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

    Directory of Open Access Journals (Sweden)

    Kari Slåtten

    2014-01-01

    Full Text Available 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.

  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. Adult educators' core competences

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne

    2016-01-01

    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...

  8. 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.

  9. 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.

  10. 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 a...

  11. 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.

  12. Core competencies in internal medicine.

    Science.gov (United States)

    Porcel, José Manuel; Casademont, Jordi; Conthe, Pedro; Pinilla, Blanca; Pujol, Ramón; García-Alegría, Javier

    2012-06-01

    The working group on Competencies of Internal Medicine from the Spanish Society of Internal Medicine (SEMI) proposes a series of core competencies that we consider should be common to all European internal medicine specialists. The competencies include aspects related to patient care, clinical knowledge, technical skills, communication skills, professionalism, cost-awareness in medical care and academic activities. The proposal could be used as a working document for the Internal Medicine core curriculum in the context of the educational framework of medical specialties in Europe.

  13. 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.

  14. One Health Core Competency Domains

    Directory of Open Access Journals (Sweden)

    Rebekah Frankson

    2016-09-01

    Full Text Available 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. Assessment of Innovation Competency

    DEFF Research Database (Denmark)

    Nielsen, Jan Alexis

    2015-01-01

    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...... competency, and communication competency) as well as assessment criteria for a number of skills relevant to these subcompetencies. These assessment criteria, it is argued, largely resonate with existing literature and they provide a detailed glimpse into how assessment of innovation competency could...

  17. 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.

  18. 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...

  19. Toward core inter-professional health promotion competencies to address the non-communicable diseases and their risk factors through knowledge translation: Curriculum content assessment

    OpenAIRE

    Dean, Elizabeth; Moffat, Marilyn; Skinner, Margot; Dornelas de Andrade, Armele; Myezwa, Hellen; Söderlund, Anne

    2014-01-01

    Background To increase the global impact of health promotion related to non-communicable diseases, health professionals need evidence-based core competencies in health assessment and lifestyle behavior change. Assessment of health promotion curricula by health professional programs is a first step. Such program assessment is a means of 1. demonstrating collective commitment across health professionals to prevent non-communicable diseases; 2. addressing the knowledge translation gap between wh...

  20. 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…

  1. 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.

  2. 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…

  3. 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.

  4. 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 re......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...... competency, and communication competency) as well as assessment criteria for a number of skills relevant to these subcompetencies. These assessment criteria, it is argued, largely resonate with existing literature and they provide a detailed glimpse into how assessment of innovation competency could...

  5. 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.

  6. 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

  7. 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…

  8. 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.

  9. 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.

  10. 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'…

  11. 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.

  12. 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

  13. 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.

  14. Structured assessments of clinical competence.

    Science.gov (United States)

    Boursicot, Katharine A M

    2010-06-01

    Clinical teachers are often involved in assessing clinical competence in the workplace, in universities and colleges. Assessments commonly used to formally assess clinical competence include long and short cases and the objective structured clinical examination which, if well designed, is a fair and reliable method of assessing clinical competence.

  15. 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.

  16. [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.

  17. The Army’s Core Competencies

    Science.gov (United States)

    2013-05-23

    Core Competence,” 49. 75 Francis Fukuyama and Abram N. Shulsky, "Military Organization in the Information Age: Lessons from the World of Business...Organizational Development Journal 25, no. 8 (2004): 622-645. Fukuyama , Francis , and Abram N. Shulsky. "Military Organization in the Information Age

  18. 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…

  19. Competency assessment of nursing staff.

    Science.gov (United States)

    Whelan, Lynn

    2006-01-01

    Changes in the healthcare industry have created great challenges for leaders of acute-care organizations. One of the greatest challenges is ensuring a competent nursing staff to care for patients within this changing environment (Boylan & Westra, 1998). Patients are more acutely ill and have shorter lengths of stay, placing greater demands on nurses who must demonstrate competency in caring for increasingly complex patients in a continually changing healthcare environment. Competency is defined as "the knowledge, skills, ability and behaviors that a person possesses in order to perform tasks correctly and skillfully" (O'Shea, 2002, p. 175). Competency assessment involves more than a checklist and a test. Hospitals are required to assess, maintain, demonstrate, track, and improve the competence of the staff. Competency assessment is an ongoing process of initial development, maintenance of knowledge and skills, educational consultation, remediation, and redevelopment. Methods to assess competencies include competency fairs, Performance Based Development System and online programs. Certain key people should be involved in the development of competencies. The department managers can give input related to department-specific competencies. Experienced staff members can provide valuable insight into the competencies that need to be assessed. Educators should be involved for providing the input for the methods used to validate competencies. Competencies are an important part of the work world. They are a part of a continual process to help ensure that the organization provides a high-quality care to its customers and patients.

