canonical ethics. Its ethics is the ethics established at law and in enforceable health care public policy in a particular jurisdiction. Its normativity is a legal normativity, so that the wrongness of violating this ethics is simply the legal penalties involved and the likelihood of their being imposed. That the ethics of ethics consultation is that ethics legally established accounts for the circumstance that the major role of hospital ethics consultants is as quasi-lawyers giving legal advice, aiding in risk management, and engaging in mediation. It also indicates why this collage of roles has succeeded so well. This article shows how moral philosophy as it was reborn in the 13th century West led to the ethics of modernity and then finally to the ethics of hospital ethics consultation. It provides a brief history of the emergence of an ethics that is after morality. Against this background, the significance of Core Competencies must be critically reconsidered.

  15. Linking the Prevention of Problem Behaviors and Positive Youth Development: Core Competencies for Positive Youth Development and Risk Prevention

    Science.gov (United States)

    Guerra, Nancy G.; Bradshaw, Catherine P.

    2008-01-01

    In this chapter, we present a brief review of the developmental literature linking healthy adjustment to five core competencies: (1) positive sense of self, (2) self-control, (3) decision-making skills, (4) a moral system of belief, and (5) prosocial connectedness. A central premise of this chapter and the rest of the volume is that promoting…

  16. Genetic education and the challenge of genomic medicine: development of core competences to support preparation of health professionals in Europe

    DEFF Research Database (Denmark)

    Skirton, Heather; Lewis, Celine; Kent, Alastair;

    2010-01-01

    in professional education and regulation between European countries, setting curricula may not be practical. Core competences are used as a basis for health professional education in many fields and settings. An Expert Group working under the auspices of the EuroGentest project and European Society of Human...... Genetics Education Committee agreed that a pragmatic solution to the need to establish common standards for education and practice in genetic health care was to agree to a set of core competences that could apply across Europe. These were agreed through an exhaustive process of consultation with relevant......The use of genetics and genomics within a wide range of health-care settings requires health professionals to develop expertise to practise appropriately. There is a need for a common minimum standard of competence in genetics for health professionals in Europe but because of differences...

  17. The New Reality of Competing: Strategic Marketing Intelligence and the Assessment of the Business Transformational Model Proposition

    OpenAIRE

    Nurhan Papatya; Gurcan Papatya

    2011-01-01

    Problem statement: The study contains "Strategic Marketing Intelligence (SMI)" contents and formation which are directed to the businesss permanent and continuous priority and the investigation of "transformational model proposition", designing bases, the thought of transformation to core competence and proposed models applicability and advantages. Approach: This study is handled as a qualitative assessment related to restricting content of the concepts and to theorize an explanatory hypothes...

  18. Predictability of Competing Measures of Core Inflation: An Application for Peru Predictability of Competing Measures of Core Inflation: An Application for Peru

    OpenAIRE

    Luis F. Zegarra; Eduardo Morón

    1999-01-01

    A central element of an inflation targeting approach to monetary policy is a proper measure of inflation. The international evidence suggests the use of core inflation measures. In this paper we claim that core inflation should be measured as the underlying trend of inflation that comes from nominal shocks that have no real effect in the long term. However, most of the time core inflation is computed zero weighting observations at the tail of the inflation distribution. Quah and Vahey (1996) ...

  19. Analytical Chemistry Core Capability Assessment - Preliminary Report

    Energy Technology Data Exchange (ETDEWEB)

    Barr, Mary E. [Los Alamos National Laboratory; Farish, Thomas J. [Los Alamos National Laboratory

    2012-05-16

    The concept of 'core capability' can be nebulous one. Even at a fairly specific level, where core capability equals maintaining essential services, it is highly dependent upon the perspective of the requestor. Samples are submitted to analytical services because the requesters do not have the capability to conduct adequate analyses themselves. Some requests are for general chemical information in support of R and D, process control, or process improvement. Many analyses, however, are part of a product certification package and must comply with higher-level customer quality assurance requirements. So which services are essential to that customer - just those for product certification? Does the customer also (indirectly) need services that support process control and improvement? And what is the timeframe? Capability is often expressed in terms of the currently utilized procedures, and most programmatic customers can only plan a few years out, at best. But should core capability consider the long term where new technologies, aging facilities, and personnel replacements must be considered? These questions, and a multitude of others, explain why attempts to gain long-term consensus on the definition of core capability have consistently failed. This preliminary report will not try to define core capability for any specific program or set of programs. Instead, it will try to address the underlying concerns that drive the desire to determine core capability. Essentially, programmatic customers want to be able to call upon analytical chemistry services to provide all the assays they need, and they don't want to pay for analytical chemistry services they don't currently use (or use infrequently). This report will focus on explaining how the current analytical capabilities and methods evolved to serve a variety of needs with a focus on why some analytes have multiple analytical techniques, and what determines the infrastructure for these analyses. This

  20. Analytical Chemistry Core Capability Assessment - Preliminary Report

    International Nuclear Information System (INIS)

    The concept of 'core capability' can be nebulous one. Even at a fairly specific level, where core capability equals maintaining essential services, it is highly dependent upon the perspective of the requestor. Samples are submitted to analytical services because the requesters do not have the capability to conduct adequate analyses themselves. Some requests are for general chemical information in support of R and D, process control, or process improvement. Many analyses, however, are part of a product certification package and must comply with higher-level customer quality assurance requirements. So which services are essential to that customer - just those for product certification? Does the customer also (indirectly) need services that support process control and improvement? And what is the timeframe? Capability is often expressed in terms of the currently utilized procedures, and most programmatic customers can only plan a few years out, at best. But should core capability consider the long term where new technologies, aging facilities, and personnel replacements must be considered? These questions, and a multitude of others, explain why attempts to gain long-term consensus on the definition of core capability have consistently failed. This preliminary report will not try to define core capability for any specific program or set of programs. Instead, it will try to address the underlying concerns that drive the desire to determine core capability. Essentially, programmatic customers want to be able to call upon analytical chemistry services to provide all the assays they need, and they don't want to pay for analytical chemistry services they don't currently use (or use infrequently). This report will focus on explaining how the current analytical capabilities and methods evolved to serve a variety of needs with a focus on why some analytes have multiple analytical techniques, and what determines the infrastructure for these analyses. This information will be

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

    Science.gov (United States)

    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

  2. What Should Common Core Assessments Measure?

    Science.gov (United States)

    Chandler, Kayla; Fortune, Nicholas; Lovett, Jennifer N.; Scherrer, Jimmy

    2016-01-01

    The Common Core State Standards for mathematics promote ideals about learning mathematics by providing specific standards focused on conceptual understanding and incorporating practices in which students must participate to develop conceptual understanding. Thus, how we define learning is pivotal because our current definition isn't aligned with…

  3. The validity and reliability of an instrument to assess nursing competencies in spiritual care

    NARCIS (Netherlands)

    van Leeuwen, Rene; Tiesinga, Lucas J.; Middel, Berrie; Post, Doeke; Jochemsen, Henk

    2009-01-01

    Aim. This study contributes to the development of a valid and reliable instrument, the spiritual care competence scale, as an instrument to assess nurses' competencies in providing spiritual care. Background. Measuring these competencies and their development is important and the construction of a r

  4. The validity and reliability of an instrument to assess nursing competencies in spiritual care

    NARCIS (Netherlands)

    Leeuwen, R.R.; Tiesinga, L.J.; Middel, L.J.; Post, D.; Jochemsen, H.

    2009-01-01

    Aim. This study contributes to the development of a valid and reliable instrument, the spiritual care competence scale, as an instrument to assess nurses’ competencies in providing spiritual care. Background. Measuring these competencies and their development is important and the construction of a r

  5. Administrative academicians or academic administrators: competence assessment model of university staff reserves

    OpenAIRE

    Lazarenko Victor Anatolyevich; Nikishina Vera Borisovna

    2015-01-01

    Modern academic functionality is focused on scientific and methodological, administrative and service competences. The developed competence-based assessment model of university staff reserves integrates a scoring approach in evaluating the effectiveness of teachers’ activities and the functionality process approach, within which the formation of competence-based potential of university staff reserve is carried out.

  6. E-assessment of student-teachers’ competence as new teachers

    NARCIS (Netherlands)

    Admiraal, Wilfried; Janssen, Tanja; Huizenga, Jantina; Kranenburg, Frans; Taconis, Ruurd; Corda, Alessandra

    2014-01-01

    In teacher education programmes, text-based portfolios are generally used to assess student-teachers’ competence as new teachers. However, striking discrepancies are known to exist between the competencies reflected in a written portfolio and the competencies observed in actual classroom practice. M

  7. Risks, risk assessment and risk competence in toxicology

    Directory of Open Access Journals (Sweden)

    Stahlmann, Ralf

    2015-07-01

    Full Text Available Understanding the toxic effects of xenobiotics requires sound knowledge of physiology and biochemistry. The often described lack of understanding pharmacology/toxicology is therefore primarily caused by the general absence of the necessary fundamental knowledge. Since toxic effects depend on exposure (or dosage assessing the risks arising from toxic substances also requires quantitative reasoning. Typically public discussions nearly always neglect quantitative aspects and laypersons tend to disregard dose-effect-relationships. One of the main reasons for such disregard is the fact that exposures often occur at extremely low concentrations that can only be perceived intellectually but not by the human senses. However, thresholds in the low exposure range are often scientifically disputed. At the same time, ignorance towards known dangers is wide-spread. Thus, enhancing the risk competence of laypersons will have to be initially restricted to increasing the awareness of existing problems.

  8. The 2012 American College of Nurse-Midwives core competencies for basic midwifery practice: history and revision.

    Science.gov (United States)

    Phillippi, Julia C; Avery, Melissa D

    2014-01-01

    The American College of Nurse-Midwives (ACNM) Core Competencies for Basic Midwifery Practice, approved in 2012, (hereafter referred to as Core Competencies) outline the knowledge, skills, and abilities that can be expected of new certified nurse-midwives (CNMs) and certified midwives (CMs). The Core Competencies are standards for midwifery education, and the document is an important guide for midwifery practice and policy. As a part of the 2012 revision, the Basic Competency Section of the ACNM Division of Education reviewed a variety of national and international documents to ensure that the basic education of CNMs/CMs is consistent with the practice of midwives in the United States and internationally. Few substantive changes were made to the document, but several areas were adjusted and clarified. New graduates continue to be prepared by midwifery education programs to provide safe, evidence-based midwifery care to women across the lifespan, well newborns up to 28 days, and sexual partners of women diagnosed with sexually transmitted infections.

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

    Science.gov (United States)

    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

  10. Development and Psychometric Evaluation of an Instrument to Assess Cross-Cultural Competence of Healthcare Professionals (CCCHP.

    Directory of Open Access Journals (Sweden)

    Gerda Bernhard

    Full Text Available Cultural competence of healthcare professionals (HCPs is recognized as a strategy to reduce cultural disparities in healthcare. However, standardised, valid and reliable instruments to assess HCPs' cultural competence are notably lacking. The present study aims to 1 identify the core components of cultural competence from a healthcare perspective, 2 to develop a self-report instrument to assess cultural competence of HCPs and 3 to evaluate the psychometric properties of the new instrument.The conceptual model and initial item pool, which were applied to the cross-cultural competence instrument for the healthcare profession (CCCHP, were derived from an expert survey (n = 23, interviews with HCPs (n = 12, and a broad narrative review on assessment instruments and conceptual models of cultural competence. The item pool was reduced systematically, which resulted in a 59-item instrument. A sample of 336 psychologists, in advanced psychotherapeutic training, and 409 medical students participated, in order to evaluate the construct validity and reliability of the CCCHP.Construct validity was supported by principal component analysis, which led to a 32-item six-component solution with 50% of the total variance explained. The different dimensions of HCPs' cultural competence are: Cross-Cultural Motivation/Curiosity, Cross-Cultural Attitudes, Cross-Cultural Skills, Cross-Cultural Knowledge/Awareness and Cross-Cultural Emotions/Empathy. For the total instrument, the internal consistency reliability was .87 and the dimension's Cronbach's α ranged from .54 to .84. The discriminating power of the CCCHP was indicated by statistically significant mean differences in CCCHP subscale scores between predefined groups.The 32-item CCCHP exhibits acceptable psychometric properties, particularly content and construct validity to examine HCPs' cultural competence. The CCCHP with its five dimensions offers a comprehensive assessment of HCPs' cultural competence, and has

  11. How does the medical graduates' self-assessment of their clinical competency differ from experts' assessment?

    OpenAIRE

    Abadel Fatima Taleb; Hattab Abdulla Saeed

    2013-01-01

    Abstract Background The assessment of the performance of medical school graduates during their first postgraduate years provides an early indicator of the quality of the undergraduate curriculum and educational process. The objective of this study was to assess the clinical competency of medical graduates, as perceived by the graduates themselves and by the experts. Methods This is a hospital based cross-sectional study. It covered 105 medical graduates and 63 experts selected by convenient s...

  12. Towards an Adaptive competency-based learning System using assessment

    Directory of Open Access Journals (Sweden)

    Noureddine El Faddouli

    2011-01-01

    Full Text Available E-learning is not restricted to publishing online content. The challenge is to apply pedagogical models using new information and communication technologies in order to adjust the learning process. This adaptation will take place by proposing an adaptive learning system. There are several e-learning environment adaptation approaches such as adaptive hypermedia and semantic web. In our proposed system, we focus on evaluation that has not been, up till now, given its real value in the e-learning environment. The purpose is to implement an adaptive learning system for individualized pedagogical paths through a personalized diagnosis of learners' performances. This proposed system relies mainly on assessment and the competency-based approach as a framework. To achieve this goal, we adopt an enhanced cycle of formative assessment while adhering to a service-oriented architecture. The system will be implemented as an activity in a pedagogical scenario defined responding to the learner's needs, while aligning with norms and standards.

  13. Reviewing Residents' Competence : A Qualitative Study of the Role of Clinical Competency Committees in Performance Assessment

    NARCIS (Netherlands)

    Hauer, Karen E.; Chesluk, Benjamin; Iobst, William; Holmboe, Eric; Baron, Robert B.; Boscardin, Christy K.; ten Cate, Olle; O'Sullivan, Patricia S.

    2015-01-01

    Purpose Clinical competency committees (CCCs) are now required in graduate medical education. This study examined how residency programs understand and operationalize this mandate for resident performance review. Method In 2013, the investigators conducted semistructured interviews with 34 residency

  14. Programmatic assessment of competency-based workplace learning: when theory meets practice

    OpenAIRE

    Bok, H.G.; Teunissen, P.W.; Favier, R.P.; Rietbroek, N.J.; Theyse, L.F.; Brommer, H.; Haarhuis, J.C.; van Beukelen, P.; Van der Vleuten, C. P. M.; Jaarsma, D.A.

    2013-01-01

    BACKGROUND: In competency-based medical education emphasis has shifted towards outcomes, capabilities, and learner-centeredness. Together with a focus on sustained evidence of professional competence this calls for new methods of teaching and assessment. Recently, medical educators advocated the use of a holistic, programmatic approach towards assessment. Besides maximum facilitation of learning it should improve the validity and reliability of measurements and documentation of competence dev...

  15. Analyzing the Dependency Between National Logistics Performance and Competitiveness: Which Logistics Competence is Core for National Strategy?

    Directory of Open Access Journals (Sweden)

    Burmaoglu Serhat

    2011-12-01

    Full Text Available With the advancements in the strategic management field, logistics management has changed considerably and logistics competency has emerged as a new and important area of research. In this regard, the purpose of this study is to find the core logistics abilities, which enable nations to achieve a competitive advantage in the logistics market. Two different data sets, one from World Economic Forum and the other from the World Bank were used. Cluster and discriminant analysis were used to answer the research questions. The results indicated that while the logistics infrastructure and the customs were absolute in determining a high-competitive country, the logistics competence and the tracking & tracing were the core logistics abilities needed to sustain the competitive advantage in long term. The implications of these results are also discussed.

  16. Predictive validity of measurements of clinical competence using the team objective structured bedside assessment (TOSBA): assessing the clinical competence of final year medical students.

    LENUS (Irish Health Repository)

    Meagher, Frances M

    2009-11-01

    The importance of valid and reliable assessment of student competence and performance is gaining increased recognition. Provision of valid patient-based formative assessment is an increasing challenge for clinical teachers in a busy hospital setting. A formative assessment tool that reliably predicts performance in the summative setting would be of value to both students and teachers.

  17. Core Competencies in Disaster Management and Humanitarian Assistance: A Systematic Review.

    Science.gov (United States)

    Ripoll Gallardo, Alba; Djalali, Ahmadreza; Foletti, Marco; Ragazzoni, Luca; Della Corte, Francesco; Lupescu, Olivera; Arculeo, Chris; von Arnim, Gotz; Friedl, Tom; Ashkenazi, Michael; Fisher, Philipp; Hreckovski, Boris; Khorram-Manesh, Amir; Komadina, Radko; Lechner, Konstanze; Stal, Marc; Patru, Cristina; Burkle, Frederick M; Ingrassia, Pier Luigi

    2015-08-01

    Disaster response demands a large workforce covering diverse professional sectors. Throughout this article, we illustrate the results of a systematic review of peer-reviewed studies to identify existing competency sets for disaster management and humanitarian assistance that would serve as guidance for the development of a common disaster curriculum. A systematic review of English-language articles was performed on PubMed, Google Scholar, Scopus, ERIC, and Cochrane Library. Studies were included if reporting competency domains, abilities, knowledge, skills, or attitudes for professionals involved disaster relief or humanitarian assistance. Exclusion criteria included abstracts, citations, case studies, and studies not dealing with disasters or humanitarian assistance. Thirty-eight papers were analyzed. Target audience was defined in all articles. Five references (13%) reported cross-sectorial competencies. Most of the articles (81.6%) were specific to health care. Eighteen (47%) papers included competencies for at least 2 different disciplines and 18 (47%) for different professional groups. Nursing was the most widely represented cadre. Eighteen papers (47%) defined competency domains and 36 (94%) reported list of competencies. Nineteen articles (50%) adopted consensus-building to define competencies, and 12 (31%) included competencies adapted to different professional responsibility levels. This systematic review revealed that the largest number of papers were mainly focused on the health care sector and presented a lack of agreement on the terminology used for competency-based definition.

  18. CUSTOMER RELATIONS INFLUENCE AND IT’S RELATIONSHIP WITH CORE COMPETENCE : A CASE OF MOBILE COMMUNICATION SERVICE PROVIDERS

    OpenAIRE

    Mussa, Emmanuel M Mwanakatwe; Joachim N

    2011-01-01

    Purpose: The purpose of this thesis is to study and show how a customer relation through its strategic key elements is related to Core competence. Design and Methodology: This is a case study approach involving multiple cases for mobile telecommunication service providers from two countries namely, Tanzania and Zambia employing a qualitative research design. Literature review and theoretical framework resulted into a proposal of a theoretical model of relationship between Customer relations a...

  19. Analyzing the Dependency Between National Logistics Performance and Competitiveness: Which Logistics Competence is Core for National Strategy?

    OpenAIRE

    Burmaoglu Serhat; Sesen Harun

    2011-01-01

    With the advancements in the strategic management field, logistics management has changed considerably and logistics competency has emerged as a new and important area of research. In this regard, the purpose of this study is to find the core logistics abilities, which enable nations to achieve a competitive advantage in the logistics market. Two different data sets, one from World Economic Forum and the other from the World Bank were used. Cluster and discriminant analysis were used to answe...

  20. Life Cycle Theory of Firm's Core Competence%企业核心能力生命周期论

    Institute of Scientific and Technical Information of China (English)

    郭斌

    2001-01-01

    本文提出了“企业核心能力生命周期”理论,通过研究企业核心能力的动态演化来揭示企业创新过程对企业竞争优势的影响。技术过程与组织过程之间的交互作用对企业核心能力演化存在较强的影响力,而产业动态则对核心能力的演化起着选择机制的作用。在产业演化的不同阶段,存在着不同的“产业竞争焦点”,预见产业竞争焦点的变化并进行适时的企业核心能力跃迁对于企业竞争优势而言是非常重要的。企业为了获取持续竞争优势,必须适时完成“跃迁”过程,使企业核心能力能够适应产业动态的更迭。%This paper puts forward the Life Cycle Theory of Firm's Core Competence. By study on the dynamic evolution of firm's core competence, it reveals the impact of innovation process on the competitive advantage of the firm. The interactions between technological process and organizational process has strong influence on the evolution of firm's core competence., while the industry dynamics play an role as selection mechanism. In the different stage of industry evolution, there is different competition focus, foresights of industry competition focus changes are crucial to the sustainable competitive advantage, i.e., firms have to leap their core competence in a timely way.

  1. Did concentration on core competencies drive merger and acquisition activities in the 1990s? Empirical evidence for Germany.

    OpenAIRE

    Hussinger, Katrin

    2005-01-01

    In the context of increasing globalization of markets, merger and acquisition activities in the 1990s are said to be driven by reorganization processes with respect to concentration on firms? core competencies in order to increase or maintain market power in international markets. This paper empirically investigates a sample of German domestic mergers in the 1990s to detect the impact of technology and market relatedness on the choice of the merging partner. Results from a conditional logit m...

  2. Assessment of Competence: The Accreditation Council for Graduate Medical Education/Residency Review Committee Perspective.