  20. 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.

  1. 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.

  2. Assessment of Clinical Supervisor Competencies.

    Science.gov (United States)

    Getz, Hildy

    1999-01-01

    Presents a focus and process to assist those training clinical supervisors to assess competencies of the supervisor. States that process creates a practical framework that can be adapted for supervision competencies in other fields. Concludes that assessment methodology gives meaning to the support and structure vital at all levels of training…

  3. Competencies assessment using fuzzy logic

    Directory of Open Access Journals (Sweden)

    Matej Jevšček

    2016-06-01

    Full Text Available Research Question: Competencies evaluation is complex. The question is how to evaluate a competency which was assessed with 360° feedback, in one result using fuzzy logic tools so the result represents an actual competency development in an individual. Purpose: The purpose and goal of the study is to determine a possible process of competency evaluation that would enable creating a single competency assessment using fuzzy logic methods. Method: The theoretical part examines the current state and terminology of competencies and fuzzy logic. The empirical part consists of a quantitative research study. Data from the survey questionnaire was used for model testing. Results: An example of an »Initiative« competency evaluation model is created and tested in the research study. Testing confirmed that evaluation using fuzzy logic is efficient. Organization: The study directly affects the development of the HR function in organizations. It enables an easier and more oriented competency evaluation. Society: The study enables easier orientation in competencies development that can improve the social order as well as social responsibility and the environment indirectly. Originality: The study presents a new competency evaluation model using fuzzy logic. Limitations/Future Research: The study is restricted to one competency and certain assessors. Further research could explore the model with several assessors of the same rank.

  4. Assessing competencies during education in psychiatry.

    Science.gov (United States)

    Humphrey, Holly J; Marcangelo, Michael; Rodriguez, Elizabeth R; Spitz, Deborah

    2013-06-01

    The utilization of competencies in medical education is relatively recent. In 1999 the United States Accreditation Council for Graduate Medical Education (ACGME) established six main competencies. Since then, the American Board of Psychiatry and Neurology have approved a specific list of competencies for their specialities in each of the ACGME's core competency areas. Assessment of competencies in both medical students and residents can be achieved through such methods as structured case discussion, direct observation, simulation, standardized patients, and 360-degree assessments, etc. Each assessment methodology has specific applications in the discipline of psychiatry. This paper reviews the different methods for assessing competencies with specific examples in psychiatric education. It is not intended as a comprehensive review of all assessment methods, but to provide examples and strategies to guide psychiatric educators in their practice. Students and residents were intentionally separated because there are differences in the teaching goals and objectives, and thus in the assessment purposes and design. Students are general, undifferentiated physicians-in-training who need to learn about psychiatric nosology, examinations, and treatment. Residents are mental health professionals who need more in-depth supervision in order to hone skills in all the specialized areas that arise in psychiatric practices, making supervision a vital part of residency programs.

  5. 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.

  6. Assessment of Clinical Competence.

    Science.gov (United States)

    Newble, David I.

    1979-01-01

    Reviews current approaches to the examination of medical students' clinical competence, mentioning differences in approaches adopted in Australia, Great Britain, and North America. Test methods used in examination are discussed critically and their separate strengths and weaknesses are highlighted. Newer approaches involving multiple methods and…

  7. Assessment Mathematics Teacher's Competencies

    Science.gov (United States)

    Alnoor, A. G.; Yuanxiang, Guo; Abudhuim, F. S.

    2007-01-01

    This paper aimed to identifying the professional efficiencies for the intermediate schools mathematics teachers and tries to know at what level the math teachers experience those competencies. The researcher used a descriptive research approach, the study data collected from specialist educators and teacher's experts and previous studies to…

  8. 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.

  9. 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…

  10. 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…

  11. 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…

  12. 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.

  13. Competitive Debate as Competency-Based Learning: Civic Engagement and Next-Generation Assessment in the Era of the Common Core Learning Standards

    Science.gov (United States)

    McIntosh, Jonathan; Milam, Myra

    2016-01-01

    As the adoption and execution of the Common Core State Standards (CCSS) have steadily increased, the debate community is presented with an opportunity to be more forward thinking and sustainable through the translation to curriculum planning and next-generation assessment as a movement towards Performance-Based Assessments. This paper focuses on…

  14. 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.