    Science.gov (United States)

    Potts, John R

    2016-02-01

    Competency is an individual trait. As an agency that accredits programs and institutions, the Accreditation Council for Graduate Medical Education (ACGME) does not define or access competency. However, in the past 15 years the ACGME has promulgated several initiatives to aid programs in the assessment of the competence of their residents and fellows. Those initiatives include the Outcomes Project (which codified the competencies), the Milestones, and the Clinical Learning Environment Review Program. In the near future, the ACGME will implement an initiative by which programs can develop and study the results of competency-based residency curricula.

  3. Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization

    Science.gov (United States)

    Deardorff, Darla K.

    2006-01-01

    This study seeks to determine a definition and appropriate assessment methods of inter-cultural competence as agreed on by a panel of internationally known intercultural scholars. This information is validated by a sample of higher education administrators and can be used by administrators in identifying and assessing intercultural competence as a…

  4. Conducting Spiritual Assessments with Native Americans: Enhancing Cultural Competency in Social Work Practice Courses

    Science.gov (United States)

    Hodge, David R.; Limb, Gordon E.

    2010-01-01

    Developing competency in diversity and assessment are key educational priorities. With Native American clients a spiritual assessment is typically required because spirituality is often instrumental to health and wellness in Native cultures. In keeping with the movement toward competency-based education, this qualitative study sought to answer the…

  5. Assessment challenges in competency-based education: A case study in health professions education.

    Science.gov (United States)

    Fitzgerald, James T; Burkhardt, John C; Kasten, Steven J; Mullan, Patricia B; Santen, Sally A; Sheets, Kent J; Tsai, Antonius; Vasquez, John A; Gruppen, Larry D

    2016-05-01

    There is a growing demand for health sciences faculty with formal training in education. Addressing this need, the University of Michigan Medical School created a Master in Health Professions Education (UM-MHPE). The UM-MHPE is a competency-based education (CBE) program targeting professionals. The program is individualized and adaptive to the learner's situation using personal mentoring. Critical to CBE is an assessment process that accurately and reliably determines a learner's competence in educational domains. The program's assessment method has two principal components: an independent assessment committee and a learner repository. Learners submit evidence of competence that is evaluated by three independent assessors. The assessments are presented to an Assessment Committee who determines whether the submission provides evidence of competence. The learner receives feedback on the submission and, if needed, the actions needed to reach competency. During the program's first year, six learners presented 10 submissions for review. Assessing learners in a competency-based program has created challenges; setting standards that are not readily quantifiable is difficult. However, we argue it is a more genuine form of assessment and that this process could be adapted for use within most competency-based formats. While our approach is demanding, we document practical learning outcomes that assess competence.

  6. Competence assessment in minors, illustrated by the case of bariatric surgery for morbidly obese children

    NARCIS (Netherlands)

    Bolt, L.L.E.; Summeren van, M

    2014-01-01

    Clinicians have to assess children's competence frequently. In order to do justice to children who are competent to make decisions and to protect incompetent children, valid assessment is essential. We address this issue by using bariatric surgery for morbidly obese minors as a case study. Our previ

  7. Connotation research on core competence in higher vocational colleges%高职院校核心竞争力内涵研究

    Institute of Scientific and Technical Information of China (English)

    王敏; 刘梅

    2014-01-01

    This paper studies the connotation of core competene in higher vocational colleges in detail. Firstly, it expounds the concept of core competence, and then analyzes the components of core competence in higher vocational colleges and the six characteristics of core competence so as to provide strong theoretical basis for higher vocational colleges to enhance their core competence.%文章对高职院校核心竞争力内涵进行了深入研究。文章首先阐述了核心竞争力的概念,继而分析了高职院校核心竞争力的构成要素以及高职院校核心竞争力的六大特征,以期能为高职院校提升其核心竞争力提供有力的理论依据。

  8. Video Narratives to Assess Student Teachers' Competence as New Teachers

    Science.gov (United States)

    Admiraal, Wilfried; Berry, Amanda

    2016-01-01

    In teacher education programmes, written portfolios or text-based self-evaluations are generally used to document the development of student teachers' competence. However, such approaches do no justice to the complex nature of teaching as they tend to lead to evidence in which teacher competencies are disconnected and removed from the actual…

  9. Increasing Cultural Competence through Needs Assessment and Professional Development

    Science.gov (United States)

    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…

  10. Competency Assessment and Human Resource Management of County Extension Chairs.

    Science.gov (United States)

    Lindner, James R.

    The purpose of this descriptive and correlational study was to examine perceptions of Ohio State University Extension county chairs regarding their human resource management competencies and performance of human resource management activities. The study also sought to describe the relationship between human resource management competencies and…

  11. Reliable and valid assessment of ultrasound operator competence in obstetrics and gynecology

    DEFF Research Database (Denmark)

    Tolsgaard, M G; Ringsted, C; Dreisler, E;

    2014-01-01

    OBJECTIVES: To explore the reliability and validity of a recently developed instrument for assessment of ultrasound operator competence, the Objective Structured Assessment of Ultrasound Skills (OSAUS). METHODS: Three groups of 10 doctors with different levels of ultrasound experience in obstetrics...

  12. The Core Competency Movement in Marriage and Family Therapy: Key Considerations from Other Disciplines

    Science.gov (United States)

    Miller, John K.; Todahl, Jeff L.; Platt, Jason J.

    2010-01-01

    There is a growing movement to define competency within the field of marriage and family therapy (MFT), particularly with respect to the training of practitioners and the evaluation of clinical practice. Efforts to define competency, however, transcend the practice of MFT and much can be learned from the experiences of other disciplines.…

  13. Construct validation of teacher portfolio assessment : Procedures for improving teacher competence assessment illustrated by teaching students research skills

    NARCIS (Netherlands)

    Schaaf, M.F. van der

    2005-01-01

    The study aims to design and test procedures for teacher portfolio assessments. What are suitable procedures to assess teachers' competencies in developing students' research skills? We first searched into the tasks teachers have in teaching students research skills and the competencies needed to f

  14. A scoring framework for assessing anatomy competence of undergraduate preclinical students.

    Science.gov (United States)

    Raubenheimer, Daleen; Raubenheimer, Jacques Eugene; van Zyl, Sanet

    2016-07-01

    Recent higher education changes toward outcomes-based education emphasize competent learners, but a widely accepted definition of competence is still lacking. Although the importance of anatomy in health professions education is recognized, there is still uncertainty about what anatomical competence entails and how to assess it. This study aimed to provide a framework for assessing anatomical competence, using an anatomy competence score, for the anatomy course in the undergraduate medical learning program at the University of the Free State in South Africa. All assessments within the dissection program of two student groups (July 2012 to June 2014) were explored to determine the representation of the three competence domains: knowledge, skill and application in context. Student performance in the final objective structured practical examination (OSPE) was investigated for the three domains and the different body regions. Knowledge had ±50% representation in assessments and the different body regions (in final OSPE) for both groups, and skill and application represented ±25% each in both groups. The best average student performance was in the skill domain (64% and 67% for the respective groups). All domains showed good reliabilities (> 0.75) and student performance correlated well between the domains (P competence assessment. However, this ratio depends on the assessment type, the stage of the anatomy course and the institutional context. Nonetheless, it provides a guideline for ensuring that assessments address all competence domains. Anat Sci Educ 9: 319-329. © 2015 American Association of Anatomists. PMID:26588194

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

    Science.gov (United States)

    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

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

    Science.gov (United States)

    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.

  17. Developing schemas for assessing personal and social competences among unskilled young people

    DEFF Research Database (Denmark)

    Aarkrog, Vibe; Wahlgren, Bjarne

    2016-01-01

    competences. The schema was developed in cooperation with practitioners, i.e. representatives from workplaces, from municipal youth guidance centres, and from VET colleges. Based on the experiences accrued in developing the schema, the article discusses how personal and social competences can be assessed......Personal and social competences are crucial parts of VET competences. As part of a development project preparing unskilled young people for vocational education and training, a research project was conducted with the aim of developing a schema for assessing and grading personal and social...

  18. Competencies for public health finance: an initial assessment and recommendations.

    Science.gov (United States)

    Gillespie, Kathleen N; Kurz, Richard S; McBride, Timothy; Schmitz, Homer H

    2004-01-01

    The purpose of the study in this article was to identify The needs of public health managers with regard to public health finance. A survey of public health practitioners regarding competencies was conducted and a review of course offerings in finance among schools of public health was performed. Most public health practitioners surveyed believe that a broad array of management competencies are required to administer the finances of a public health facility or department. Respondents added 35 competencies to those initially given to them for review. Most added competencies that were more specific than the original competencies or could be viewed as subpoints of the original competencies. Many schools offered no courses specifically addressing public health care finance, with a few offering at most only one public health finance course. All schools offered at least one corporate finance course, and the majority offered two or more courses. We conclude with a number of recommendations for education and competency development, suggesting several next steps that can advance the field of public health's understanding of what managers need to master in public health finance to effectively function as public health managers. PMID:15552772

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

    Science.gov (United States)

    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.

  20. An Empirical Research on the Relationship among Knowledge Management, Knowledge Competence and Core Competence%知识管理、知识竞争力与核心竞争力关系的实证研究

    Institute of Scientific and Technical Information of China (English)

    洪江涛; 杨晓雁; 陈俊芳

    2013-01-01

    This paper targets the current six leading domestic IT manufacturing companies. It uses structural equation model to analyze the relationship among knowledge management, knowledge competence and core competence in their different business activities. The research results are as follows. Knowledge management has a positive direct effect on knowledge competence. Knowledge competence has a positive direct effect on core competence. Knowledge management has a positive direct effect on core competence. However, it has an indirect effect on core competence by way of knowledge competence. Knowledge competence is a medium between knowledge management and core competence. Conclusions of this paper can provide some theoretical guidance for the increase of Chinese IT industry' s international competitiveness based on knowledge.%以目前国内处于领先地位的6家信息技术(IT)制造企业为研究对象,利用结构方程模型分析其在不同业务活动上知识管理能力、知识竞争力水平以及核心竞争力大小之间的促进关系.研究结果表明:知识管理对知识竞争力有着直接的正向影响;知识竞争力对核心竞争力有着直接的正向影响;知识管理对核心竞争力有着直接的正向影响,但也通过知识竞争力间接影响核心竞争力大小,知识竞争力是知识管理与核心竞争力之间的中介变量.

  1. Assessment of Social Competence in an Evaluation-Interaction Analogue

    Science.gov (United States)

    Steffen, John J.; Redden, Joan

    1977-01-01

    Discusses a study designed to explore behavior changes in subjects' performances as a function of evaluative feedback and examines the relations between judgements of physical attractiveness and social competence. (MH)

  2. The small GTPase Cdc42 modulates the number of exocytosis-competent dense-core vesicles in PC12 cells

    Energy Technology Data Exchange (ETDEWEB)

    Sato, Mai [Department of Life Sciences, Graduate School of Arts and Sciences, The University of Tokyo, 3-8-1 Komaba, Meguro, Tokyo 153-8902 (Japan); Kitaguchi, Tetsuya [Cell Signaling Group, Waseda Bioscience Research Institute in Singapore (WABOIS), Waseda University, 11 Biopolis Way, 05-01/02 Helios, Singapore 138667 (Singapore); Numano, Rika [The Electronics-Inspired Interdisciplinary Research Institute (EIIRIS), Toyohashi University of Technology, 1-1 Hibarigaoka, Tennpaku-cho, Toyohashi, Aichi 441-8580 (Japan); Ikematsu, Kazuya [Forensic Pathology and Science, Graduate School of Biomedical Sciences, Nagasaki University, Nagasaki 852-8523 (Japan); Kakeyama, Masaki [Laboratory of Environmental Health Sciences, Center for Disease Biology and Integrative Medicine, Graduate School of Medicine, The University of Tokyo, 7-3-1 Hongo, Bunkyo, Tokyo 113-0033 (Japan); Murata, Masayuki; Sato, Ken [Department of Life Sciences, Graduate School of Arts and Sciences, The University of Tokyo, 3-8-1 Komaba, Meguro, Tokyo 153-8902 (Japan); Tsuboi, Takashi, E-mail: takatsuboi@bio.c.u-tokyo.ac.jp [Department of Life Sciences, Graduate School of Arts and Sciences, The University of Tokyo, 3-8-1 Komaba, Meguro, Tokyo 153-8902 (Japan)

    2012-04-06

    Highlights: Black-Right-Pointing-Pointer Regulation of exocytosis by Rho GTPase Cdc42. Black-Right-Pointing-Pointer Cdc42 increases the number of fusion events from newly recruited vesicles. Black-Right-Pointing-Pointer Cdc42 increases the number of exocytosis-competent dense-core vesicles. -- Abstract: Although the small GTPase Rho family Cdc42 has been shown to facilitate exocytosis through increasing the amount of hormones released, the precise mechanisms regulating the quantity of hormones released on exocytosis are not well understood. Here we show by live cell imaging analysis under TIRF microscope and immunocytochemical analysis under confocal microscope that Cdc42 modulated the number of fusion events and the number of dense-core vesicles produced in the cells. Overexpression of a wild-type or constitutively-active form of Cdc42 strongly facilitated high-KCl-induced exocytosis from the newly recruited plasma membrane vesicles in PC12 cells. By contrast, a dominant-negative form of Cdc42 inhibited exocytosis from both the newly recruited and previously docked plasma membrane vesicles. The number of intracellular dense-core vesicles was increased by the overexpression of both a wild-type and constitutively-active form of Cdc42. Consistently, activation of Cdc42 by overexpression of Tuba, a Golgi-associated guanine nucleotide exchange factor for Cdc42 increased the number of intracellular dense-core vesicles, whereas inhibition of Cdc42 by overexpression of the Cdc42/Rac interactive binding domain of neuronal Wiskott-Aldrich syndrome protein decreased the number of them. These findings suggest that Cdc42 facilitates exocytosis by modulating both the number of exocytosis-competent dense-core vesicles and the production of dense-core vesicles in PC12 cells.

  3. How to assess global management competencies: An investigation of existing instruments

    OpenAIRE

    Bücker, Joost; Poutsma, Erik

    2010-01-01

    Managers and employees need global leadership competencies in order to operate effectively in international business. In order to prepare both managers and employees for operating in the global arena an instrument measuring global leadership competencies would be very useful. In this article we design a framework for systematically assessing measurement instruments designed to measure Global Management Competencies (GMC). Based on an elaborate search, we found 23 instruments of varying qualit...

  4. The validity and reliability of an instrument to assess nursing competencies in spiritual care

    OpenAIRE

    van Leeuwen, Rene; Tiesinga, Lucas J.; Middel, Berrie; Post, Doeke; Jochemsen, Henk

    2009-01-01

    Aim. This study contributes to the development of a valid and reliable instrument, the spiritual care competence scale, as an instrument to assess nurses' competencies in providing spiritual care. Background. Measuring these competencies and their development is important and the construction of a reliable and valid instrument is recommended in the literature. Design. Survey. Method. The participants were students from Bachelor-level nursing schools in the Netherlands (n = 197) participating ...

  5. A competence assessment framework for scientific support within policing in England and Wales.

    Science.gov (United States)

    Welsh, Charles

    2012-06-01

    The Association of Chief Police Officers commissioned Skills for Justice to develop a competence assessment framework to support police forces' scientific support units evidence the competence of their staff against nationally agreed standards of competence. This will also help forces on their journey towards ISO 17025 and ISO 17020 accreditation. A six point framework has been developed and published and is now being implemented across many forces. PMID:22583505

  6. Mental models as moderating variable in 360 degree competency assessments

    Directory of Open Access Journals (Sweden)

    D. Theron

    2000-06-01

    Full Text Available The purpose of this study is to determine whether raterroups have different mental models regarding the construct that is being assessed. Sixty-eight marketing employees, working in the petro-chemical industry, were evaluated by themselves, their managers, customers and peers. The performance dimensions included in the Marketing Competency Questionnaire (MCQ were generated on a consensus basis between representatives of the different rater-groups in an attempt to improve the inter-rater reliabilities of the questionnaire. Item scores were inter-correlated and simplified factor scores were compiled for each of the rater-groups. These simplified factor scores were again intercorrelated and single factors with high internal consistencies for each rater-group were obtained. An inter-battery factor analysis between these factors yielded a single factor with different factor loads from the various rater-groups' factors. The implications for these findings are further discussed. Opsomming Die doel van hierdie studie is om vas te stel of beoordelingsgroepe verskillende denkbeelde het met betrekking tot die konstruk wat beoordeel word. Agt-en-sestig bemarkingspersone wat in die petro-chemiese bedryfwerksaam is, is deur hulleself, hulle bestuurders, kliente en medewerkers geevalueer. Die prestasiedimensies wat in die Bemarkingsbevoegdheidsvraelys (MCQ ingesluit is, is op n konsensusbasis tussen verteenwoordigers van die verskillende beoordelingsgroepe gegenereer in n poging om die tussen-beoordelaarbetroubaarhede van die vraelys te verhoog. Itemtellings is geinterkorreleer en vereenvoudigde faktortellings is vir elke beoordelingsgroep bereken. Hierdie vereenvoudigde faktortellings is weer geinterkorreleer en enkelfaktore met hoe interne betroubaarhede vir eike groep is verkry 'n Inter-battery faktorontleding tussen hierdie faktore het 'n enkele faktor met verskillende faktorladings vir faktore van die verskillende beoordelingsgroepe opgelewer. Die

  7. The online Prescriptive Index platform for the assessment of managerial competencies and coaching needs: development and initial validation of the experience sampling Mood Wheel and the Manager-Rational and Irrational Beliefs Scale

    OpenAIRE

    David, O.A.

    2013-01-01

    The Prescriptive Index platform is dedicated to the appraisal and development of managerial competencies, and it is comprised of such measures as the multi-rater Freeman-Gavita Prescriptive Executive Coaching (PEC) Assessment for assessing core managerial skills, and the multi-rater Managerial Coaching Assessment System (MCAS) for the evaluation of coaching competencies in managers. The aim of this research was to present the development and psychometric properties of new tools, part of the P...

  8. Using cloud-based mobile technology for assessment of competencies among medical students

    Directory of Open Access Journals (Sweden)

    Gary S. Ferenchick

    2013-09-01

    Full Text Available Valid, direct observation of medical student competency in clinical settings remains challenging and limits the opportunity to promote performance-based student advancement. The rationale for direct observation is to ascertain that students have acquired the core clinical competencies needed to care for patients. Too often student observation results in highly variable evaluations which are skewed by factors other than the student’s actual performance. Among the barriers to effective direct observation and assessment include the lack of effective tools and strategies for assuring that transparent standards are used for judging clinical competency in authentic clinical settings. We developed a web-based content management system under the name, Just in Time Medicine (JIT, to address many of these issues. The goals of JIT were fourfold: First, to create a self-service interface allowing faculty with average computing skills to author customizable content and criterion-based assessment tools displayable on internet enabled devices, including mobile devices; second, to create an assessment and feedback tool capable of capturing learner progress related to hundreds of clinical skills; third, to enable easy access and utilization of these tools by faculty for learner assessment in authentic clinical settings as a means of just in time faculty development; fourth, to create a permanent record of the trainees’ observed skills useful for both learner and program evaluation. From July 2010 through October 2012, we implemented a JIT enabled clinical evaluation exercise (CEX among 367 third year internal medicine students. Observers (attending physicians and residents performed CEX assessments using JIT to guide and document their observations, record their time observing and providing feedback to the students, and their overall satisfaction. Inter-rater reliability and validity were assessed with 17 observers who viewed six videotaped student

  9. Competing Core Processes in Attention-Deficit/Hyperactivity Disorder (ADHD): Do Working Memory Deficiencies Underlie Behavioral Inhibition Deficits?

    Science.gov (United States)

    Alderson, R. Matt; Rapport, Mark D.; Hudec, Kristen L.; Sarver, Dustin E.; Kofler, Michael J.

    2010-01-01

    The current study examined competing predictions of the working memory and behavioral inhibition models of ADHD. Behavioral inhibition was measured using a conventional stop-signal task, and central executive, phonological, and visuospatial working memory components (Baddeley 2007) were assessed in 14 children with ADHD and 13 typically developing…

  10. Core Competence of Rehabilitation Organization%试论康复机构如何培育核心竞争力

    Institute of Scientific and Technical Information of China (English)

    程军; 李建军; 密忠祥

    2011-01-01

    Based on the conception and character of core competency, this paper analyzed the core competency in rehabilitation organization and suggested some strategy.%本文简要阐述了组织核心竞争力的概念及特征,重点就康复机构核心竞争力进行分析,并提出了培育核心竞争力的方法 与策略.

  11. Design of a Competency-Based Assessment Model in the Field of Accounting

    Science.gov (United States)

    Ciudad-Gómez, Adelaida; Valverde-Berrocoso, Jesús

    2012-01-01

    This paper presents the phases involved in the design of a methodology to contribute both to the acquisition of competencies and to their assessment in the field of Financial Accounting, within the European Higher Education Area (EHEA) framework, which we call MANagement of COMpetence in the areas of Accounting (MANCOMA). Having selected and…

  12. THE ISSUES OF STANDARDIZATION OF TEACHERS’ INFORMATION-COMMUNICATION COMPETENCY ASSESSMENT

    OpenAIRE

    Degtyaryova, Galina

    2014-01-01

    In the article the approaches to standardization of teachers’ ICT-competence assessment in Ukraine and abroad are singled out. The attention to the necessity of standards’ working out in Ukraine for teachers’ ICT-competence in the system of postgraduate education is made.