  15. 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

  16. 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.

  17. 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.

  18. Complementary Core Competencies for Master of Science in Epidemiology Students

    OpenAIRE

    Nayyereh Aminisani; Seyed Morteza Shamshirgaran; Homayoun Sadeghi Bazargani; Mohamad Asghari Jafarabadi; Saeed Dastgiri; Parivin Sarbakhsh; Abdorasoul Safaiyan; Asghar Mohammadpoorasl

    2016-01-01

    Introduction: Competency-based education has been recommended in training and education of public health to reduce the gap between traditional teaching and the competencies required in practice. Epidemiology as a fundamental of public health science has come to attention. The aim of this study was to introduce a complementary core competency program for Master of Science (MSc) in epidemiology students in Iran. Methods: A workgroup in the department of statistics and epidemiology of Tabriz Uni...

  19. 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.

  20. 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.

  1. Assessing Romantic Competence in Adolescence: The Romantic Competence Interview

    Science.gov (United States)

    Davila, Joanne; Steinberg, Sara J.; Miller, Melissa Ramsay; Stroud, Catherine B.; Starr, Lisa R.; Yoneda, Athena

    2009-01-01

    This article presents preliminary psychometric data on the reliability and validity of the newly developed Romantic Competence Interview (RCI). The RCI is an interviewer-assessed measure designed to assess competence among adolescents regardless of romantic relationship status. Eighty-three early adolescent girls (m age = 13.45 years) recruited…

  2. 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…

  3. CORE COMPETENCES OF PIRACY AND MARITIME TERRORISM

    Directory of Open Access Journals (Sweden)

    Piotr Gawliczek

    2016-10-01

    Full Text Available The intensity of the attacks, the level of violence, the scale of destruction in the maritime areas forces creation of certain security conditions. Recognizing the enemy - piracy and maritime terrorism - by identifying their resources, skills and competences is necessary action in building the safety of vessels and maritime infrastructure. Building competence of terrorist organization and maritime piracy requires the involvement of many interrelated resources and their proper coordination. It seems that, as in a business model, in these criminal organizations there are similar resources, skills and competences that determine the advantage and strategic value of the organization. However, the weight of each factor is different. The same assumption can be related to piracy and the activities of the terrorist organization at sea. The results of the study suggest that the main sources of success of analyzed criminal organizations generate harm for national security. In the case of piracy, they result from the following spheres: human capital, attributable to the skills capital; structural capital, belonging to innovation capital; relational capital, depending on customers' capital. As for terrorist activities, they stem from the spheres of: human capital, belonging to social capital; structural capital, attributable to the process capital; relational capital and determined by capital of standing out. In summary, this article is intended to show a terrorist organization and maritime piracy through the prism of resources theory, skills and competences of strategic management. As one of the first, it places many questions, formulate some theses in the area of competences of organizations. Answering the questions, verification of posed theses, requires also in-depth research that will be published in subsequent works.

  4. 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…

  5. The core competencies of James Marion Sims, MD.

    Science.gov (United States)

    Straughn, J Michael; Gandy, Roy E; Rodning, Charles B

    2012-07-01

    The concept of core competencies in graduate medical education was introduced by the Accreditation Council for Graduate Medical Education of the American Medical Association to semiquantitatively assess the professional performance of students, residents, practitioners, and faculty. Many aspects of the career of J. Marion Sims, MD, are exemplary of those core competencies: MEDICAL KNOWLEDGE: Author of the first American textbook related to gynecology. MEDICAL CARE: Innovator of the Sims' Vaginal Speculum, Sims' Position, Sims' Test, and vesico-/rectovaginal fistulorrhaphy; advocated abdominal exploration for penetrating wounds; performed the first cholecystostomy. PROFESSIONALISM: Served as President of the New York Academy of Medicine, the American Medical Association, and the American Gynecologic Society. INTERPERSONAL RELATIONSHIPS/COMMUNICATION: Cared for the indigent, hearthless, indentured, disenfranchised; served as consulting surgeon to the Empress Eugénie (France), the Duchess of Hamilton (Scotland), the Empress of Austria, and other royalty of the aristocratic Houses of Europe; accorded the National Order of the Legion of Honor. PRACTICE-BASED LEARNING: Introduction of silver wire sutures; adoption of the principles of asepsis/antisepsis; adoption of the principles of general anesthesia. SYSTEMS-BASED PRACTICE: Established the Woman's Hospital, New York City, New York, the predecessor of the Memorial Sloan-Kettering Center for the Treatment of Cancer and Allied Diseases; organized the Anglo-American Ambulance Corps under the patronage of Napoleon III. What led him to a life of clinical and humanitarian service? First, he was determined to succeed. His formal medical/surgical education was perhaps the best available to North Americans during that era. Second, he was courageous in experimentation and innovation, applying new developments in operative technique, asepsis/antisepsis, and general anesthesia. Third, his curiosity was not burdened by rigid