  13. Validity of Subjective Self-Assessment of Digital Competence among Undergraduate Preservice Teachers

    Science.gov (United States)

    Maderick, Joseph Andrew

    2013-01-01

    Technology is now integrated into the Technological Pedagogical Content Knowledge (TPACK) required to be a highly qualified 21st century teacher. Accurate measurement of digital competence has become critical. Self-assessment has been used widely to measure the digital competence of preservice teachers who are expected to integrate technology into…

  14. Programmatic assessment of competency-based workplace learning: when theory meets practice

    NARCIS (Netherlands)

    Bok, H.G.; Teunissen, P.W.; Favier, R.P.; Rietbroek, N.J.; Theyse, L.F.; Brommer, H.; Haarhuis, J.C.; Beukelen, P. van; Vleuten, C.P.M. van der; Jaarsma, D.A.

    2013-01-01

    BACKGROUND: In competency-based medical education emphasis has shifted towards outcomes, capabilities, and learner-centeredness. Together with a focus on sustained evidence of professional competence this calls for new methods of teaching and assessment. Recently, medical educators advocated the use

  15. Assessment of effectiveness of Chinese aid in competence building and financing development in Sudan

    NARCIS (Netherlands)

    Nour, S.

    2014-01-01

    Assessment of effectiveness of Chinese aid in competence building and financing development in Sudan by S. Nour [abstract] This paper discusses the effectiveness of Chinese aid for competence building and financing development in Sudan using new primary data at the micro level. We find that Chinese

  16. The Assessment of Athletic Training Students' Knowledge and Behavior to Provide Culturally Competent Care

    Science.gov (United States)

    Nynas, Suzette Marie

    2015-01-01

    Context: Culturally competent knowledge and skills are critical for all healthcare professionals to possess in order to provide the most appropriate health care for their patients and clients. Objective: To investigate athletic training students' knowledge of culture and cultural differences, to assess the practice of culturally competent care,…

  17. Construct validation of teacher portfolio assessment : Procedures for improving teacher competence assessment illustrated by teaching students research skills

    OpenAIRE

    Van der Schaaf, M. F.

    2005-01-01

    The study aims to design and test procedures for teacher portfolio assessments. What are suitable procedures to assess teachers' competencies in developing students' research skills? We first searched into the tasks teachers have in teaching students research skills and the competencies needed to fulfill these tasks. For the development of assessment criteria, a delphi method based on stakeholders' judgments has been designed and tested. In three rounds, 21 stakeholders judged and revised cri...

  18. ASSESSMENT OF STUDENTS’ MEDIA COMPETENCE: TEST RESULTS ANALYSI

    Directory of Open Access Journals (Sweden)

    Alexander Fedorov

    2011-12-01

    Full Text Available Ascertaining levels of media competence (development in the field of media culture of students is based on the classification of indicators developed by the author. In accordance with this classification, audience is invited to a basic blocks of questions and tasks. The gargets are: to detect the levels of motivational indicators of audience’s media competence (genre, thematic, psychological, therapeutic, emotional, cognitive, moral, intellectual, creative and aesthetic reasons which the audience contact with media texts; to identify the level of the user / contact rate (frequency of contacts with various kinds of media, user skills in relation to the media; to identify the level of cognitive / information index (knowledge of terminology, history and theory of media culture of university students’ media competence.

  19. Research and practice on the training mode of the core competence about the application-oriented electrical information engineering undergraduate

    Directory of Open Access Journals (Sweden)

    Bai Jing

    2016-01-01

    Full Text Available Nowadays, the method of cultivating talents in colleges and universities is out of line with the social demand on the training goal of electrical information talents in local application-oriented colleges and universities. To solve this problem, this paper put forward the concept of “five view” about the engineering education (practice and the engineering core competence, systematically solved the key problems such as the training mode of application-oriented undergraduate, positioning, teaching system, training methods, evaluation methods and criteria, thus making that the application-oriented undergraduate students can meet the needs and target of enterprise after graduation.

  20. Benchmarking ACEJMC Competencies: What It Means for Assessment

    Science.gov (United States)

    Henderson, Jennifer J.; Christ, William G.

    2014-01-01

    The Accrediting Council on Education in Journalism and Mass Communications (ACEJMC) has developed twelve professional values and competencies that all students in accredited programs must demonstrate before graduation. This study asked Association of Schools of Journalism and Mass Communication (ASJMC) program administrators which competencies…

  1. Assessment of Primary 5 Students' Mathematical Modelling Competencies

    Science.gov (United States)

    Chan, Chun Ming Eric; Ng, Kit Ee Dawn; Widjaja, Wanty; Seto, Cynthia

    2012-01-01

    Mathematical modelling is increasingly becoming part of an instructional approach deemed to develop students with competencies to function as 21st century learners and problem solvers. As mathematical modelling is a relatively new domain in the Singapore primary school mathematics curriculum, many teachers may not be aware of the learning outcomes…

  2. Assessment of Communication Competencies in Engineering Design Projects.

    Science.gov (United States)

    Brinkman, Gert W.; van der Geest, Thea M.

    2003-01-01

    Notes that reforms in engineering education have caused a shift from the traditional stand-alone courses in technical communication for engineering students towards communication training integrated in courses and design projects that allows students to develop four levels of competence. Describes three formats for integrated communication…

  3. Assessment of Communication Competencies in Engineering Design Projects

    NARCIS (Netherlands)

    Brinkman, Gert W.; Geest, van der Thea M.

    2003-01-01

    Reforms in engineering education have caused a shift from the traditional stand-alone course in technical communication for Engineering students towards communication training integrated in courses and design projects that allows students to develop four layers of competence. This shift creates oppo

  4. Determining the quality of competences assessment programs: A self-evaluation procedure

    NARCIS (Netherlands)

    Baartman, Liesbeth; Prins, Frans; Kirschner, Paul A.; Van der Vleuten, Cees

    2009-01-01

    Baartman, L. K. J., Prins, F. J., Kirschner, P. A., & Van der Vleuten, C. P. M. (2007). Determining the quality of Competence Assessment Programs: A self-evaluation procedure. Studies in Educational Evaluation, 33, 258-281.

  5. Integrating authentic assessment with competency based learning: the Protocol Portfolio Scoring.

    NARCIS (Netherlands)

    Sluijsmans, Dominique; Straetmans, Gerard; Van Merriënboer, Jeroen

    2009-01-01

    Sluijsmans, D. M. A., Straetmans, G., & Van Merriënboer, J. (2008). Integrating authentic assessment with competency based learning: the Protocol Portfolio Scoring. Journal of Vocational Education and Training, 60(2), 157-172.

  6. Evaluating assessment quality in competence-based education: A qualitative comparison of two frameworks

    NARCIS (Netherlands)

    Baartman, Liesbeth; Bastiaens, Theo; Kirschner, Paul A.; Van der Vleuten, Cees

    2009-01-01

    Baartman, L. K. J., Bastiaens, T. J., Kirschner, P. A., & Van der Vleuten, C. P. M. (2007). Evaluation assessment quality in competence-based education: A qualitative comparison of two frameworks. Educational Research Review, 2, 114-129.

  7. Teaching and Assessing Systems-based Competency in Ophthalmology Residency Training Programs

    NARCIS (Netherlands)

    Lee, Andrew G.; Beaver, Hilary A.; Greenlee, Emily; Oetting, Thomas A.; Boldt, H. Culver; Olson, Richard; Abramoff, Michael; Carter, Keith

    2007-01-01

    The Accreditation Council for Graduate Medical Education (ACGME) has mandated that residency programs, including ophthalmology, teach and assess specific competencies, including systems-based learning. We review the pertinent literature on systems-based learning for ophthalmology and recommend speci

  8. 科研组织的核心竞争力体系研究%Research on Core Competences System in Scientific Research Organizations

    Institute of Scientific and Technical Information of China (English)

    霍国庆; 董帅; 肖建华; 谢晔

    2011-01-01

    应用资源基础理论,系统分析了科研组织必需的关键资源和关键能力,重新探讨了核心竞争力的识别标准,并据此分析了科研组织核心竞争力的构成,提出科研组织的核心竞争力是由战略领导力、人才凝聚力、科教激发力、科研协同力与合作竞争力等构成的完整体系,最后以著名的卡文迪什实验室为案例分析了其核心竞争力体系.%Based on resource-based view, this paper concludes the key resources and key capacities in scientific research organizations.According to criteria of core competencies, five core competences are identified, namely strategic leadership competence, talent cohesion competence, research & teaching inspiration competence, research synergy competence, and co-competition competence.Finally, the paper analyzes core competences system of Cavendish laboratory.

  9. Scientific Skills as Core Competences in Medical Education: What Do Medical Students Think?

    Science.gov (United States)

    Ribeiro, Laura; Severo, Milton; Pereira, Margarida; Ferreira, Maria Amélia

    2015-01-01

    Background: Scientific excellence is one of the most fundamental underpinnings of medical education and its relevance is unquestionable. To be involved in research activities enhances students' critical thinking and problem-solving capacities, which are mandatory competences for new achievements in patient care and consequently to the improvement…

  10. Core Competencies and the Prevention of School Failure and Early School Leaving

    Science.gov (United States)

    Bradshaw, Catherine P.; O'Brennan, Lindsey M.; McNeely, Clea A.

    2008-01-01

    There is an increasing awareness that school failure and early school leaving are processes, rather than discrete events, that often co-occur and can have lasting negative effects on children's development. Most of the literature has focused on risk factors for failure and dropout rather than on the promotion of competencies that can increase…

  11. Methodological Considerations concerning the Assessment of Oral Competency in a Second Language (L2

    Directory of Open Access Journals (Sweden)

    José González-Such

    2013-11-01

    Full Text Available In this paper we review methodological considerations about the assessment of oral proficiency in a second language. We discuss the characteristics of the construct and its definition, in this case with reference to proficiency, including competence in listening comprehension and oral expression. Also, we review concepts like how to design instruments and/or evaluative techniques for assessing the competencies that are involved, and considerations about reliability, validity and standard setting.

  12. Assessing the patient safety competencies of healthcare professionals: a systematic review

    OpenAIRE

    Okuyama, Ayako; Martowirono, Kartinie; Bijnen, Bart

    2011-01-01

    Background Patient safety training of healthcare professionals is a new area of education. Assessment of the pertinent competencies should be a part of this education. This review aims to identify the available assessment tools for different patient safety domains and evaluate them according to Miller's four competency levels. Methods The authors searched PubMed, MEDLINE, the Cumulative Index to Nursing and Allied Health Literature (CINAHL), Web of Science, psycINFO and the Education Resource...

  13. New Hybrid Multiple Attribute Decision-Making Model for Improving Competence Sets: Enhancing a Company’s Core Competitiveness

    Directory of Open Access Journals (Sweden)

    Kuan-Wei Huang

    2016-02-01

    Full Text Available A company’s core competitiveness depends on the strategic allocation of its human resources in alignment with employee capabilities. Competency models can identify the range of capabilities at a company’s disposal, and this information can be used to develop internal or external education training policies for sustainable development. Such models can ensure the importation of a strategic orientation reflecting the growth of its employee competence set and enhancing human resource sustainably. This approach ensures that the most appropriate people are assigned to the most appropriate positions. In this study, we proposed a new hybrid multiple attributed decision-making model by using the Decision-making trial and Evaluation Laboratory Technique (DEMATEL to construct an influential network relation map (INRM and determined the influential weights by using the basic concept of the analytic network process (called DEMATEL-based ANP, DANP; the influential weights were then adopted with a modified Vise Kriterijumska Optimizacija I Kompromisno Resenje (VIKOR method. A simple forecasting technique as an iteration function was also proposed. The proposed model was effective. We expect that the proposed model can facilitate making timely revisions, reflecting the growth of employee competence sets, reducing the performance gap toward the aspiration level, and ensuring the sustainability of a company.

  14. Applications of children's reading and digital competencies: assess before teaching

    OpenAIRE

    Araceli García Rodríguez

    2014-01-01

    The training of students in digital reading skills, is a task that educators, teachers and librarians will have to address in the coming years. This implies a change in its initial and ongoing training, allowing their training and professional improvement and that the University should be directly involved through the explicit presence of competences and digital content in undergraduate and graduate curricular designs. But not all the content available allow us to acquire these skills in d...

  15. Assessment Criteria for Competency-Based Education: A Study in Nursing Education

    Science.gov (United States)

    Fastré, Greet M. J.; van der Klink, Marcel R.; Amsing-Smit, Pauline; van Merriënboer, Jeroen J.

    2014-01-01

    This study examined the effects of type of assessment criteria (performance-based vs. competency-based), the relevance of assessment criteria (relevant criteria vs. all criteria), and their interaction on secondary vocational education students' performance and assessment skills. Students on three programmes in the domain of nursing and care…

  16. Music therapy for the Assessment of Parental Competencies for Children in need of Care

    DEFF Research Database (Denmark)

    Jacobsen, Stine; Wigram, Tony

    2007-01-01

    The assessment for parenting competencies for parents of children potentially in need of care involves an evaluation of their relationship with their child, and the interaction that underpins that relationship. The "Assessment of Parenting Competences" (APC) music therapy assessment provides a...... structured series of interactional exercises that allow the therapist to explore the nature of the relationship both as a tool in every day clinical work and as a research method. The method of the assessment involves free improvisation, turn-taking exercises, and following leading exercises and is evaluated...

  17. Assessing clinical competency in medical senior house officers: how and why should we do it?

    Science.gov (United States)

    Carr, S J

    2004-02-01

    Most consultants are involved in the training and assessment of several grades of doctors in training especially senior house officers (SHOs) and specialist registrars. In the medical and other specialties there is an increasing trend towards assessing junior doctors' competency using the record of in-training assessment process for specialist registrars and using the Royal College of Physicians folder to record competences of medical SHOs. It is necessary to consider why there is a need to assess competency, how it may be done practically, and the advantages and disadvantages of this system of assessment. There are considerable hurdles to the implementation of this system in the medical specialties within today's NHS and the organisation may need to undergo fairly radical change to facilitate this system. PMID:14970290

  18. 企业动态核心能力重构机制研究%Research on Reconstruction Mechanism of Dynamic Core Competence of Corporation

    Institute of Scientific and Technical Information of China (English)

    武建龙; 王宏起; 崔嵩

    2012-01-01

    Facing dynamic, complex and uncertain environment, reconstruction of dynamic core competence becomes crucial to the maintenance and promotion of sustainable competitive advantage of corporation. Around formation and evolution law of dynamic core competence of corporation, the paper puts forward key dimensions of reconstruction of dynamic core competence of corporation, and designs periodic reconstruction ways of dynamic core competence of corporation, and sets up responding reconstruction support tactics, so as to offer theory method guidance to reconstruct dynamic core competence of corporation effectively.%面对动态、复杂、不确定环境,动态核心能力重构成为了企业持续竞争优势保持与提升的关键.围绕企业动态核心能力的形成与演化规律,提出企业动态核心能力重构的关键维度,构建企业动态核心能力周期性重构方式,并设计相应的重构支撑策略,旨在为企业动态核心能力有效重构提供理论方法支持.

  19. 企业核心竞争力与企业人力资源开发%Core Competence & Human Resource Development of Corporation

    Institute of Scientific and Technical Information of China (English)

    张堃

    2001-01-01

    Based on the analysis of core competence's connotation and function,the author highlighted the relationship between the core competence and human resource development of corporation.The core competence of corporation depends on its human resource.The process of cultivating its core competence is the process of developing its human resource.And the aim of human resource development is to increase the core competence of corporation.%在分析企业核心竞争力的内涵和作用的基础上,阐述了企业核心竞争力与企业人力资源开发的关系:企业核心竞争力的强弱决定于企业人力资源的状况,企业核心竞争力的培育过程是企业人力资源的开发过程,企业核心竞争力的增强是企业人力资源开发的根本目的。

  20. Multisite geriatrics clerkship for fourth-year medical students: a successful model for teaching the Association of American Medical Colleges' core competencies.

    Science.gov (United States)

    Oates, Daniel J; Norton, Lisa E; Russell, Matthew L; Chao, Serena H; Hardt, Eric J; Brett, Belle; Kimball, Patricia; Levine, Sharon A

    2009-10-01

    As the population ages, it is important that graduating medical students be properly prepared to treat older adults, regardless of their chosen specialty. To this end, the Association of American Medical Colleges (AAMC) and the John A. Hartford Foundation convened a consensus conference to establish core competencies in geriatrics for all graduating medical students. An ambulatory geriatric clerkship for fourth-year medical students that successfully teaches 24 of the 26 AAMC core competencies using an interdisciplinary, team-based approach is reported here. Graduating students (N=158) reported that the clerkship was successful at teaching the core competencies, as evidenced by positive responses on the AAMC Graduation Questionnaire (GQ). More than three-quarters (80-93%) of students agreed or strongly agreed that they learned the seven geriatrics concepts asked about on the GQ, which cover 14 of the 26 core competencies. This successful model for a geriatrics clerkship can be used in many institutions to teach the core competencies and in any constellation of geriatric ambulatory care sites that are already available to the faculty.

  1. The Use of the Cultural Competence Assessment Tool (Ccatool) In Community Nurses: The Pilot Study and Test-Retest Reliability

    OpenAIRE

    Marios Vasiliou; Christiana Kouta; Vasilios Raftopoulos

    2013-01-01

    Background: Nurses are responsible and accountable for their nursing practice and there is a need to be culturally and linguistically competent in all of their encounters. To be culturally competent community nurses should have the appropriate transcultural education. It is therefore important to assess the level of cultural competence of the community nurses, within their everyday practice.Aim: The aim of the article was the cultural adaptation of the cultural competence assessment tool base...

  2. Assessing the fate of radioactive nickel in cultivated soil cores

    International Nuclear Information System (INIS)

    Parameters regarding fate of 63Ni in the soil-plant system (soil: solution distribution coefficient, Kd and soil plant concentration ratio, CR) are mostly determined in controlled pot experiments or from simple models involving a limited set of soil parameters. However, as migration of pollutants in soil is strongly linked to the water migration, variation of soil structure in the field and seasonal variation of evapotranspiration will affect these two parameters. The aim of this work was to explore to what extent the downward transfer of 63Ni and its uptake by plants from surface-contaminated undisturbed soil cores under cultivation can be explained by isotopic dilution of this radionuclide in the pool of stable Ni of soils. Undisturbed soil cores (50 cm x 50 cm) were sampled from a brown rendzina (Rendzic Leptosol), a colluvial brown soil (Fluvic Cambisol) and an acidic brown soil (Dystric Cambisol) using PVC lysimeter tubes (three lysimeters sampled per soil type). Each core was equipped with a leachate collector. Cores were placed in a greenhouse and maize (DEA, Pioneer) was sown. After 44 days, an irrigation was simulated at the core surfaces to supply 10 000 Bq 63NiCl2. Maize was harvested 135 days after 63Ni input and radioactivity determined in both vegetal and water samples. Effective uptake of 63Ni by maize was calculated for leaves and kernels. Water drainage and leaching of 63Ni were monitored over the course of the experiment. Values of Kd in surface soil samples were calculated from measured parameters of isotopic exchange kinetics. Results confirmed that 63Ni was strongly retained at the soil surface. Prediction of the 63Ni downward transfer could not be reliably assessed using the Kd values, since the soil structure, which controls local water fluxes, also affected both water and Ni transport. In terms of 63Ni plant uptake, the effective uptake in undisturbed soil cores is controlled by isotope dilution as previously shown at the pot experiment

  3. Applications of children's reading and digital competencies: assess before teaching

    Directory of Open Access Journals (Sweden)

    Araceli García Rodríguez

    2014-04-01

    Full Text Available The training of students in digital reading skills, is a task that educators, teachers and librarians will have to address in the coming years. This implies a change in its initial and ongoing training, allowing their training and professional improvement and that the University should be directly involved through the explicit presence of competences and digital content in undergraduate and graduate curricular designs. But not all the content available allow us to acquire these skills in digital reading, therefore, is necessary to evaluate and critically select resources to articulate systems for collecting information and valuation that allow the mediators, have objective criteria to choose those products that are best suited to the attainment of these competences. To do this, based on the indicators traditionally used to children's literature, and the direct analysis of different applications of reading, proposed a series of evaluation parameters, articulated around ten items: devices, operating system, content, reading stages, price and options of purchase, access to the store, organization of collection, interaction and organization of the collection, interaction out and honors.

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

    Science.gov (United States)

    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.

  5. An Inventory for Self-assessment of Teaching Competences as Foundation for Faculty Development Training

    DEFF Research Database (Denmark)

    de Graaff, Erik; Kolmos, Anette

    of the curriculum. In particular when a school wants to change to a new pedagogical methods the skills and commitment of the teaching staff are essential. In order to set up a programme for training pedagogical competences of teachers in higher education it is necessary to assess the present level of competences......Traditionally, a university professor qualifies through achievements in research. However, presently, at the age of mass-higher education, teaching competences become more and more important for the success of a university study programme. It is recognized that the professors are at the heart....... Based on experiences with the development of several faculty development programmes an instrument has been developed allowing professors to list their relevant teaching training and to assess their own teaching competences. As the instrument is based on the same grid as that of a teaching portfolio...

  6. Assistência pré-natal: competências essenciais desempenhadas por enfermeiros Atención prenatal: competencias esenciales desempeñadas por enfermeros Prenatal care: core competencies performed by nurses

    Directory of Open Access Journals (Sweden)

    Margarida de Aquino Cunha

    2009-03-01

    para mejorar la calidad de los servicios a fin de alcanzar un nivel óptimo de competencia en la atención prenatal.This research aimed to analyze the core competencies developed in practice by nurses working in prenatal care. This descriptive study with a quantitative approach was carried out at 16 basic health network units in Rio Branco-AC, Brazil, in 2006. Data were collected through systematic and non-participant observation. Only two (11.76% of the nurses working in prenatal consultations had taken a specialization course in obstetrics. Although the large majority of core competencies expected in prenatal care were developed, some were practiced with low frequency levels, that is, not in all consultations. The results revealed that, despite the nurses' good performance, the need for clarifications should be assessed, about the importance of incorporating care protocols to improve service quality, with a view to reach an excellent competency level in prenatal care.

  7. Assessing Engineering Competencies: The Conditions for Educational Improvement

    Science.gov (United States)

    Musekamp, Frank; Pearce, Jacob

    2015-01-01

    Low-stakes assessment is supposed to improve educational practice by providing feedback to different actors in educational systems. However, the process of assessment from design to the point of a final impact on student learning outcomes is complex and diverse. It is hard to identify reasons for substandard achievement on assessments, let alone…

  8. Competence Assessment Integrating Reflective Practice in a Professional Psychology Program

    Science.gov (United States)

    Lewis, Deborah; Virden, Tom; Hutchings, Philinda Smith; Bhargava, Ruchi

    2011-01-01

    The Midwestern University Clinical Psychology Program--Glendale Campus (MWU) created a Comprehensive Assessment Method in Psychology (CAMP) comprised of 35 different "tasks" of authentic work products representing a variety of assessment techniques based on pedagogical theory. Each task assesses one or more components of one of the program's five…

  9. Implementation of a competency assessment tool for agency nurses working in an acute paediatric setting.

    LENUS (Irish Health Repository)

    Hennerby, Cathy

    2012-02-01

    AIM: This paper reports on the implementation of a competency assessment tool for registered general agency nurses working in an acute paediatric setting, using a change management framework. BACKGROUND: The increased number of registered general agency nurses working in an acute children\\'s hospital alerted concerns around their competency in working with children. These concerns were initially raised via informal complaints about \\'near misses\\

  10. Assessment of digital competence and attitudes towards ict of university students

    OpenAIRE

    Centeno Moreno, Guadalupe; Cubo Delgado, Sixto

    2013-01-01

    The aim of this research study was to assess university students´ digital competence and explore their attitudes towards ICT. We used a descriptive quantitative research design, and administered a previously validated questionnaire to a sample of 101 e-learning and face-to-face Psychopedagogy students at the University of Extremadura, Spain. The results showed students lacked adequate digital competence, but had a positive attitude towards ICT. A significant relationship between attitudes and...

  11. The Scandinavian hospitality industry vs. Norwegian hospitality students. A competency assessment

    OpenAIRE

    Salomonsen, Karoline

    2014-01-01

    The purpose of this study was to assess the competency criteria employed by Scandinavian hospitality industry managers when hiring a potential full time employee in their respective departments and student perspectives of these. To achieve the best comparison students answered the survey as what they believed a recruiter would rate as important when making hiring decisions. This theses introduces competency criteria research in the Scandinavian hotel industry and can be considered to open for...

  12. 关于高校图书馆核心竞争力的几点思考%The thinking on the Core Competence in the University Library

    Institute of Scientific and Technical Information of China (English)

    杨珏

    2012-01-01

    本文通过对高校图书馆核心竞争力的理论简述,分析了高校图书馆核心竞争力的特点及构成要素,最后提出了提升高校图书馆核心竞争力的途径,即:加强人力资源建设,进行特色资源建设,努力提高整体服务水平和营造良好的高校图书馆文化。%This paper describes the theory of the core competence in the university library, analyses features and elements of the core competence in the university library, finally, this paper proposes the way of upgrading the core competence in the university library.

  13. 武警学院核心竞争力培育研究%The Research on Core Competence of the Armed Police Academy

    Institute of Scientific and Technical Information of China (English)

    高士杰; 刘永泉

    2012-01-01

    The core competence of a university is an ability to maintain a sustainable edge. Based on the analysis and definition of core competence, this pager discusses the way to enforce the core competence of the Armed Police Academy from discipline construction, talent cultivation, academic research, campus culture.%核心竞争力是指高校具有持续竞争优势的一种能力。通过对学院核心竞争力的分析与界定,从学科建设、人才培养、学术研究、校园文化等方面对如何增强核心竞争力进行论述,对学院的建设与发展具有一定的理论探索意义。

  14. Newly graduated doctors' competence in managing cardiopulmonary arrests assessed using a standardized Advanced Life Support (ALS) assessment

    DEFF Research Database (Denmark)

    Jensen, Marianne Lidang; Hesselfeldt, R.; Rasmussen, M.B.;

    2007-01-01

    teaching issued by the university. RESULTS: Participation was accepted by 154/240 (64%) graduates. Only 23% of the participants met the ALS pass criteria. They primarily lacked skills in managing cardiopulmonary arrest. There were significant differences in ALS-competence between teaching sites. CONCLUSION......: Newly graduated doctors do not have sufficient competence in managing cardiopulmonary arrests according to the current guidelines published by ERC. There were significant differences in ALS-competence between sites. Change in teaching and assessment practice in undergraduate emergency medicine courses...

  15. Assessment of physician competency in patient education : Reliability and validity of a model-based instrument

    NARCIS (Netherlands)

    Wouda, Jan C.; Zandbelt, Linda C.; Smets, Ellen M. A.; van de Wiel, Harry B. M.

    2011-01-01

    Objective: Establish the inter-rater reliability and the concept, convergent and construct validity of an instrument for assessing the competency of physicians in patient education. Methods: Three raters assessed the quality of patient education in 30 outpatient consultations with the CELI instrumen

  16. Cross-Cultural Adaptations of the MacArthur Competence Assessment Tool for Treatment in Iran

    OpenAIRE

    Saber; Tabatabaei; Akasheh; Sehat; Zanjani; Larijani

    2016-01-01

    Background According to general ethical and legal principles, valid consent must be obtained before starting any procedure. Objectives Due to the lack of a standard tool for assessing patients’ capacity to consent to medical treatment in Iran, the present study was carried out aiming to devise a Persian version of a cross-cultural adaptation of the MacArthur competence assessment tool. Patients...

  17. Mapping Patterns of Perceptions: A Community-Based Approach to Cultural Competence Assessment

    Science.gov (United States)

    Davis, Tamara S.

    2007-01-01

    Unclear definitions and limited system-level assessment measures inhibit cultural responsiveness in children's mental health. This study explores an alternative method to conceptualize and assess cultural competence in four children's mental health systems of care communities from family and professional perspectives. Concept Mapping was used to…

  18. Aligning CASAS Competencies and Assessments to Basic Skills Content Standards. Second Edition

    Science.gov (United States)

    CASAS - Comprehensive Adult Student Assessment Systems (NJ1), 2009

    2009-01-01

    Since its inception, the Comprehensive Adult Student Assessment System (CASAS) has focused on teaching and assessing basic skills in contexts that are relevant and important to adult learners. CASAS has developed and continues to refine a highly formalized hierarchy of competencies, the application of basic skills that adults need to be fully…

  19. Assessing Competencies in Couples and Family Therapy/Counseling: A Call to the Profession

    Science.gov (United States)

    Perosa, Linda M.; Perosa, Sandra L.

    2010-01-01

    Psychometrically sound measures of family therapy competencies are necessary to assess the effectiveness of training on student performance. This article critiques the self-report and observer rating measures developed to date to assess the clinical skills of trainees in the individual and in the family therapy fields. Suggestions are made to…

  20. 基于系统论的ICU护士核心能力培养模式构建%Development of the core competence training model based on system theory for ICU nurses

    Institute of Scientific and Technical Information of China (English)

    梁娟; 陆皓

    2016-01-01

    Objective To systematically analyze the current situation of the core competence training for ICU nurses in China and overseas,in order to create new perspectives on system theory training. Methods According to the literature review,this paper focused on the current situations and barriers to the core competence training for ICU nurses.Results The core competency training and assessment system for ICU nurses was neither consistent nor normative in China.Conclusions The systematic training method can effectively improve the potential of the core competence for ICU nurses,and can be considered as a scientific theoretical basis for the establishment of the related training and assessment system.%目的:通过系统分析国内外 ICU 护士核心能力培养现状,提出用系统方法培养 ICU 护士核心能力的思路。方法基于文献资料深入研究,对 ICU 护士核心能力内涵、培训现状及存在问题进行系统分析。结果 ICU 护士的核心能力培训及评价指标尚未形成全国性统一的、系统的、规范的体系。结论采用系统方法论培训护士,能够有效增强护士核心能力提升潜力,系统论是未来有效构建 ICU 护士培训模式及评价指标体系的科学理论基础。

  1. Core competencies in the science and practice of knowledge translation: description of a Canadian strategic training initiative

    Directory of Open Access Journals (Sweden)

    Straus Sharon E

    2011-12-01

    Full Text Available Abstract Background Globally, healthcare systems are attempting to optimize quality of care. This challenge has resulted in the development of implementation science or knowledge translation (KT and the resulting need to build capacity in both the science and practice of KT. Findings We are attempting to meet these challenges through the creation of a national training initiative in KT. We have identified core competencies in this field and have developed a series of educational courses and materials for three training streams. We report the outline for this approach and the progress to date. Conclusions We have prepared a strategy to develop, implement, and evaluate a national training initiative to build capacity in the science and practice of KT. Ultimately through this initiative, we hope to meet the capacity demand for KT researchers and practitioners in Canada that will lead to improved care and a strengthened healthcare system.

  2. Cross-cultural competencies in the psychiatric assessment.

    Science.gov (United States)

    Bhui, K; Bhugra, D

    We live in an increasingly multicultural society and thus the cross-cultural application of assessment procedures is likely to become more common. However, little attention has been directed to the limitations of such unconditional application of what are essentially ethnocentric procedures. This article outlines the limitations of the psychiatric assessment when applied across cultures and presents the template for a culture sensitive assessment. PMID:9329996

  3. Current Market Demand for Core Competencies of Librarianship—A Text Mining Study of American Library Association’s Advertisements from 2009 through 2014

    Directory of Open Access Journals (Sweden)

    Qinghong Yang

    2016-02-01

    Full Text Available As librarianship evolves, it is important to examine the changes that have taken place in professional requirements. To provide an understanding of the current market demand for core competencies of librarianship, this article conducts a semi-automatic methodology to analyze job advertisements (ads posted on the American Library Association (ALA Joblist from 2009 through 2014. There is evidence that the ability to solve unexpected complex problems and to provide superior customer service gained increasing importance for librarians during those years. The authors contend that the findings in this report question the status quo of core competencies of librarianship in the US job market.

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

    Science.gov (United States)

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

    2015-01-01

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

  5. 山东省护理人员核心能力影响因素分析%Analysis of the factors influencing the core competence of nursing staff in Shandong province

    Institute of Scientific and Technical Information of China (English)

    贾玉秀; 许玉华; 赵静

    2015-01-01

    Objective:To analyze the factors influencing the core competence of nursing staff in Shandong province through the self eval-uation and assessment of core competence of clinical nurses in the general hospitals at the level of grade III class A in Shandong province. Methods:The questionnaire survey was conducted to investigate the clinical nurses by using general information questionnaire for nurses and the scale for the core competence of Chinese registered nurses. Results:The main factors influencing the core competence of nursing staff were age,working years,different hospitals and departments,labor relations,the degree of family support and the social and demo-graphic factors. Conclusion:The core competence of clinical nursing personnel in Shandong province is in the middle level. Nursing manag-ers can improve the core competence of nursing staff through some intervention.%目的:通过对山东省三级甲等综合医院临床护理人员自评和他评核心能力的调查,分析山东省临床护士核心能力的影响因素。方法:应用护士一般资料问卷、中国注册护士核心能力量表对临床护士进行问卷调查。结果:年龄、医院与科室、工作年限、劳动关系、家庭支持程度等社会人口学因素是临床护士核心能力的主要影响因素。结论:山东省临床护理人员的核心能力处于中等能力水平。护理管理者可通过干预影响因素来提高护理人员的核心能力水平。

  6. Assessment of knowledge and competencies related to implant dentistry in undergraduate and postgraduate university education.

    Science.gov (United States)

    Mattheos, N; Ucer, C; Van de Velde, T; Nattestad, A

    2009-02-01

    Learning in academic settings is strongly related to the way the students are tested or examined. Assessment therefore must be integrated in the curriculum design, coordinated and should reflect the learning outcomes of the education. Assessment within the field of implant dentistry must fulfil four major objectives: complete and direct the learning process with feedback (formative), ensure that students are adequately prepared (summative), assess attitudes and skills such as critical thinking, reflection and self-assessment ability, and supply continuous feedback to teachers on curricular content and impact. Different assessment methods should be used to assess different levels of competencies throughout the curriculum. Various forms of written or oral assessment methodologies are applicable at earlier stages in the curriculum. At intermediate levels, interactive assessment methods, such as patient simulations (paper based or virtual) and more could encourage the necessary synthesis of several disciplines and aspects of the theoretical knowledge. At higher levels of competence, documentation of clinical proficiency by means of reflective portfolios and diaries is an appropriate assessment method with both formative and summative potential. The highest level of competence requires performance assessment using structured, objective, clinical criteria. The group strongly encourages the use of reflective forms of assessment methods which engage the students in a process of self-appraisal, identification of individual learning needs and self-directed learning. The ultimate goal of this would be to allow the student to develop a lifelong learning attitude.

  7. Training Needs Assessment for Leaders in Nursing Based on Comparison of Competency Models

    Directory of Open Access Journals (Sweden)

    Kvas Andreja

    2014-02-01

    Full Text Available Background and Purpose: The main purpose behind the formation of leadership competency models must be the improvement of leadership. A competency model should serve as one of the tools for selecting the most suitable leaders, appraising their work, assessing training needs and preparing programmes of functional and formal education. The objective of this research is to assess the training needs of leaders in health care. A comparison of leadership competency models between different professional groups should serve as one of the tools with which to assess the training needs of various levels of leaders. Design/Methodology/Approach: A descriptive study using a survey design was conducted on 141 nurse leaders in Slovenia. Respondents indicated to what extent each of 95 different behaviours was characteristic of a person at their leadership level. Results: The most important competence dimensions (groups of behaviours for leaders in health care are (1 at the first - top leadership level: strategic thinking, openness to change and responsibility; (2 for leaders at the second - middle leadership level: relations with co-workers, animation, resistance to stress; and (3 for leaders at the third leadership level: realisation skills, execution of procedures, communication. Training needs assessments were done for three leadership levels in nursing care. Conclusions: The greatest need for training of nurse leaders can be observed at the third leadership level. Special training programmes should be organised in the competency areas of realisation skills, execution of procedures, communication, education and ethics

  8. Using Competencies to Assess Entry-Level Knowledge of Students Graduating from Parks and Recreation Academic Programs

    Science.gov (United States)

    Hurd, Amy R.; Elkins, Daniel J.; Beggs, Brent A.

    2014-01-01

    To address the Council on Accreditation of Parks, Recreation, Tourism, and Related Professions accreditation standard 7.01.01, the Entry Level Competency Assessment was developed to measure 46 competencies in four categories needed by entry level professionals. Students rated their competence prior to beginning their senior internship. The results…

  9. Non satis scire : To know is not enough e-assessment of student-teachers' competence as new teachers

    NARCIS (Netherlands)

    Admiraal, Wilfried; Janssen, Tanja; Huizenga, Jantina; Kranenburg, Frans; Taconis, Ruurd; Corda, Alessandra

    2014-01-01

    In teacher education programmes, text-based portfolios are generally used to assess student-teachers' competence as new teachers. However, striking discrepancies are known to exist between the competencies reflected in a written portfolio and the competencies observed in actual classroom practice. M

  10. Development and Psychometric Assessment of the Healthcare Provider Cultural Competence Instrument

    Directory of Open Access Journals (Sweden)

    Joshua L. Schwarz PhD

    2015-04-01

    Full Text Available This study presents the measurement properties of 5 scales used in the Healthcare Provider Cultural Competence Instrument (HPCCI. The HPCCI measures a health care provider’s cultural competence along 5 primary dimensions: (1 awareness/sensitivity, (2 behaviors, (3 patient-centered communication, (4 practice orientation, and (5 self-assessment. Exploratory factor analysis demonstrated that the 5 scales were distinct, and within each scale items loaded as expected. Reliability statistics indicated a high level of internal consistency within each scale. The results indicate that the HPCCI effectively measures the cultural competence of health care providers and can provide useful professional feedback for practitioners and organizations seeking to increase a practitioner’s cultural competence.

  11. A Study of Core Humanistic Competency for Developing Humanism Education for Medical Students.

    Science.gov (United States)

    Jung, Hee-Yeon; Kim, Jae-Won; Lee, Seunghee; Yoo, Seong Ho; Jeon, Ju-Hong; Kim, Tae-Woo; Park, Joong Shin; Jeong, Seung-Yong; Oh, Seo Jin; Kim, Eun Jung; Shin, Min-Sup

    2016-06-01

    The authors conducted a survey on essential humanistic competency that medical students should have, and on teaching methods that will effectively develop such attributes. The participants consisted of 154 medical school professors, 589 medical students at Seoul National University College of Medicine, 228 parents, and 161 medical school and university hospital staff. They answered nine questions that the authors created. According to the results, all groups chose "morality and a sense of ethics," a "sense of accountability," "communication skills," and "empathic ability" were selected as essential qualities. According to the evaluation on the extent to which students possess each quality, participants believed students had a high "sense of accountability" and "morality," whereas they thought students had low "empathic ability," "communicate," or "collaborate with others". In terms of effective teaching methods, all sub-groups preferred extracurricular activities including small group activities, debates, and volunteer services. With regard to the speculated effect of humanism education and the awareness of the need for colleges to offer it, all sub-groups had a positive response. However the professors and students expressed a relatively passive stance on introducing humanism education as a credited course. Most participants responded that they preferred a grading method based on their rate of participation, not a relative evaluation. In order to reap more comprehensive and lasting effects of humanism education courses in medical school, it is necessary to conduct faculty training, and continuously strive to develop new teaching methods. PMID:27247489

  12. The Impact of Elaborated Feedback on Competency Assessment of IT Professionals

    Directory of Open Access Journals (Sweden)

    Elena Alexandra TOADER

    2015-01-01

    Full Text Available Feedback represents an important component in the process of assessing the competencies of the IT professionals as it allows to evaluate their performance and helps their managers to personalize the learning content according to employees’ needs and profiles. In the current paper we propose a computer-based formative feedback framework that provides personalized feedback for the technical employees. Extensive research has been carried out focusing on formative assessment aspects that includes the elaborate feedback. An online competency assessment tool was designed and it is going to be implemented in order to measure the professionals’ performance in software organizations. The subjects of the study are going to be software developers, working in departments of IT Romanian companies. Their performance is going to be evaluated through the competency-based assessment tool. At the end of the assessment process, an elaborate feedback is provided in order to improve their current level of competency acquired. The current paper reveals the role of the computer-based formative assessment within software organizations as well as the importance of an elaborate feedback that can improve the employees’ knowledge and skills.

  13. Assessing the fate of radioactive nickel in cultivated soil cores

    Energy Technology Data Exchange (ETDEWEB)

    Denys, Sebastien [Laboratoire Sols et Environnement, UMR 1120 ENSAIA-INPL/INRA, 2, av. de la Foret de Haye, BP. 172, 54 505 Vandoeuvre-les-Nancy (France); Andra, Agence Nationale pour la gestion des dechets radioactifs, 1-7 rue Jean Monnet, 92 290 Chatenay-Malabry (France)], E-mail: Sebastien.Denys@ineris.fr; Echevarria, Guillaume; Florentin, Louis [Laboratoire Sols et Environnement, UMR 1120 ENSAIA-INPL/INRA, 2, av. de la Foret de Haye, BP. 172, 54 505 Vandoeuvre-les-Nancy (France); Leclerc, Elisabeth [Andra, Agence Nationale pour la gestion des dechets radioactifs, 1-7 rue Jean Monnet, 92 290 Chatenay-Malabry (France); Morel, Jean-Louis [Laboratoire Sols et Environnement, UMR 1120 ENSAIA-INPL/INRA, 2, av. de la Foret de Haye, BP. 172, 54 505 Vandoeuvre-les-Nancy (France)

    2009-10-15

    Parameters regarding fate of {sup 63}Ni in the soil-plant system (soil: solution distribution coefficient, K{sub d} and soil plant concentration ratio, CR) are mostly determined in controlled pot experiments or from simple models involving a limited set of soil parameters. However, as migration of pollutants in soil is strongly linked to the water migration, variation of soil structure in the field and seasonal variation of evapotranspiration will affect these two parameters. The aim of this work was to explore to what extent the downward transfer of {sup 63}Ni and its uptake by plants from surface-contaminated undisturbed soil cores under cultivation can be explained by isotopic dilution of this radionuclide in the pool of stable Ni of soils. Undisturbed soil cores (50 cm x 50 cm) were sampled from a brown rendzina (Rendzic Leptosol), a colluvial brown soil (Fluvic Cambisol) and an acidic brown soil (Dystric Cambisol) using PVC lysimeter tubes (three lysimeters sampled per soil type). Each core was equipped with a leachate collector. Cores were placed in a greenhouse and maize (DEA, Pioneer) was sown. After 44 days, an irrigation was simulated at the core surfaces to supply 10 000 Bq {sup 63}NiCl{sub 2}. Maize was harvested 135 days after {sup 63}Ni input and radioactivity determined in both vegetal and water samples. Effective uptake of {sup 63}Ni by maize was calculated for leaves and kernels. Water drainage and leaching of {sup 63}Ni were monitored over the course of the experiment. Values of K{sub d} in surface soil samples were calculated from measured parameters of isotopic exchange kinetics. Results confirmed that {sup 63}Ni was strongly retained at the soil surface. Prediction of the {sup 63}Ni downward transfer could not be reliably assessed using the K{sub d} values, since the soil structure, which controls local water fluxes, also affected both water and Ni transport. In terms of {sup 63}Ni plant uptake, the effective uptake in undisturbed soil cores is

  14. Radiology education. The evaluation and assessment of clinical competence

    International Nuclear Information System (INIS)

    Third volume of a trilogy devoted to radiology education and improvement of medical imaging students' learning, teaching, and scholarship. Reviews the philosophies, theories, and principles that underpin assessment and evaluation in radiology education. Includes a series of rich case studies. Written by an international group of experienced educators and medical professionals. This book reviews the philosophies, theories, and principles that underpin assessment and evaluation in radiology education, highlighting emerging practices and work done in the field. The sometimes conflicting assessment and evaluation needs of accreditation bodies, academic programs, trainees, and patients are carefully considered. The final section of the book examines assessment and evaluation in practice, through the development of rich case studies reflecting the implementation of a variety of approaches. This is the third book in a trilogy devoted to the scholarship of radiology education and is the culmination of an important initiative to improve medical imaging students' learning, teaching, and scholarship by bringing together experienced educators and medical professionals. The previous two books focused on the culture and the learning organizations in which our future radiologists are educated and on the application of educational principles in the education of radiologists. Here, the trilogy comes full circle: attending to the assessment and evaluation of the education of its members has much to offer back to the learning of the organization.

  15. Radiology education. The evaluation and assessment of clinical competence

    Energy Technology Data Exchange (ETDEWEB)

    Hibbert, Kathryn M.; Van Deven, Teresa [The Univ. of Western Ontario, London, ON (Canada). Dept. of Medical Imaging; Chhem, Rethy K. [Medical Univ. of Vienna (Austria). Dept. of Radiology; Nagasaki Univ. (Japan). Atomic Bomb Disease Inst.; Wang, Shih-chang (eds.) [Univ. of Sydney Westmead Hospital (Australia). Dept. of Radiology; Royal Australian and New Zealand College of Radiologists, Sydney (Australia). Faculty of Radiodiagnosis

    2012-11-01

    Third volume of a trilogy devoted to radiology education and improvement of medical imaging students' learning, teaching, and scholarship. Reviews the philosophies, theories, and principles that underpin assessment and evaluation in radiology education. Includes a series of rich case studies. Written by an international group of experienced educators and medical professionals. This book reviews the philosophies, theories, and principles that underpin assessment and evaluation in radiology education, highlighting emerging practices and work done in the field. The sometimes conflicting assessment and evaluation needs of accreditation bodies, academic programs, trainees, and patients are carefully considered. The final section of the book examines assessment and evaluation in practice, through the development of rich case studies reflecting the implementation of a variety of approaches. This is the third book in a trilogy devoted to the scholarship of radiology education and is the culmination of an important initiative to improve medical imaging students' learning, teaching, and scholarship by bringing together experienced educators and medical professionals. The previous two books focused on the culture and the learning organizations in which our future radiologists are educated and on the application of educational principles in the education of radiologists. Here, the trilogy comes full circle: attending to the assessment and evaluation of the education of its members has much to offer back to the learning of the organization.

  16. 国外社区护士 "核心能力"概况%Review of community nurse's "core competencies" in foreign countries/WANG Min, SHANG Shao -mei *

    Institute of Scientific and Technical Information of China (English)

    王敏; 尚少梅

    2011-01-01

    "核心能力"在国外社区护士培养、考核以及社区护理课程设置中发挥了重要作用.我国社区护士的培养和管理机制等方面亟待完善,需要学习和借鉴国外经验.文章从社区护士 "核心能力"的概念、范畴和内涵3个方面进行描述,希望为构建我国社区护士"核心能力"框架以及社区护士培养的课程设置、评价和考核提供参考.%"Core competencies" plays an important role in the training and assessment of community nurses as well as in the curriculum design of community nursing in foreign countries. Therefore,the education and administrative mechanism of community nurse in China can draw lessons from them. The concept,category and connotation of core competencies were introduced and described in details in this article,so as to provide references for the construction of the framework of core competencies,the formulation of community nursing curriculum and the development of the system of evaluation and examination in China.

  17. The COA360: a tool for assessing the cultural competency of healthcare organizations.

    Science.gov (United States)

    LaVeist, Thomas A; Relosa, Rachel; Sawaya, Nadia

    2008-01-01

    The U.S. Census Bureau projects that by 2050, non-Hispanic whites will be in the numerical minority. This rapid diversification requires healthcare organizations to pay closer attention to cross-cultural issues if they are to meet the healthcare needs of the nation and continue to maintain a high standard of care. Although scorecards and benchmarking are widely used to gauge healthcare organizations' performance in various areas, these tools have been underused in relation to cultural preparedness or initiatives. The likely reason for this is the lack of a validated tool specifically designed to examine cultural competency. Existing validated cultural competency instruments evaluate individuals, not organizations. In this article, we discuss a study to validate the Cultural Competency Organizational Assessment--360 or the COA360, an instrument designed to appraise a healthcare organization's cultural competence. The Office of Minority Health and the Joint Commission have each developed standards for measuring the cultural competency of organizations. The COA360 is designed to assess adherence to both of these sets of standards. For this validation study, we enlisted a panel of national experts. The panel rated each dimension of the COA360, and the combination of items for each of the scale's 14 dimensions was rated above 4.13 (on 5-point scale). Our conclusion points to the validity of the COA360. As such, it is a valuable tool not only for assessing a healthcare organization's cultural readiness but also for benchmarking its progress in addressing cultural and diversity issues. PMID:18720687

  18. Building Entrepreneurial Teamwork Competencies in Collaborative Learning via Peer Assessments

    Science.gov (United States)

    Hackbert, Peter H.

    2004-01-01

    Entrepreneurship courses commonly use various kinds of group work, cooperative learning, study circles and study teams. A major challenge of this pedagogy is the unbiased grading of group members based on the accountability of individual performances. This paper provides an approach to using student peer assessment to provide feedback on…

  19. Dental Students' Self-Assessed Competence in Geriatric Dentistry.

    Science.gov (United States)

    Kiyak, H. Asuman; Brudvik, James

    1992-01-01

    A study of four classes of dental students (n=172) exposed to both didactic and clinical geriatric dental training found that the students perceived significant improvements in their abilities to manage geriatric patients in all areas assessed, notably treatment planning, preventive dentistry, referrals, and providing care in alternative settings.…

  20. Counselor Competence, Performance Assessment, and Program Evaluation: Using Psychometric Instruments

    Science.gov (United States)

    Tate, Kevin A.; Bloom, Margaret L.; Tassara, Marcel H.; Caperton, William

    2014-01-01

    Psychometric instruments have been underutilized by counselor educators in performance assessment and program evaluation efforts. As such, we conducted a review of the literature that revealed 41 instruments fit for such efforts. We described and critiqued these instruments along four dimensions--"Target Domain," "Format,"…

  1. Relative Importance of the Institute of Food Technologists (IFT) Core Competencies--A Case Study Survey

    Science.gov (United States)

    Morgan, Mark T.; Ismail, Baraem; Hayes, Kirby

    2006-01-01

    Nearly 90% of graduating seniors from the Food Science program at Purdue University gain employment in the food industry. Ensuring the program is meeting employers' needs is one mission of our curriculum committee with input from an Industrial Advisory Board (IAB). In light of the recent outcomes-based assessment requirements outlined by IFT,…

  2. Enterprise Information Strategy & Enterprise Core Competence%企业信息化战略与企业核心竞争力

    Institute of Scientific and Technical Information of China (English)

    王晓光

    2003-01-01

    As an organic part of enterprise strategy, information strategy is becoming more and more important thanbefore. It' s related not only with the daily management of an enterprise, but also with the creation and protection of anenterprise' s core competence. It' s changing the survival environment and the competitive structure of an enterprise thor-oughly.

  3. Developing a Consensus-Driven, Core Competency Model to Shape Future Audio Engineering Technology Curriculum: A Web-Based Modified Delphi Study

    Science.gov (United States)

    Tough, David T.

    2009-01-01

    The purpose of this online study was to create a ranking of essential core competencies and technologies required by AET (audio engineering technology) programs 10 years in the future. The study was designed to facilitate curriculum development and improvement in the rapidly expanding number of small to medium sized audio engineering technology…

  4. 高校图书馆核心竞争力培育研究%Research on the Cultivation of Core Competence of University Library

    Institute of Scientific and Technical Information of China (English)

    黄海韵; 李隽波

    2015-01-01

    介绍了高校图书馆构建自身核心竞争力的背景,深入分析了高校图书馆核心竞争力发展中存在的问题,从核心竞争力定位、服务模式优化、技术与管理创新、人才队伍建设等多个角度出发,探讨了符合高校图书馆持续发展的核心竞争力培育体系。%This paper expounds the background of building university library’s its core competence,analyzes in depth the problems existing in the development of the core competence of university library, and separately from the core competence positioning, service mode optimization, technology and management innovation, and talent team construction,etc., probes into the core competence cultivation system in accordance with the sustainable development of university library.

  5. Nursing Faculty Professional Development: A Study Using the National League for Nursing (NLN) Core Competencies for Nurse Educators for Development of Novice to Expert Nurse Educators

    Science.gov (United States)

    Luoma, Kari L.

    2013-01-01

    The purpose of this quantitative research study was to identify core competencies that are most significant for nursing faculty to develop as they transition from novice to expert faculty. Professional development in a systematic approach may guide faculty to learn what is significant as they progress in the nurse faculty role. A quantitative…

  6. The NGWA Experience with Education and Core Competencies for Groundwater Scientists and Engineers

    Science.gov (United States)

    McCray, K. B.

    2014-12-01

    Since 1988, the National Ground Water Association has formally supported recognition, through certification or some other means, of the unique qualifications necessary to perform hydrogeologic investigations. NGWA has believed reliance on professional engineers or individuals certified in an allied field without a determination as to their knowledge of groundwater science is not a justified position. Observation today suggests a need remains for greater hydrogeologic awareness among those that may create infrastructure intrusions into the groundwater environment, such as those designing and installing large-scale installations of geothermal heating and cooling systems. NGWA has responded with development of hydrogeologic guidelines for such projects. Also in partial response to the above named circumstances, the Association has begun development of an ANSI/NGWA standard defining the skills and competencies of groundwater personnel - from the trades to the science, and has explored the potential value of creating a career pathways guidance document for groundwater science professionals. Historically, NGWA scientific members have resisted the idea of accreditation of academic geosciences programs, including those for hydrogeology, although such discussions continue to be raised from time to time by groups such as the Geological Society of America and the American Geosciences Institute. The resistance seems to have been born out of recognition of the multi-disciplinary reality of groundwater science. NGWA funded research found that more than half of the respondents to a study of the business development practices for consulting groundwater professionals had been involved with groundwater issues for more than 20 years, and less than one percent had worked in the field for fewer than two years, raising the question of whether too few young people are being attracted to hydrogeology. Some speculate the seemingly minor emphasis on Earth science education in the U.S. K-12

  7. ASSESSING STUDENTS’ COMPETENCE IN DEVELOPING CHOROPLETH MAPS COMBINED WITH DIAGRAM MAPS

    Directory of Open Access Journals (Sweden)

    GABRIELA OSACI-COSTACHE

    2015-01-01

    Full Text Available Choropleth maps combined with diagram maps are frequently used in geography. For this reason, based on the maps developed by students, the study aims at the following: identifying and analyzing the errors made by the students; establishing and analyzing the competence level of the students; identifying the causes that led to these errors; and finding the best solutions to improve both the educational process aiming at the formation of this kind of competences and the students’ results. The map assessment was accomplished during two academic years (2013-2014 and 2014-2015, in the aftermath of the activities meant to train the competence. We assessed 105 maps prepared by the students in Cartography (Faculty of Geography, University of Bucharest based on an analytical evaluation grid, with dichotomous scale, comprising 15 criteria. This tool helped us identify the errors made by the students, as well as their competence level. By applying a questionnaire, we identified the source of the errors from the students’ perspective, while by comparing the errors and the competence levels at the end of the two academic years we were able to come up with potential solutions for the improvement of the teaching and learning process.

  8. Making Intercultural Communicative Competence and Identity-Development Visible for Assessment Purposes in Foreign Language Education

    Science.gov (United States)

    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…

  9. Assessing Students' Emotional Competence in Higher Education: Development and Validation of the Widener Emotional Learning Scale

    Science.gov (United States)

    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…

  10. Using Simulated Parent-Teacher Talks to Assess and Improve Prospective Teachers' Counseling Competence

    Science.gov (United States)

    Gerich, Mara; Schmitz, Bernhard

    2016-01-01

    In research on parental involvement and teacher professionalization, counseling parents on the support of their children's learning processes is considered to be an increasingly important competence area of teachers. However, to date little research has been conducted on the development of appropriate approaches to the assessment of teachers'…

  11. Student perceptions of assessment and student self-efficacy in competence-based education

    NARCIS (Netherlands)

    Dinther, van M.; Dochy, F.; Segers, M.; Braeken, J.

    2014-01-01

    The purpose of this study was to provide insight into the interplay between student perceptions of competence-based assessment and student self-efficacy, and how this influences student learning outcomes. Results reveal that student perceptions of the form authenticity aspect and the quality feedbac

  12. Positive Biases in Self-Assessment of Mathematics Competence, Achievement Goals, and Mathematics Performance

    Science.gov (United States)

    Dupeyrat, Caroline; Escribe, Christian; Huet, Nathalie; Regner, Isabelle

    2011-01-01

    The study examined how biases in self-evaluations of math competence relate to achievement goals and progress in math achievement. It was expected that performance goals would be related to overestimation and mastery goals to accurate self-assessments. A sample of French high-school students completed a questionnaire measuring their math…

  13. Implementation of Portfolio Assessment in a Competency-based Dental Hygiene Program.

    Science.gov (United States)

    Gadbury-Amyot, Cynthia C.; Holt, Lorie P.; Overman, Pamela R.; Schmidt, Colleen R.

    2000-01-01

    Describes the implementation of a portfolio assessment program in the dental hygiene program at the University of Missouri School of Dentistry. Tables provide examples of program competencies and related portfolio entries, the complete scoring rubric for portfolios, and the student portfolio evaluation survey. Concludes that although portfolio…

  14. A Multimeasure Performance-Based Assessment of Social Competence in Young Children with Disabilities.

    Science.gov (United States)

    McConnell, Scott R.; Odom, Samuel L.

    1999-01-01

    A multimethod assessment (i.e., direct observation, observer impressions, teacher rating, peer ratings) of children's social competence was conducted with 222 preschool children with and without disabilities. Principal component analysis yielded four factors, the first of which accounted for the largest percentage of variance. (Author/CR)

  15. An Outcome Approach to Assessing the Cultural Competence of MSW Students.

    Science.gov (United States)

    Manoleas, Peter

    1994-01-01

    Outlines a model for assessing the cultural competence of graduate students in social work. Describes objectives for cultural knowledge covering human development, life events, care giving patterns, nature, time, spirituality, and group (versus individual) focus; skill objectives related to diagnosis, interviewing techniques, psychosocial…

  16. Refining a self-assessment of informatics competency scale using Mokken scaling analysis.

    Science.gov (United States)

    Yoon, Sunmoo; Shaffer, Jonathan A; Bakken, Suzanne

    2015-01-01

    Healthcare environments are increasingly implementing health information technology (HIT) and those from various professions must be competent to use HIT in meaningful ways. In addition, HIT has been shown to enable interprofessional approaches to health care. The purpose of this article is to describe the refinement of the Self-Assessment of Nursing Informatics Competencies Scale (SANICS) using analytic techniques based upon item response theory (IRT) and discuss its relevance to interprofessional education and practice. In a sample of 604 nursing students, the 93-item version of SANICS was examined using non-parametric IRT. The iterative modeling procedure included 31 steps comprising: (1) assessing scalability, (2) assessing monotonicity, (3) assessing invariant item ordering, and (4) expert input. SANICS was reduced to an 18-item hierarchical scale with excellent reliability. Fundamental skills for team functioning and shared decision making among team members (e.g. "using monitoring systems appropriately," "describing general systems to support clinical care") had the highest level of difficulty, and "demonstrating basic technology skills" had the lowest difficulty level. Most items reflect informatics competencies relevant to all health professionals. Further, the approaches can be applied to construct a new hierarchical scale or refine an existing scale related to informatics attitudes or competencies for various health professions. PMID:26652630

  17. Refining a self-assessment of informatics competency scale using Mokken scaling analysis.

    Science.gov (United States)

    Yoon, Sunmoo; Shaffer, Jonathan A; Bakken, Suzanne

    2015-01-01

    Healthcare environments are increasingly implementing health information technology (HIT) and those from various professions must be competent to use HIT in meaningful ways. In addition, HIT has been shown to enable interprofessional approaches to health care. The purpose of this article is to describe the refinement of the Self-Assessment of Nursing Informatics Competencies Scale (SANICS) using analytic techniques based upon item response theory (IRT) and discuss its relevance to interprofessional education and practice. In a sample of 604 nursing students, the 93-item version of SANICS was examined using non-parametric IRT. The iterative modeling procedure included 31 steps comprising: (1) assessing scalability, (2) assessing monotonicity, (3) assessing invariant item ordering, and (4) expert input. SANICS was reduced to an 18-item hierarchical scale with excellent reliability. Fundamental skills for team functioning and shared decision making among team members (e.g. "using monitoring systems appropriately," "describing general systems to support clinical care") had the highest level of difficulty, and "demonstrating basic technology skills" had the lowest difficulty level. Most items reflect informatics competencies relevant to all health professionals. Further, the approaches can be applied to construct a new hierarchical scale or refine an existing scale related to informatics attitudes or competencies for various health professions.

  18. Assessing the Interpersonal Competence of Beginning Teachers: The Quality of the Judgement Process

    Science.gov (United States)

    Nijveldt, Mirjam; Beijaard, Douwe; Brekelmans, Mieke; Verloop, Nico; Wubbels, Theo

    2005-01-01

    A procedure to assess the interpersonal competence of teachers was developed and validated. The procedure includes the use of the Questionnaire on Teacher Interaction (QTI), an observation instrument and a self-evaluation instrument. The concepts of construct-irrelevant variance and construct under-representation were used to explore the validity…

  19. Modelling the Virtual Company Educational Scenario Competence Assessment in the Cooper environment

    NARCIS (Netherlands)

    Spoelstra, Howard; Posea, Vlad; Van Bruggen, Jan; Koper, Rob

    2007-01-01

    Spoelstra, H., Posea, V., van Bruggen, J., & Koper, R. (2007, September). Modelling the Virtual Company Educational Scenario Competence Assessment in the Cooper environment. Presentation given at the 1st International Workshop on Collaborative Open Environments for Project-Centered Learning, Crete,

  20. Modeling the Virtual Company Educational Scenario Competence Assessment in the Cooper environment.

    NARCIS (Netherlands)

    Spoelstra, Howard; Posea, Vlad; Van Bruggen, Jan; Koper, Rob

    2007-01-01

    Spoelstra, H., Posea, V., van Bruggen, J., & Koper, R. (2007, September). Modelling the Virtual Company Educational Scenario Competence Assessment in the Cooper environment. Paper presented at the 1st International Workshop on Collaborative Open Environments for Project-Centered Learning, Crete, Gre

  1. Workplace-Based Competence Measurement: Developing Innovative Assessment Systems for Tomorrow's VET Programmes

    Science.gov (United States)

    Achtenhagen, Frank; Winther, Esther

    2014-01-01

    As a consequence of the large-scale assessment studies (TIMMS; PISA) in compulsory schooling, attention is now being given to the modelling and measurement of competencies in initial vocational education and training. This new output-led perspective of teaching/training and learning/working processes demands new approaches to research. Using the…

  2. Methods and Problems of Pre- and Post-Communication Competency Assessment.

    Science.gov (United States)

    Friedrich, Gustav W.

    This paper suggests guidelines designed for use by speech communication teachers in assessing the competency of their students. The author proposes four kinds of evaluation of cognitive, affective, and psychomotor learning (three types of learning essential for the speech communication classroom): placement, formative, diagnostic, and summative.…

  3. Emotional Competencies in Geriatric Nursing: Empirical Evidence from a Computer Based Large Scale Assessment Calibration Study

    Science.gov (United States)

    Kaspar, Roman; Hartig, Johannes

    2016-01-01

    The care of older people was described as involving substantial emotion-related affordances. Scholars in vocational training and nursing disagree whether emotion-related skills could be conceptualized and assessed as a professional competence. Studies on emotion work and empathy regularly neglect the multidimensionality of these phenomena and…

  4. Assessing children’s competence to consent in research by a standardized tool: a validity study

    Directory of Open Access Journals (Sweden)

    Hein Irma M

    2012-09-01

    Full Text Available Abstract Background Currently over 50% of drugs prescribed to children have not been evaluated properly for use in their age group. One key reason why children have been excluded from clinical trials is that they are not considered able to exercise meaningful autonomy over the decision to participate. Dutch law states that competence to consent can be presumed present at the age of 12 and above; however, in pediatric practice children’s competence is not that clearly presented and the transition from assent to active consent is gradual. A gold standard for competence assessment in children does not exist. In this article we describe a study protocol on the development of a standardized tool for assessing competence to consent in research in children and adolescents. Methods/design In this study we modified the MacCAT-CR, the best evaluated competence assessment tool for adults, for use in children and adolescents. We will administer the tool prospectively to a cohort of pediatric patients from 6 to18 years during the selection stages of ongoing clinical trials. The outcomes of the MacCAT-CR interviews will be compared to a reference standard, established by the judgments of clinical investigators, and an expert panel consisting of child psychiatrists, child psychologists and medical ethicists. The reliability, criterion-related validity and reproducibility of the tool will be determined. As MacCAT-CR is a multi-item scale consisting of 13 items, power was justified at 130–190 subjects, providing a minimum of 10–15 observations per item. MacCAT-CR outcomes will be correlated with age, life experience, IQ, ethnicity, socio-economic status and competence judgment of the parent(s. It is anticipated that 160 participants will be recruited over 2 years to complete enrollment. Discussion A validity study on an assessment tool of competence to consent is strongly needed in research practice, particularly in the child and adolescent population. In

  5. Influencing Factors of Core Competence of Library%图书馆核心竞争力影响因素研究

    Institute of Scientific and Technical Information of China (English)

    魏茜

    2012-01-01

    The article defines the core competence of library, analyzes the influencing factors of the library core competence, and gets the final conclusion: the core competitiveness of the library is the unique resources which is difficult to copy and imitate and capabilities in the process of the knowledge integration, knowledge sharing, knowledge dissemination, knowledge reconstruction and knowledge service.%本文对图书馆核心竞争力概念进行了阐述,并分析了图书馆核心竞争力的影响因素,最后得出结论:图书馆的核心竞争力是图书馆在知识整合、知识共享、知识传播、知识再造以及知识服务过程中独特的、难以复制和模仿的资源和能力.

  6. Development of scales to assess patients' perception of physicians' cultural competence in health care interactions.

    Science.gov (United States)

    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

  7. Development of scales to assess patients' perception of physicians' cultural competence in health care interactions.

    Science.gov (United States)

    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.

  8. Intersubjectivity as a Measure of Social Competence among Children Attending Head Start: Assessing the Measure's Validity and Relation to Context

    Science.gov (United States)

    Garte, Rebecca R.

    2015-01-01

    The present paper reported on a new method and procedure for assessing preschooler's social competence. This method utilized an observational measure of intersubjectivity to assess the social competence that develops in real time during interaction between two or more children. The measure of intersubjectivity reflected a conceptualization of the…

  9. Assessing doctors' competencies using multisource feedback: validating a Japanese version of the Sheffield Peer Review Assessment Tool (SPRAT).

    OpenAIRE

    Sasaki, Hatoko; Archer, Julian; Yonemoto, Naohiro; Mori, Rintaro; Nishida, Toshihiko; Kusuda, Satoshi; Nakayama, Takeo

    2015-01-01

    [Objective] To assess the validity and reliability of the Sheffield Peer Review Assessment Tool (SPRAT) Japanese version for evaluating doctors’ competencies using multisource feedback. [Methods] SPRAT, originally developed in the UK, was translated and validated in three phases: (1) an existing Japanese version of SPRAT was back-translated into English; (2) two expert panel meetings were held to develop and assure content validity in a Japanese setting; (3) the newly devised Japanese SPRAT i...

  10. Assessing doctors’ competencies using multisource feedback: validating a Japanese version of the Sheffield Peer Review Assessment Tool (SPRAT)

    OpenAIRE

    Sasaki, Hatoko; Archer, Julian; Yonemoto, Naohiro; Mori, Rintaro; Nishida, Toshihiko; Kusuda, Satoshi; Nakayama, Takeo

    2015-01-01

    Objective To assess the validity and reliability of the Sheffield Peer Review Assessment Tool (SPRAT) Japanese version for evaluating doctors’ competencies using multisource feedback. Methods SPRAT, originally developed in the UK, was translated and validated in three phases: (1) an existing Japanese version of SPRAT was back-translated into English; (2) two expert panel meetings were held to develop and assure content validity in a Japanese setting; (3) the newly devised Japanese SPRAT instr...

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

    Science.gov (United States)

    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.

  12. Risk communication as a core public health competence in infectious disease management: Development of the ECDC training curriculum and programme.

    Science.gov (United States)

    Dickmann, Petra; Abraham, Thomas; Sarkar, Satyajit; Wysocki, Piotr; Cecconi, Sabrina; Apfel, Franklin; Nurm, Ülla-Karin

    2016-01-01

    Risk communication has been identified as a core competence for guiding public health responses to infectious disease threats. The International Health Regulations (2005) call for all countries to build capacity and a comprehensive understanding of health risks before a public health emergency to allow systematic and coherent communication, response and management. Research studies indicate that while outbreak and crisis communication concepts and tools have long been on the agenda of public health officials, there is still a need to clarify and integrate risk communication concepts into more standardised practices and improve risk communication and health, particularly among disadvantaged populations. To address these challenges, the European Centre for Disease Prevention and Control (ECDC) convened a group of risk communication experts to review and integrate existing approaches and emerging concepts in the development of a training curriculum. This curriculum articulates a new approach in risk communication moving beyond information conveyance to knowledge- and relationship-building. In a pilot training this approach was reflected both in the topics addressed and in the methods applied. This article introduces the new conceptual approach to risk communication capacity building that emerged from this process, presents the pilot training approach developed, and shares the results of the course evaluation.

  13. Risk communication as a core public health competence in infectious disease management: Development of the ECDC training curriculum and programme.

    Science.gov (United States)

    Dickmann, Petra; Abraham, Thomas; Sarkar, Satyajit; Wysocki, Piotr; Cecconi, Sabrina; Apfel, Franklin; Nurm, Ülla-Karin

    2016-01-01

    Risk communication has been identified as a core competence for guiding public health responses to infectious disease threats. The International Health Regulations (2005) call for all countries to build capacity and a comprehensive understanding of health risks before a public health emergency to allow systematic and coherent communication, response and management. Research studies indicate that while outbreak and crisis communication concepts and tools have long been on the agenda of public health officials, there is still a need to clarify and integrate risk communication concepts into more standardised practices and improve risk communication and health, particularly among disadvantaged populations. To address these challenges, the European Centre for Disease Prevention and Control (ECDC) convened a group of risk communication experts to review and integrate existing approaches and emerging concepts in the development of a training curriculum. This curriculum articulates a new approach in risk communication moving beyond information conveyance to knowledge- and relationship-building. In a pilot training this approach was reflected both in the topics addressed and in the methods applied. This article introduces the new conceptual approach to risk communication capacity building that emerged from this process, presents the pilot training approach developed, and shares the results of the course evaluation. PMID:27103616

  14. The application of flow competence evaluations to the assessment of flood-flow velocities and stresses

    Science.gov (United States)

    Komar, Paul D.

    1987-01-01

    The concept of flow competence is generally employed to evaluate the velocities, discharges, and bottom stresses of river floods inferred from the size of the largest sediment particles transported. Flow competence has become an important tool for evaluating the hydraulics of exceptional floods on Earth, including those which eroded the Channeled Scabland of eastern Washington, and has potential for similar evaluations of the floods which carved the outflow channels on Mars. For the most part, flow-competence evaluations were empirical, based on data compiled from a variety of sources including major terrestrial floods caused by natural processes or dam failures. Such flow-competence relationships would appear to provide a straight-forward assessment of flood-flow stresses and velocities based on the maximum size of gravel and boulders transported. However, a re-examination of the data base and comparisons with measurements of selective entrainment and transport of gravel in rivers open to question such evaluations. Analyses of the forces acting on the grain during entrainment by pivoting, rolling, or sliding, an approach which focuses more on the physical processes than the purely empirical relationships can be demonstrated. These derived equations require further testing by flume and field measurements before being applied to flow-competence evaluations. Such tests are now underway.

  15. An Investigation on the Core Competence of Vocational College Students%高职院校学生核心能力的调查

    Institute of Scientific and Technical Information of China (English)

    孙成正

    2015-01-01

    Core competence is the ability which can be sustainably developed accompanying human life.Comprehen-sive quality based on the core competence has become the main factor of enrollment and promotion in enterprises. When the graduates of the class of 2010 went back school to apply for graduation procedures,the author conducted a questionnaire survey on their understanding,mastering and training of core competence,as well as the relation of employment and core competence.The result shows that:some core competence,especially the mastering of some easy core competence,such as self-study ability,communication skills and so on,rely on the efforts of students themselves mainly,while the core competence uneasy to master should be trained in colleges,such as information processing capability,mathematics application ability,and so on.Most of students believe that the colleges should pay attention to the training of core competence,but with an unsatisfactory attitude for the current cultivation of col-leges.Therefore,colleges should promote the quality of campus cultural construction,put emphasis on the cultivation of humanistic qualities,change their teaching idea,so as to train the core competence of vocational college students.%核心能力是伴随人终生的可持续发展能力,以核心能力为主体的综合素质已经成为企事业单位录取、提升员工的主要考核因素。利用安徽财贸职业学院2010级毕业生返校办理毕业手续的机会,对学生核心能力的了解、掌握、培养及就业与核心能力的关系等问题进行了调查研究。结果显示:部分核心能力尤其是掌握较好的核心能力,如自我学习能力、与人交流能力等主要靠学生的自我努力来完成,而掌握不好的能力,如信息处理能力、数学应用能力等主要通过学院培养。大部分学生认为学院应重视培养核心能力,但对学院目前的培养状况不满意。因此,学院要提升校园文化

  16. Application of core competencies training of professional nurses in training of nurses at emergency department%专业护士核心能力培训在急诊科护士培训中的实践

    Institute of Scientific and Technical Information of China (English)

    何玉华

    2012-01-01

    目的 探讨专业核心能力培训在急诊科护士培训中的实践效果.方法 对本科室护士按照核心能力从低到高分为3个层级,围绕急诊专业护士5个核心能力进行分层级培训.评价培训前后护士综合考核及满意度情况.结果 培训后本科室护士专业综合考核成绩优秀率、护士自我评价满意度、急诊科医生及患者对护士护理工作满意度均较培训前明显提高(均P<0.05).结论 采用分层级核心能力培训模式,可以起到优化护理人员能力结构,提高护士专业知识和专业技能,从而提高护理工作质量.%Objective To investigate the effects of core competencies training of professional nurses in the training of the nurses of the emergency department. Methods The nurses of the department were classified into three classes according to their core competencies, followed by training with 5 core competences. Their comprehensive competences were tested before and after training and the degrees of satisfaction were assessed. Result After training, the excellence rate by testing, self-assessment of satisfaction and the physicians' satisfaction with nursing work were all significantly improved (P < 0.05). Conclusion The training model based on nurses' different levels of core competency can optimize the nursing staff's ability, improve the professional knowledge and professional skills of nurses and increase the quality of nursing care.

  17. Two Models for Evaluating Alignment of State Standards and Assessments: Competing or Complementary Perspectives?

    Science.gov (United States)

    Newton, Jill A.; Kasten, Sarah E.

    2013-01-01

    The release of the Common Core State Standards for Mathematics and their adoption across the United States calls for careful attention to the alignment between mathematics standards and assessments. This study investigates 2 models that measure alignment between standards and assessments, the Surveys of Enacted Curriculum (SEC) and the Webb…

  18. Objective Assessment of the Core Laparoscopic Skills Course

    Directory of Open Access Journals (Sweden)

    Sami Mansour

    2012-01-01

    Full Text Available Objective. The demand for laparoscopic surgery has led to the core laparoscopic skills course (CLSC becoming mandatory for trainees in UK. Virtual reality simulation (VR has a great potential as a training and assessment tool of laparoscopic skills. The aim of this study was to determine the role of the CLSC in developing laparoscopic skills using the VR. Design. Prospective study. Doctors were given teaching to explain how to perform PEG transfer and clipping skills using the VR. They carried out these skills before and after the course. During the course they were trained using the Box Trainer (BT. Certain parameters assessed. Setting. Between 2008 and 2010, doctors attending the CLSC at St Georges Hospital. Participants. All doctors with minimal laparoscopic experience attending the CLSC. Results. Forty eight doctors were included. The time taken for the PEG skill improved by 52%, total left hand and right hand length by 41% and 48%. The total time in the clipping skill improved by 57%. Improvement in clips applied in the marked area was 38% and 45% in maximum vessel stretch. Conclusions. This study demonstrated that CLSC improved some aspects of the laparoscopic surgical skills. It addresses Practice-based Learning and patient care.

  19. Evaluation Study of Core Competence of Higher Vocational College Library%高职院校图书馆核心竞争力评价研究

    Institute of Scientific and Technical Information of China (English)

    王涛

    2012-01-01

    紧密结合高职院校自身性质和发展特点,从高职院校图书馆核心竞争力内涵出发,提出高职院校图书馆核心竞争力评价指标体系,包括核心资源的配置、创新与开发能力、行业文化服务、团队文化塑造四大类指标,以期促进高职院校图书馆形成核心竞争力。%Based on the connotation of core competence of higher vocational college library and closely combining its own nature and development characteristics of higher vocational college,This paper puts forward evaluation index system of core competence,containing the configuration of core resource,the ability of innovation and development,the service of industry culture and the establishing of team culture,in order to make higher vocational college form the core competence.

  20. The Use of the Cultural Competence Assessment Tool (Ccatool In Community Nurses: The Pilot Study and Test-Retest Reliability

    Directory of Open Access Journals (Sweden)

    Marios Vasiliou

    2013-01-01

    Full Text Available Background: Nurses are responsible and accountable for their nursing practice and there is a need to be culturally and linguistically competent in all of their encounters. To be culturally competent community nurses should have the appropriate transcultural education. It is therefore important to assess the level of cultural competence of the community nurses, within their everyday practice.Aim: The aim of the article was the cultural adaptation of the cultural competence assessment tool based on Papadopoulos,Tilki and Taylor Model in a sample of Cypriot community nurses.Methodology: To explore the psychometric properties of the Cultural Competence Assessment Tool that has been distributed in a sample of 28 community nurses. Also, a pre and post-measurement has been applied as to assess the test-retest reliability of the tool.Results: The analysis has shown that the Cultural Competence Assessment Tool has good psychometric properties and it iseasy to understand by the community healthcare professionals. Results showed that 60.7% disagreed that there is the samelevel of cultural competency with other European countries and 89.3% reported that assessment of their cultural competence is needed. Using the special analysis software for this tool, the pilot study showed that Cypriot community nurses have some degree of cultural awareness.Conclusion: Culturally competent care is both a legal and a moral requirement for health and social care professionals.Valuing diversity in health and social care enhances the delivery and effectiveness of care for all people, whether they are members of a minority or a majority cultural group. Using an appropriate tool for assessing cultural competence is very important and useful for health professionals to be culturally competence.

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

    Science.gov (United States)

    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

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

    Science.gov (United States)

    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

  3. Assessing Physical Activity as a Core Component in Cardiac Rehabilitation: A POSITION STATEMENT OF THE AMERICAN ASSOCIATION OF CARDIOVASCULAR AND PULMONARY REHABILITATION.

    Science.gov (United States)

    Kaminsky, Leonard A; Brubaker, Peter H; Guazzi, Marco; Lavie, Carl J; Montoye, Alexander H K; Sanderson, Bonnie K; Savage, Patrick D

    2016-01-01

    Physical inactivity is a well-established major risk factor for cardiovascular disease. As such, physical activity counseling is 1 of the 10 core components of cardiac rehabilitation/secondary prevention programs recommended by the American Heart Association and the American Association of Cardiovascular and Pulmonary Rehabilitation (AACVPR). In addition, the ability to perform a physical activity assessment and report outcomes is 1 of the 10 core competencies of cardiac rehabilitation/secondary prevention professionals published by the AACVPR. Unfortunately, standardized procedures for physical activity assessment of cardiac rehabilitation patients have not been developed and published. Thus, the objective of this AACVPR statement is to provide an overview of physical activity assessment concepts and procedures and to provide a recommended approach for performing a standardized assessment of physical activity in all comprehensive cardiac rehabilitation programs following the core components recommendations. PMID:27307067

  4. Dry Process Fuel Core Characteristics Assessment Technology Development

    International Nuclear Information System (INIS)

    For the normal operating condition of a dry-process fuel CANDU reactor, the fuel integrity was assessed using the fuel design curves. Sensitivity calculations were performed to improve the fuel performance and the results showed that the plenum volume had a dominant effect. When an additional plenum volume of 0.5 mm3/K was applied, the internal pressure and the sheath plastic strain satisfied the design values of the natural uranium fuel. Benchmark calculations of the WIMS-DRAGON-RFSP was performed using the Phase-B measurement data of Wolsong-2/3/4. The benchmark calculation showed that the critical boron concentration, reactivity device worth and the flux distribution were predicted within the uncertainty level of the measurement. Sensitivity calculations also showed that the use of a 2-energy group is mandatory to obtain reliable physics calculation results. A feasibility study was performed for the oxide fuel recycling in a sodium-cooled fast reactor (SFR). If fission products are removed by more than 70% during the dry process, the spent fuel can be recycled in the core without using fissile material feed. If carbon is mixed with the recycled fuel, the physics performance of the core can also be improved. Fuel cycle analyses were performed by the DYMOND code for the DUPIC, thorium-DUPIC, SFR and an accelerator driven system (ADS) cycles, and the results showed that the spent fuel inventory was reduced by more than 90% in the fast reactor cycle when compared to the once-through fuel cycle. However the fuel cycle cost was 2.5 and 1.3 times higher for the fast reactor and CANDU reactor recycle, respectively, when compared to the once-through fuel cycle. Also the radiation and decay heat data of the spent fuel were generated to establish the fuel cycle analysis system

  5. Financial Sector Assessment Program : Malaysia - Core Principles for Effective Deposit Insurance Systems

    OpenAIRE

    International Monetary Fund; World Bank

    2013-01-01

    This assessment of compliance with the Core Principles for Effective Deposit Insurance Systems (Core Principles) was conducted as a part of the Financial Sector Assessment Program (FSAP) performed by the International Monetary Fund and the World Bank at the request of the Malaysian government. This assessment was conducted by Claire McGuire, Senior Financial Sector Specialist with the Worl...

  6. Create Core Competence

    Institute of Scientific and Technical Information of China (English)

    2005-01-01

    Reporter: Qingdao International Convention Center(QICC) has brought forward its goal, which is to come up top on 2nd team of China exhibition cities in 3-5 years. What measures have been taken by this center and how about the effects? Li Yongqiang: It was one of goals for us in 2002, and we have taken 4 measures, as follows: firstly, we have kept a fair and impartial exhibition environment and define strategic goal of

  7. Construction of Core Competency Model of Peacekeeping Nurses%维和护士核心胜任力模型构建

    Institute of Scientific and Technical Information of China (English)

    牛艳萍; 刘辉; 彭海文; 王哲

    2015-01-01

    Objective To provide standard and evidence for selecting, training and evaluating military peacekeeping nurses.Methods With competence theory as a guide, on the basis of the theory of peacekeeping medical support, to analyze the role of nursing in medical support in peacekeeping.Key competencies for peace-keeping nurses were determined through the analysis of the connotation of the core competence of peacekeeping nurses.Delphi method was used for consultation in 21 peacekeeping medical team members to construct core competency model.Results Knowledge, ability, skills, and personal qualities were the core competence of the peacekeeping nurses.Professional loyalty, military quality, psychological quality, professional quality, manage-ment ability and learning ability , were the second core competencies .Conclusion The connotation and exten-sion of 6 modules of the core competence of peacekeeping nurses were discussed by the research of core compe-tency model.The research results laid the foundation for the further refinement of the core competency index sys-tem of the peacekeeping nurses, thereby to establish a set of model of the selection and training of the peacekeep-ing nurses.%目的:通过维和护士核心胜任力研究,为我军维和护士选拔、培训、评价提供标准和依据。方法以胜任力理论为指导,依据护士核心胜任力,以维和卫勤保障理论为基础,分析维和护理在维和卫勤保障中的作用地位。通过对维和护理勤务岗位和维和护士核心胜任力内涵分析,确定维和护士必须具备的能力,运用Delphi法对21名参与维和的医疗分队骨干,进行“维和护士”等重要概念界定咨询,构建维和护士核心胜任力模型。结果在确立维和护士核心胜任力模型基础上,确定维和护士的知识、能力、技能和个人特质为一级核心能力;职业忠诚、军事素质、心理素质、专业素质、管理能力和学习能力,构

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

    Science.gov (United States)

    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.

  9. Core Competency and Strategic Choice of New Energy Companies%新能源企业的核心能力分析和战略选择

    Institute of Scientific and Technical Information of China (English)

    裴玉

    2011-01-01

    The sustainable development of human depends on the development of new energy industry. The paper analyzes the core competency paints of new energy companies in China: industrial advantage, potential market, technological innovation and so on, and expounds that the strategic choice should depends on core competency about new energy companies for sustainable development.%人类的可持续发展依赖新能源产业的发展.从核心能力角度分析了我国新能源企业的核心能力点:产业优势、潜在市场、技术创新等.新能源企业应根据核心能力点进行战略选择,进行可持续发展.

  10. Assessment as a factor encouraging the learning-to-learn competency

    OpenAIRE

    Ivanuš-Grmek, Milena; Bakračevič Vukman, Karin; Vršič, Barbara

    2015-01-01

    The paper presents the learning to learn competence, and teacher's role in promoting its development through assessment and providing feedback. Teaching for learning to learn affects teacher behavior in the classroom, resulting in greater accountability and in revised attitudes towards the students. From teachers it requires a different conception of their own knowledge, teaching and learning, and contributes to increased autonomy of learners. Among the factors of learning school can influenc...

  11. Assessment as a Factor Encouraging the Learning-to-Learn Competency

    OpenAIRE

    Milena Ivanus Grmek; Barbara Rozman; Karin Bakracevic Vukman

    2014-01-01

    The paper presents the learning to learn competence, and teacher’s role in promoting its development through assessment and providing feedback. Teaching for learning to learn affects teacher behavior in the classroom, resulting in greater accountability and in revised attitudes towards the students. From teachers it requires a different conception of their own knowledge, teaching and learning, and contributes to increased autonomy of learners. Among the factors of learning school can influenc...

  12. Core skills requirement and competencies expected of quantity surveyors: perspectives from quantity surveyors, allied professionals and clients in Nigeria

    OpenAIRE

    Joshua Oluwasuji Dada; Godwin Onajite Jagboro

    2015-01-01

    Abstract Deployment of appropriate skills and competencies is crucial and germane to the development and continuous relevance of any profession. In the built environment, the science for selecting the required skills and competencies expected of quantity surveyors and understanding the inherent dependencies between them remains a research issue. The purpose of this study was to determine the skill requirements and competencies expected of quantity surveyors. A structured questionnaire was...

  13. 核心能力困境、组织僵化与动态核心能力的构建--基于知识管理的视角%Core Competence Dilemma,Organization Rigidity and Cultivation of Dynamic Core Competence:A study from the perspective of knowledge management

    Institute of Scientific and Technical Information of China (English)

    刘刚; 李佳; 刘静

    2016-01-01

    培育动态核心能力是解决企业所面临的核心能力困境与组织僵化两大难题的关键。在分析知识、能力与资产的关系基础上提出 ACE 范式,可将核心能力解构为新资产引入能力、软性资产培育能力和能力系统自我更新能力三个部分。从知识管理的视角可给出构建动态核心能力的具体路径,即建立多层级的知识转化系统以及基于知识创新的核心能力更新系统。%The key of solving core competence dilemma and organization rigidity lies in cultivating dy-namic core competence.This paper sets up the ACE model based on the research of the relationship between knowledge,competence and assets,and decomposes core competence into new assets intro-ducing capabilities,soft assets cultivating capabilities and system self-renewal capabilities.From the perspective of knowledge management,this paper maps the specific path of cultivating dynamic core competence,i.e.,establishing multi-level knowledge transferring system and core competence self-re-newal system based on knowledge innovation.

  14. Competences. Diagnosis and Assessment Models Competencias: modelos de diagnóstico y evaluación.

    OpenAIRE

    Maria Cristina Núñez Martínez; Felicia Margarita Llerena Bermúdez

    2009-01-01

    A bibliographic review was carried out about the professional competence assessment of human resources in the Health System and the main characteristics of different models that contribute to their improvement, establishing direct links with the present context of National Health System in Cuba. We include trends and common practices related with assessment models, highlighting those aspects associated with professional competence assessment and its inclusion in the dynamic of a strategy to i...

  15. Dry Process Fuel Core Characteristics Assessment Technology Development

    International Nuclear Information System (INIS)

    Major research activities of the Phase I study are the analysis of the dry process fuel irradiation test in HANARO research reactor, review of the DUPIC fuel compatibility analysis results and supplementary calculations, and the feasibility study of the dry process technology for the application to the future fuel cycle. The irradiation test of the dry process fuel was successfully performed in the HANARO research reactor. For the compatibility analysis of the DUPIC fuel, the mechanical integrity and safety of the DUPIC fuel were analyzed. Especially the radiation source term of the DUPIC fuel core was re-evaluated so that the credibility of the radiation effect calculation is improved. In order to assess the applicability of the dry process technology, a fuel cycle analysis code DYMOND was imported and a DUPIC fuel cycle model was developed to be implemented in the DYMOND code. The fuel cycle analyses were performed for the criticality of the dry process, fast reactor cycle, thorium fuel cycle and the light water reactor cycle. The fuel cycle analysis showed that the dry process should be appropriately introduced into the fuel cycle in the time domain. However the recycle analysis also showed that the fission products should be effectively removed from the spent fuel in order to establish the fuel cycle and, therefore, it is recommended to perform theoretical and experimental analyses in the Phase II study

  16. Grey Relational Evaluation Method for Core Competence of Enterprises%企业核心竞争力的灰色关联度评价方法

    Institute of Scientific and Technical Information of China (English)

    范莉莉; 高喜超; 叶常发

    2011-01-01

    核心竞争力的评价可以从多个维度进行,从核心竞争力的特征中抽取出获利能力和不可模仿性2个主要因素,建立二维评价空间,每个企业核心竞争力在该空间中都有唯一对应的位置.依据科学的评价指标体系,通过计算各企业核心竞争力与“理想公司”核心竞争力的灰色关联度,对其核心竞争力大小进行评价,并在二维评价空间中进行定位,观察不同企业核心竞争力在空间中的分布情况,即可比较其核心竞争力的相对强弱.%Core competence can be evaluated from multiple dimensions. From the characters of core competence, this study extracts two major factors which are profitability and inimitability, and establish a two-dimension space. Every enterprise has the unique corresponding position in the space. Based on scientific evaluation index system, through calculating the grey relationship between each enterprise and 'the ideal enterprise', we can evaluate core competence of each enterprise, and fix position in the two-dimension space. Through observing the distribution of every enterprise in the space, we can compare the relative strength of core competence of each enterprise.

  17. 高校图书馆核心竞争力评价指标体系%Evaluation Index System of Core Competence for University Libraries

    Institute of Scientific and Technical Information of China (English)

    吴有梅

    2012-01-01

    阐述高校图书馆核心竞争力的概念,从评价目标和评价要素着手,为高校图书馆核心竞争力的评价制定了一套科学的评价指标体系。%This paper described the concept of core competence of university library,and made a scientific evaluation index system from evaluation objective and evaluation elements.

  18. 山东省助产从业人员核心胜任力调查分析%Core competency among midwifery staff in Shandong province

    Institute of Scientific and Technical Information of China (English)

    张悦; 陆虹; 王爱华; 刘文静; 杨兰

    2014-01-01

    目的:了解山东省助产从业人员核心胜任力现状。方法:采用助产士核心胜任力量表对山东省231名助产从业人员进行问卷调查。结果:助产从业人员的核心胜任力总均分为(4.09±0.36)分,其中孕期保健、分娩期保健维度得分较高,公共卫生保健、孕前保健维度得分较低。助产从业人员的年龄、工作年限、助产工作年限、职称与其核心胜任力呈显著正相关(P<0.01)。结论:教育者应进一步完善助产专业教育和在职培训,促进助产从业人员核心胜任力的全面提高。%Objective: To investigate the current status of core competency among midwifery staff in Shandong province. Methods: Totally 231 midwifery staff in Shandong province were investigated by the Midwife Core Competence Questionnaire. Results: The mean score of the core competence among midwifery staff was (4.09±0.36), with higher scores in antenatal care and intrapartum care, and lower scores in public health care and pregestational care. The scores had positive relationship with age, working years, working yeas as a midwife, and the professional titles (P<0.01). Conclusion: We should pay more attention to humanity and sociality of midwifery profession, perfect the professional midwifery education and on-the-job training, and improve core competence in midwifery team.

  19. Core competence is the key for hospitals to survive and develop%医院核心能力的构建与运用

    Institute of Scientific and Technical Information of China (English)

    苏国同; 何志成

    2003-01-01

    介绍了核心能力(core competence)的概念,论述了建立核心价值观念,培养医院核心能力应注意的问题.指出在核心能力的运用中要坚持以能为本,以德为先,自我超越.

  20. Current Market Demand for Core Competencies of Librarianship—A Text Mining Study of American Library Association’s Advertisements from 2009 through 2014

    OpenAIRE

    Qinghong Yang; Xingzhi Zhang; Xiaoping Du; Arlene Bielefield; Yan Quan Liu

    2016-01-01

    As librarianship evolves, it is important to examine the changes that have taken place in professional requirements. To provide an understanding of the current market demand for core competencies of librarianship, this article conducts a semi-automatic methodology to analyze job advertisements (ads) posted on the American Library Association (ALA) Joblist from 2009 through 2014. There is evidence that the ability to solve unexpected complex problems and to provide superior customer service ga...

  1. Identification on core competence of real estate development enterprises%房地产开发企业核心竞争力识别

    Institute of Scientific and Technical Information of China (English)

    韩言虎; 罗福周

    2014-01-01

    核心竞争力是企业竞争优势的动力来源,为了对房地产开发企业核心竞争力进行有效识别,以系统整合的观点,借助企业价值链和供应链等分析工具,构建了包括基础层、核心层和表现层的结构模型。然后以陕西省的房地产企业为例进行实证研究,结果显示房地产企发企业核心竞争力由物业产品保证、资本运筹、人力资源、项目盈利保证、社会关系、组织管理、战略管理、市场推广、企业文化十个方面的关键能力构成,验证了房地产开发企业核心竞争力结构模型具有较好的解释能力,准确的识别了房地产开发企业核心竞争力。%Core competence is the power source of competitive advantages of enterprises. In order to effectively identify real estate enterprise’s core competence, this research constructs the model including base layer, core layer and presentation layer with a view of system integration using the analysis tools of value chain and supply chain management. Further empirical research is carried out among the representative enterprises in Shanxi province. The real estate enterprise’s core competence is decomposed into 10 aspects of key abilities which are property products, capital planning and management, human resource, project profit, social relations, organizational management, strategic management, market promotion, and enterprise culture. The empirical results show that the structure model can help explain real estate enterprises’ core competence better, in identifying real estate enterprise’s core competence.

  2. Methods of sociological diagnostics in the assessment of staff's competencies: a case of a state museum (St. Petersburg, Russia

    Directory of Open Access Journals (Sweden)

    Asiia Usiaeva

    2016-01-01

    Full Text Available The study is dedicated to research of methods of sociological diagnostics, which can be used in the assessment of staff's competencies. Theoretical framework of this survey is T. Parson’s structural functionalism, the approach that sees the society as a complex system. The research questions were how we can analyze competencies by using sociological diagnostics and what the features of sociological diagnostics are. In order to achieve the target, it was analyzed the assessment of staff's competencies in the museum complex “The Cathedral”, Saint-Petersburg, Russia. Methodology of the research was structured observation, data collected by using “Mystery shopper” method. As a result, it was showed which techniques were applied in the staff’s assessment in this museum. Besides, the researcher discovered the level of museum staff’s competencies and revealed that the least developed employees’ competence was communication with visitors.

  3. Methodology for the Systematic Assessment of the Regulatory Competence Needs (SARCoN) for Regulatory Bodies of Nuclear Installations

    International Nuclear Information System (INIS)

    A regulatory body’s competence is dependent, among other things, on the competence of its staff. A necessary, but not sufficient, condition for a regulatory body to be competent is that its staff can perform the tasks related to the functions of the regulatory body. In 2001, the IAEA published TECDOC 1254, Training the Staff of the Regulatory Body for Nuclear Facilities: A Competency Framework, which examines the manner in which the recognized regulatory functions of a nuclear regulatory body results in competence needs. Using the internationally recognized systematic approach to training, TECDOC 1254 provides a framework for regulatory bodies for managing training and developing, and maintaining the competence of its staff. It has been successfully used by many regulatory bodies all over the world, including States embarking on a nuclear power programme. The IAEA has also introduced a methodology and an assessment tool — Guidelines for Systematic Assessment of Regulatory Competence Needs (SARCoN) — which provides practical guidance on analysing the training and development needs of a regulatory body and, through a gap analysis, guidance on establishing competence needs and how to meet them. In 2013, the IAEA published Safety Reports Series No. 79, Managing Regulatory Body Competence, which provides generic guidance based on IAEA safety requirements in the development of a competence management system within a regulatory body’s integrated management system. An appendix in the Safety Report deals with the special case of building up the competence of regulatory bodies as part of the overall process of establishing an embarking State’s regulatory system. This publication provides guidance for the analysis of required and existing competences to identify those required by the regulatory body to perform its functions and therefore associated needs for acquiring competences. Hence, it is equally applicable to the needs of States embarking on nuclear power

  4. The New Reality of Competing: Strategic Marketing Intelligence and the Assessment of the Business Transformational Model Proposition

    Directory of Open Access Journals (Sweden)

    Nurhan Papatya

    2011-01-01

    Full Text Available Problem statement: The study contains "Strategic Marketing Intelligence (SMI" contents and formation which are directed to the business’s permanent and continuous priority and the investigation of "transformational model proposition", designing bases, the thought of transformation to core competence and proposed model’s applicability and advantages. Approach: This study is handled as a qualitative assessment related to restricting content of the concepts and to theorize an explanatory hypothesis under the base of data and document analysis. Now therefore, it’s evaluated as a conceptual study connected to theorizing model. Results: SMI transformational model proposition has been assessed related to settling the telescoping system which is connected to the new reality of competition and integrated system leadership and helpful at determining their own system development and at easing the obtainment of the system leadership by presenting a reliable topographic map. Conclusion: A business’s existing in today/future, not being a follower but to be the followed one, always without losing setting sail in a free soul, handling integral system leadership are all depend on creating permanent values/being in action oriented activities. Creating permanent values/being in action oriented activities can be possible just with correct assessed/lead informatics, inclusive/completive SMI, which is reachable, correct, full in time, cross coordinative, shared.

  5. Assessment of Management Competencies Possessed by Postgraduate University Business Education Students to Handle Entrepreneurship Business Challenges in Nigeria

    Science.gov (United States)

    Okoro, James

    2015-01-01

    University Business Education graduates, by the nature of their programme, ought to possess relevant management competencies for successful entrepreneurship but casual observation and empirical reports indicate that they are not doing well in this aspect. Therefore, this study assessed the management competencies possessed by the university…

  6. The effects of self-assessment and supervisor feedback on residents' patient-education competency using videoed outpatient consultations

    NARCIS (Netherlands)

    Wouda, Jan C.; van de Wiel, Harry B. M.

    2014-01-01

    Objectives: To determine the effects of residents' communication self-assessment and supervisor feedback on residents' communication-competency awareness, on their patient-education competency, and on their patients' opinion. Methods: The program consisted of the implementation of a communication se

  7. Competencies in Geriatric Nursing: Empirical Evidence from a Computer-Based Large-Scale Assessment Calibration Study

    Science.gov (United States)

    Kaspar, Roman; Döring, Ottmar; Wittmann, Eveline; Hartig, Johannes; Weyland, Ulrike; Nauerth, Annette; Möllers, Michaela; Rechenbach, Simone; Simon, Julia; Worofka, Iberé

    2016-01-01

    Valid and reliable standardized assessment of nursing competencies is needed to monitor the quality of vocational education and training (VET) in nursing and evaluate learning outcomes for care work trainees with increasingly heterogeneous learning backgrounds. To date, however, the modeling of professional competencies has not yet evolved into…

  8. Assessing engineering students' demonstration of workplace competencies in experiential learning environments through internships and cooperative work experiences

    Science.gov (United States)

    Laingen, Mark A.

    This study investigates the relationships between supervisor assessments and internship students' self-assessments for 15 workplace competencies, demonstrated in an internship or cooperative work environment. The 15 workplace competencies were developed by Iowa State University in collaboration with over 200 constituents comprised of Iowa State University COE alumni, engineering employers, COE faculty, partnering international faculty, and COE students, to provide clear, independent, and assessable measures for the eleven learning outcomes identified in the ABET Criterion 3 (a-k) outcomes. The study investigated workplace competency assessment data collected over ten years, commencing with the fall 2001 internship assessment term and concluding with the fall 2011 assessment term. The study used three separate methodologies to analyze workplace competency assessments in the COE. Part 1 analyzed data across the fifteen workplace competencies, and across ten programs in the College of Engineering, that have been involved with the workplace competency assessment of internship and cooperative students from the beginning of data collection in 2001. Supervisor assessment ratings were compared to internship student self-assessment ratings across the ten-year span from 2001-11using the non-parametric equivalent of the paired t-test; the Wilcoxon singed rank test for paired data. Part 2 of the study investigated the relationship between supervisor and student self-assessment data across assessment terms related to the 2001-05 and 2006-11 ABET accreditation cycles. The third part investigated how data tracking workplace competency strengths and weaknesses and ABET outcomes achievement percentages have changed between the assessment terms across accreditation cycles. Part 3 included an on-line survey sent to program curriculum committee members involved with workplace competency assessment data that investigated how the engineering programs are utilizing this data in support

  9. Brief Discussion on Strategies of Improving Core Competences of Small and Medium-sized Enterprises%提升中小企业核心竞争力策略初探

    Institute of Scientific and Technical Information of China (English)

    刘振宇; 郝翔宇; 赵敏; 田建红

    2012-01-01

    介绍了企业核心竞争力的概念,阐述了企业核心竞争力的特征和要素,提出了如何打造和构建企业核心竞争力的相关策略。%The authors introduced concept of core competences of enterprises.Then,the authors expounded features and elements of core competences of enterprises.Finally,the authors put forward related strategies of building core competences of enterprises.

  10. CORE

    DEFF Research Database (Denmark)

    Krigslund, Jeppe; Hansen, Jonas; Hundebøll, Martin;

    2013-01-01

    different flows. Instead of maintaining these approaches separate, we propose a protocol (CORE) that brings together these coding mechanisms. Our protocol uses random linear network coding (RLNC) for intra- session coding but allows nodes in the network to setup inter- session coding regions where flows...... intersect. Routes for unicast sessions are agnostic to other sessions and setup beforehand, CORE will then discover and exploit intersecting routes. Our approach allows the inter-session regions to leverage RLNC to compensate for losses or failures in the overhearing or transmitting process. Thus, we...... increase the benefits of XORing by exploiting the underlying RLNC structure of individual flows. This goes beyond providing additional reliability to each individual session and beyond exploiting coding opportunistically. Our numerical results show that CORE outperforms both forwarding and COPE...

  11. Investigation research of blood purification nurse's core competence%血液净化专业护士核心能力的调查研究

    Institute of Scientific and Technical Information of China (English)

    戴欢欢; 常美; 吉小静; 刘顺玉

    2013-01-01

    Objective:To describe the status quo of core competency of nurses in the profession of the blood purification. Methods:A total of 68 clinical nur-ses in the profession of the blood purification were recruited by convenience sampling method and were investigated with competency inventory for registered and general characteristics of questionnaire of nurses. Results:The core competency of nurses in the profession of the blood purification was only at medium level, the highest was personal relationship, the lowest was critical thinking. Hospital level, occupational tenure, education background affect core competen-cy. Conclusion:Clinical nursing core ability remains to be further improved, the hospital nursing managers should strengthen the clinical nurse education, training and practice, in order to raise the core competencies of nurses.%目的:探讨血液净化中心专业护士的核心能力.方法:采用便利取样的方法选取10所医院68名血液净化中心的临床护理人员,采用护士一般人口情况调查表、中国注册护士核心能力量表进行调查.结果:血液净化中心的专业护士核心能力处于中等水平,得分最高的为人际关系,得分最低的是批判性思维能力.医院级别、护龄、学历、职称能影响核心能力.结论:临床护士核心能力有待于进一步提高,医院的护理管理者应该加强对临床护士的教育、培训和实践,以此提高护士核心能力.

  12. PROFESSIONAL EDUCATION QUALITY DEVELOPMENT AND ITS ASSESSMENT IN COMPETENCE-BASED MODEL OF LEARNING

    Directory of Open Access Journals (Sweden)

    Irina N. Emelyanova

    2015-01-01

    Full Text Available The paper deals with the problem of professional education assessment that has become more serious due to competence-based model of learning implementation in higher professional education. The purpose of the article is to reveal the contradictions occurred while implementing competence-based model of learning in higher professional education, and justify rationale for professional training improvement in accordance with professional and federal state educational standards. Methods. The methods involve: the comparative analysis – to study educational occupational standards and federal state educational standards on pedagogical education; and prognostic analysis – to study the analysis of development of a modern educational situation. Results. The basic problem aspects of education quality assessment of modern vocational training are formulated. The study has revealed the following contradictions: a in occupational and federal state educational standards; b in educational matters approaching the career conditions and occupational behaviour pattern development mechanism, and real-time correction of occupational behaviour pattern; c in main educational programs thematic structuring and meta-concreteness of competences content; d in education quality improvement requirements and lack of clear quality criteria; e in new teaching techniques and teachers’ readiness to work with them. The contradictions mentioned require some new resources for their adjustment. Scientific novelty. The research findings include a verification and explanation of the professional education idea and mechanism based on professional behaviour pattern and focused on gradual professional socialization. Some ways of professional education formation and quality improvement are suggested. They involve the mechanisms of coordination at all stages of professional training: occupational standards and educational standards development, main educational programmes and

  13. Competencies development and self-assessment in maintenance management e-training

    Science.gov (United States)

    Papathanassiou, Nikos; Pistofidis, Petros; Emmanouilidis, Christos

    2013-10-01

    The maintenance management function requires staff to possess a truly multidisciplinary set of skills. This includes competencies from engineering and information technology to health and safety, management and finance, while also taking into account the normative and legislative issues. This body of knowledge is rarely readily available within a single university course. The potential of e-learning in this field is significant, as it is a flexible and less costly alternative to conventional training. Furthermore, trainees can follow their own pace, as their available time is often a commodity. This article discusses the development of tools to support competencies development and self-assessment in maintenance management. Based on requirements arising from professional bodies' guidelines and a user survey, the developed tools implement a dedicated maintenance management training curriculum. The results from pilot testing on academic and industrial user groups are discussed and user evaluations are linked with specific e-learning design issues.

  14. [Research on Assessment Methods of Spectrum Data Quality of Core Scan].

    Science.gov (United States)

    Xiu, Lian-cun; Zheng, Zhi-zhong; Yin, Liang; Chen, Chun-xia; Yu, Zheng-kui; Huang, Bin; Zhang, Qiu-ning; Xiu, Xiao-xu; Gao, Yang

    2015-08-01

    Core scan is the instrument used for core spectrum and pictures detection that has been developed in recent years. Cores' data can be digitized with this equipment, then automatic core catalog can be achieved, which provides basis for geological research, mineral deposit study and peripheral deposit prospecting. Meanwhile, an online database of cores can be established by the means of core digitalization to solve the cost problem caused by core preservation and share resources. Quality of core data measurement directly affects the mineral identification, reliability of parameter inversion results. Therefore it's very important to quasi-manage the assessment of data quality with the instrument before cores' spectrum testing services. Combined with the independent R&D of CSD350A type core scan, and on the basis of spectroscopy basic theory, spectrum analysis methods, core spectrum analysis requirements, key issues such as data quality assessment methods, evaluation criteria and target parameters has been discussed in depth, and comprehensive assessment of independent R&D of core scan has been conducted, which indicates the reliability and validity of spectrum measurements of the instrument. Experimental tests show that the methods including test parameters and items can perfectly response the measurements of reflectance spectrum, wavelength accuracy, repeatability and signal to noise ratio with the instrument. Thus the quality of core scan data can be evaluated correctly, and the foundation of data quality for commercial services can be provided. In the case of the current lack of relevant assessment criteria, the method this study proposes for the assessment has great value in the work of core spectrum measurements.

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

    Science.gov (United States)

    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.

  16. Methods of sociological diagnostics in the assessment of staff's competencies: a case of a state museum (St. Petersburg, Russia)

    OpenAIRE

    Asiia Usiaeva; Mariia Rubtcova; Irina Pavlenkova; Svetlana Petropavlovskaya

    2016-01-01

    The study is dedicated to research of methods of sociological diagnostics, which can be used in the assessment of staff's competencies. Theoretical framework of this survey is T. Parson’s structural functionalism, the approach that sees the society as a complex system. The research questions were how we can analyze competencies by using sociological diagnostics and what the features of sociological diagnostics are. In order to achieve the target, it was analyzed the assessment of staff's comp...

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

    Science.gov (United States)

    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

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

    Science.gov (United States)

    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

  19. Measuring Mastery: Best Practices for Assessment in Competency-Based Education. AEI Series on Competency-Based Higher Education

    Science.gov (United States)

    McClarty, Katie Larsen; Gaertner, Matthew N.

    2015-01-01

    Competency-based education (CBE) programs are growing in popularity as an alternative path to a postsecondary degree. Freed from the seat-time constraints of traditional higher education programs, CBE students can progress at their own pace and complete their postsecondary education having gained relevant and demonstrable skills. The CBE model has…

  20. Assessing Social Competence and Behavior Problems in a Sample of Italian Preschoolers Using the Social Competence and Behavior Evaluation Scale

    Science.gov (United States)

    Sette, Stefania; Baumgartner, Emma; MacKinnon, David P.

    2015-01-01

    Research Findings: The main goals of this study were to examine the factor validity of the Social Competence and Behavior Evaluation (SCBE-30) scale using exploratory factor analysis and confirmatory factor analysis and to test factor invariance across gender in a sample of Italian preschool-age children (241 boys, 252 girls). The concurrent…

  1. 中式快餐企业的核心竞争力分析%An Analysis of Core Competence of Chinese Fast Food Enterprise

    Institute of Scientific and Technical Information of China (English)

    刘鑫

    2012-01-01

    随着快餐业的迅速发展,中西快餐的竞争也越加明显,当前中式快餐企业面临着巨大的挑战和机遇,现代中式快餐业发展的关键在于建立长期的优势,形成自己的核心竞争力。本文首先介绍了企业核心竞争力及快餐的相关概念,然后阐述了我国现代快餐业的发展概况,接着分析了乡村基在形成核心竞争力过程中所面临的问题,最后针对问题提出相应的建议,以进一步提高中式快餐企业的核心竞争力。%With the rapid development of fast food industry, the competition between Chinese and western fast food is increasingly apparent. At present, the Chinese fast food enterprises are facing unprecedented challenges and opportunities. Having long - term advantages and forming its own core competition are the keys to the development of modem Chinese fast food industry. This paper introduces some concepts of enterprises'core competence and fast food in the beginning, and describes the profile of the development of domestic modern fast food industry. Next, it analyzes the problems the CSC faces while forming its core competence, At last, we worked out some suggestions for these problems to further improve CSC's core competence.

  2. 浅谈地方高校图书馆核心竞争力管理%On the management of the core competence of the local university library

    Institute of Scientific and Technical Information of China (English)

    何敏

    2014-01-01

    An overview of the core competence of localuniversity library, points out the necessity, the management of the core competence of Local University Library in combination with the actual situation, from the characteristics of the core competence of local university library, analyzes some principles of the management of the core competence of the local university library should follow.%对地方高校图书馆核心竞争力进行概述,指出地方高校图书馆核心竞争力管理的必要性,结合实际,从地方高校图书馆核心竞争力特点出发,分析了地方高校图书馆核心竞争力管理应该遵循的一些原则。

  3. 高职市场营销专业学生职业核心能力培养研究%Research on Core Professional Competence Training of Marketing Students

    Institute of Scientific and Technical Information of China (English)

    李旭芳

    2014-01-01

    职业核心能力是高职教育的重要内容,本文从营销职业核心能力的定义出发,总结了高职市场营销专业学生的职业核心能力结构现状,并指出提升营销专业学生职业核心能力的几种有效途径。%Professional competence training is the core of vocational education .T his paper in-troduces the definition of professional core competence ,and points out some problems about marketing students'professional core competence ,and puts forward methods on how to en-hance their core professional competence .

  4. Metrics for Success: Strategies for Enabling Core Facility Performance and Assessing Outcomes.

    Science.gov (United States)

    Turpen, Paula B; Hockberger, Philip E; Meyn, Susan M; Nicklin, Connie; Tabarini, Diane; Auger, Julie A

    2016-04-01

    Core Facilities are key elements in the research portfolio of academic and private research institutions. Administrators overseeing core facilities (core administrators) require assessment tools for evaluating the need and effectiveness of these facilities at their institutions. This article discusses ways to promote best practices in core facilities as well as ways to evaluate their performance across 8 of the following categories: general management, research and technical staff, financial management, customer base and satisfaction, resource management, communications, institutional impact, and strategic planning. For each category, we provide lessons learned that we believe contribute to the effective and efficient overall management of core facilities. If done well, we believe that encouraging best practices and evaluating performance in core facilities will demonstrate and reinforce the importance of core facilities in the research and educational mission of institutions. It will also increase job satisfaction of those working in core facilities and improve the likelihood of sustainability of both facilities and personnel.

  5. Metrics for Success: Strategies for Enabling Core Facility Performance and Assessing Outcomes.

    Science.gov (United States)

    Turpen, Paula B; Hockberger, Philip E; Meyn, Susan M; Nicklin, Connie; Tabarini, Diane; Auger, Julie A

    2016-04-01

    Core Facilities are key elements in the research portfolio of academic and private research institutions. Administrators overseeing core facilities (core administrators) require assessment tools for evaluating the need and effectiveness of these facilities at their institutions. This article discusses ways to promote best practices in core facilities as well as ways to evaluate their performance across 8 of the following categories: general management, research and technical staff, financial management, customer base and satisfaction, resource management, communications, institutional impact, and strategic planning. For each category, we provide lessons learned that we believe contribute to the effective and efficient overall management of core facilities. If done well, we believe that encouraging best practices and evaluating performance in core facilities will demonstrate and reinforce the importance of core facilities in the research and educational mission of institutions. It will also increase job satisfaction of those working in core facilities and improve the likelihood of sustainability of both facilities and personnel. PMID:26848284

  6. [The assessment of free volitional competence in cases of suicide with life insurance].

    Science.gov (United States)

    Cording, C; Sass, H

    2009-09-01

    The German insurance law stipulates that in cases of suicide, life insurance providers are not obligated to pay within a restriction period of 3 years, except if it can be proven that the suicide was committed in a state that precludes the insured's ability to make free choices. The relevant psychiatric assessment criteria are identical with those of mental and volitional competence in general. However, a different profile of patients and other disorders are involved, mainly depressive syndromes, but also chronic alcoholism as well as schizophrenic and paranoid syndromes. The assessment has to be based on the legal concept of mental disorder, which is different from the current diagnostic classifications in psychiatry. Decisive psychopathological symptoms are impairment of reality control, of volition and/or of judgement. These posthumous assessments are particularly difficult and require a thorough knowledge of psychopathology as well as of the relevant jurisdiction. The latter is summarised in this article.

  7. Assessment as a Factor Encouraging the Learning-to-Learn Competency

    Directory of Open Access Journals (Sweden)

    Milena Ivanus Grmek

    2014-06-01

    Full Text Available The paper presents the learning to learn competence, and teacher’s role in promoting its development through assessment and providing feedback. Teaching for learning to learn affects teacher behavior in the classroom, resulting in greater accountability and in revised attitudes towards the students. From teachers it requires a different conception of their own knowledge, teaching and learning, and contributes to increased autonomy of learners. Among the factors of learning school can influence assessment and self-assessment and the content and forms of feedback were exposed. The survey results remind us that a majority of participating teachers in basic school estimate they perform the activities to promote learning to learn carried relatively frequently, there are, however, differences depending on teachers’ work experience.

  8. Music Therapy Assessment and Development of Parental Competences in Families Where Children Have Experienced Emotional Neglect

    DEFF Research Database (Denmark)

    Jacobsen, Stine Lindahl

    2012-01-01

    In trying to aid difficulties within social services of assessing families at risk, the thesis sat out to strengthen, further develop, and test a music therapy assessment tool, Assessment of Parenting Competencies (APC). The study also aimed to examine the effect of music therapy on parenting...... group of 18 parents with neglected children and a nonclinical group of 34 parents with non-neglected children. The study also included an experimental design with a randomized controlled trial only applied to the clinical group. In the experimental design there were two conditions: a music therapy...... for differences in patterns of interaction. Data for this portion of the study consisted of interaction microanalysis including a graphic notation of the interplay of turns, which enabled both descriptions and analyses of differences between clinical and nonclinical families’ communication in music therapy...

  9. Intercultural competence in medical education - essential to acquire, difficult to assess.

    Science.gov (United States)

    Hamilton, John

    2009-09-01

    Determining student acquisition of intercultural competence (awareness, skills, knowledge and attitudes) is necessary in medical courses. However, addressing students' learning needs and developing effective tools to measure development of intercultural competence is challenging. Where this is done inadequately, skills may be overlooked or simplistic, one dimensional notions of culture be reinforced. This article examines aspects of the OSCE station development process, raising questions about how and when to assess acquisition of IC in undergraduate medical courses. It cautions against development of assessment tools which may lack authenticity and require students to engage in interactions which are unnatural. It argues for skills consistent with IC to be viewed as part of, and not separate from, the broad spectrum of skills which are a feature of any sensitive and appropriate doctor-patient interaction. Finally it advocates careful consideration of the optimum time to assess students' capacity to demonstrate IC in their interactions with patients, peers and staff, suggesting that this should come in later rather than earlier years, following theoretical, experiential and reflective learning. PMID:19811193

  10. Intercultural competence in medical education - essential to acquire, difficult to assess.

    Science.gov (United States)

    Hamilton, John

    2009-09-01

    Determining student acquisition of intercultural competence (awareness, skills, knowledge and attitudes) is necessary in medical courses. However, addressing students' learning needs and developing effective tools to measure development of intercultural competence is challenging. Where this is done inadequately, skills may be overlooked or simplistic, one dimensional notions of culture be reinforced. This article examines aspects of the OSCE station development process, raising questions about how and when to assess acquisition of IC in undergraduate medical courses. It cautions against development of assessment tools which may lack authenticity and require students to engage in interactions which are unnatural. It argues for skills consistent with IC to be viewed as part of, and not separate from, the broad spectrum of skills which are a feature of any sensitive and appropriate doctor-patient interaction. Finally it advocates careful consideration of the optimum time to assess students' capacity to demonstrate IC in their interactions with patients, peers and staff, suggesting that this should come in later rather than earlier years, following theoretical, experiential and reflective learning.

  11. A Brief Research on Higher Vocational Education Teaching and Cultivation of Professional Core Competencies%高职专业课程教学与职业核心能力培养初探

    Institute of Scientific and Technical Information of China (English)

    于国锋

    2011-01-01

    本文在分析高职道路桥梁工程技术专业人才培养目标和职业核心能力,认为在专业教学过程中应重视专业能力培养和职业核心能力的融合,主张采用渗透策略,从课程培养目标、课程内容、课程教学方法和考核方式等多方面进行改革,全面提高教学质量。%Based on the analysis of the Road and Bridge Engineering Technology Specialty in higher vocational education talents training target and professional core competencies, the specialized teaching process should pay attention to professional ability training and occupation core competence integration, advocate the use of penetration strategy, from curriculum training target, content, curriculum teaching methods and assessment methods and other aspects of reform, so as to improve the teaching quality.

  12. Assessment of HCDA energetics in the CRBRP heterogeneous reactor core

    International Nuclear Information System (INIS)

    The results of hypothetical core disruptive event analyses for the CRBRP heterogeneous reactor core are reported. The analytical results cover a large number of parametric cases including variations in design parameters and phenomenological assumptions. Reactor core configurations at the beginning of cycle one and end of cycle four are evaluated. The energetic consequences are evaluated based upon both fuel expansion thermodynamic work potential and a relative probability assignment. It is concluded that the structural loads, which result from 101 megajoules of available expansion work at sodium slug impact on the reactor closure head (equivalent to 661 megajoules of fuel expansion work to one atmosphere), is an adequate energetic consequence envelope for use in specifying the Structural Margins Beyond the Design Basis

  13. Assessment of HCDA energetics in the CRBRP heterogeneous reactor core

    Energy Technology Data Exchange (ETDEWEB)

    Rhow, S K; Switick, D M; McElroy, J L; Joe, B W; Elawar, Z J

    1981-03-27

    The results of hypothetical core disruptive event analyses for the CRBRP heterogeneous reactor core are reported. The analytical results cover a large number of parametric cases including variations in design parameters and phenomenological assumptions. Reactor core configurations at the beginning of cycle one and end of cycle four are evaluated. The energetic consequences are evaluated based upon both fuel expansion thermodynamic work potential and a relative probability assignment. It is concluded that the structural loads, which result from 101 megajoules of available expansion work at sodium slug impact on the reactor closure head (equivalent to 661 megajoules of fuel expansion work to one atmosphere), is an adequate energetic consequence envelope for use in specifying the Structural Margins Beyond the Design Basis.

  14. 公共信息服务机构核心能力动态演进及培育研究%A Study of the Dynamic Evolution and Cultivation of the Core Competence of Public Information Service Institutions

    Institute of Scientific and Technical Information of China (English)

    石艳霞; 崔珍

    2015-01-01

    核心能力是公共信息服务机构生存和发展的根本.在动态变化的竞争环境中,公共信息服务机构所具备的能力决定了该机构的竞争优势及未来发展.文章分析公共信息服务机构核心能力构成因素,并结合核心能力动态性特点运用DYNAMO语言对公共信息服务机构核心能力动态演进过程进行阐释,最后针对演进过程提出公共信息服务机构核心能力动态培育策略.%Core competence play a fundamental role in terms of the survival and development of public information service institutions. In a dynamic competitive environment, the competitive advantages and future development of a public information service institution are decided by its core competence. We addressed the elements of the core competence of public information service institutions. Taking the dynamics of the core competence into account, we also explained the dynamic evolution process of the core competence, using DYNAMO language. Strategies to cultivate the core competence are suggested based on the knowledge of the dynamic evolution process.

  15. Research on Evolution of Enterprise Core Competence in the Era of Knowledge Economy%知识经济背景下企业核心竞争力演化研究

    Institute of Scientific and Technical Information of China (English)

    张建华

    2013-01-01

    It is known that sustainable competition advantage is the basic guarantee for enterprise sustainable development, and enterprise core competence is the source of its sustainable competition advantage. The stability of core competence is relative, whereas dynamic evolvement is absolute. In different economy eras, there are differences in core resource and core capability. In order to adapt to the new characteristic and demand of knowledge economy era, enterprise core competence develops and evolves driven by the transformation from industrial economy to knowledge economy. Therefore, in this paper, the summary of research on the connotation and its e-volving process of enterprise core competence are carried out firstly. Then, three challenges and two opportunities are deeply analyzed, which enterprise core competence is up against in the era of knowledge economy. On the basis, the direction, track and evaluation standard of enterprise core competence evolution is studied, in the background of knowledge economy. All the work is expected to enhance enterprise ability to rebuild and improve its core competence, to win competition and realize sustainable development in knowledge economy era.%本文首先综述研究了核心竞争力的内涵及其演变历程,而后分析了在知识经济时代企业核心竞争力演化面临的三大挑战与两重机遇;在此基础上,进一步讨论了知识经济背景下企业核心竞争力演化的方向、路径、规律及其评价标准.本文研究内容将有助于企业在知识经济时代重塑、提升其核心竞争力,赢得竞争与发展.

  16. Review of neutronic assessments applied to small reactor core physics

    International Nuclear Information System (INIS)

    In its design division for material test reactors and research reactors, AREVA TA has to characterize these manufactured cores. This step is sequential with neutronics benchmarks associated with validation (standard Verification and Validation approach). The previous two points are embedded in core projects and can be run separately especially when experimental tests are foreseen for validation database enrichment. Methodological standard is given in order to match validation and benchmark process illustrated alongside with two specific items on critical research reactors (AZUR - JHR) and subcritical mock up (AZUR). (author)

  17. Developing and assessing educator beliefs about the common core

    NARCIS (Netherlands)

    Liou, Yi Hwa; Moolenaar, Nienke M.; Daly, Alan J.

    2015-01-01

    The Common Core State Standards (CCSS) potentially shifts the way US schools approach teaching and learning. Research suggests that it is important to understand how educators view the CCSS and how they believe the CCSS may impact their practice. We developed and tested an instrument to investigate

  18. Formative Assessment for the Common Core Literacy Standards

    Science.gov (United States)

    Calfee, Robert; Wilson, Kathleen M.; Flannery, Brian; Kapinus, Barbara A.

    2014-01-01

    Background/Context: As implementation of the Common Core Literacy Standards moves ahead, teachers, students, and schools are discovering that the standards demand a great deal of them in order to achieve the vision of college, career, and citizenship in the global-digital world outlined in the standards. To accomplish the goals and high…

  19. Tying Together the Common Core of Standards, Instruction, and Assessments

    Science.gov (United States)

    Phillips, Vicki; Wong, Carina

    2010-01-01

    Clear, high standards will enable us to develop an education system that ensures that high school graduates are ready for college. The Bill & Melinda Gates Foundation has been working with other organizations to develop a Common Core of Standards. The partners working with the foundation are developing tools that will show teachers what is…

  20. Agreement Among Dental Students, Peer Assessors, and Tutor in Assessing Students' Competence in Preclinical Skills.

    Science.gov (United States)

    Foley, Jennifer I; Richardson, Gillian L; Drummie, Joyce

    2015-11-01

    The aim of this study was to determine the level of agreement regarding assessments of competence among dental students, their student peers, and their clinical skills tutors in a preclinical skills program. In 2012-13 at the University of Edinburgh, second-year dental students learned to perform the following seven cavity preparations/restorations on primary and permanent Frasaco teeth: single-surface adhesive occlusal cavity; single-surface adhesive interproximal cavity; single-surface adhesive labial cavity; multi-surface adhesive cavity; multi-surface amalgam cavity; pre-formed metal crown preparation; and composite resin buildup of a fractured maxillary central incisor tooth. Each student, a randomly allocated student peer, and the clinical skills tutor used standardized descriptors to assign a competency grade to all the students' preparations/restorations. The grades were analyzed by chi-square analysis. Data were available for all 59 second-year students in the program. The results showed that both the students and their peers overestimated the students' competence compared to the tutor at the following levels: single-surface adhesive occlusal cavity (χ(2)=10.63, p=0.005); single-surface adhesive interproximal cavity (χ(2)=11.40, p=0.003); single-surface labial cavity (χ(2)=23.70, p=0.001); multi-surface adhesive cavity (χ(2)=12.56, p=0.002); multi-surface amalgam cavity (χ(2)=38.85, p=0.001); pre-formed metal crown preparation (χ(2)=40.41, p=0.001); and composite resin buildup (χ(2)=57.31, p=0.001). As expected, the lowest levels of agreement occurred on the most complicated procedures. These findings support the need for additional ways to help students better self-assess their work. PMID:26522637