  6. [Developing the core competencies of long-term care professionals].

    Science.gov (United States)

    Chen, Huey-Tzy; Lee, Kuang-Ting

    2012-12-01

    Longer average life expectancies and an ageing society have made long-term care an urgent and important issue in Taiwan. Although the implementation of Long-Term Care Ten-year Project four years ago has begun showing success in terms of assessing Taiwan's needs in terms of long-term care services and resources, there has been little forward progress in terms of training, recruiting and maintaining more competent professionals in the long-term care sector. This paper explores the current state of long-term care competency in Taiwan and educational strategies in place to improve the competency of long-term care professionals. Results indicate that the term geriatric competency embraces sub-competencies in direct care, communication, assessment, teamwork, cultural sensitivities and career care competencies. The term long-term care competency embraces the sub-competencies of supervision, management, information technology, resource management, and organizational skill. As a main contributor to effective long-term care, the nursing profession must employ effective strategies to develop competency-based education. Also, the profession must have an adequate supply of competent manpower to effectively respond to Taiwan's aging society.

  7. Systematic approach in petroleum personnel competence assessment

    Science.gov (United States)

    Romanyuk, Vera; Nekhoda, Evgeniya; Dmitriev, Andrey; Khudyakov, Dmitriy; Pozdeeva, Galina

    2016-09-01

    The article is devoted to professional competence improvement of personnel in the petroleum industry. The technique for competence assessment optimization in oil and gas well drilling is developed. The specification for the oil and gas industry competence profiles has been provided.

  8. The States' Role in Ensuring Assessment Competence.

    Science.gov (United States)

    Trevisan, Michael S.

    2002-01-01

    Argues that because of research evidence linking competent assessment with academic achievement, all states should require assessment competence for teacher, administrator, and counselor licenses; reviews current status of state requirements; briefly describes assessment standards developed by several national organizations; describes several…

  9. 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.

  10. Stability and Change in Markers of Core Numerical Competencies

    Science.gov (United States)

    Reeve, Robert; Reynolds, Fiona; Humberstone, Judi; Butterworth, Brian

    2012-01-01

    Dot enumeration (DE) and number comparison (NC) abilities are considered markers of core number competence. Differences in DE/NC reaction time (RT) signatures are thought to distinguish between typical and atypical number development. Whether a child's DE and NC signatures change or remain stable over time, relative to other developmental…

  11. 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…

  12. 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.

  13. The Wheel of Competency Assessment: Presenting Quality Criteria for Competency Assessment Programs

    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. (2006). The wheel of competency assessment: Presenting quality criteria for Competency Assessment Programmes. Studies in Educational Evaluation, 32, 153-170.

  14. 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.

  15. [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.

  16. 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.

  17. 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)

  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. 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.

  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. Nursing students' views of clinical competence assessment.

    Science.gov (United States)

    Bradshaw, Carmel; O'Connor, Maureen; Egan, Geraldine; Tierney, Katie; Butler, Mary Pat; Fahy, Anne; Tuohy, Dympna; Cassidy, Irene; Quillinan, Bernie; McNamara, Mary C

    This paper reports on some outcomes of a research study evaluating a new assessment framework of clinical competence used in undergraduate nursing programmes in the Mid West Region of Ireland. First, this paper presents both the strengths and weaknesses of the present model, as articulated by student nurses. Second, it generates a broader critical debate around the concept of competency assessment. The model of competence in question was developed by the Irish Nursing Board then elaborated on by the University of Limerick in partnership with local health service providers in 2002. Methodology involved a triangulated approach, comprising a series of focus group interviews with students (n=13) and preceptors (n=16) followed by a survey of students (n=232) and preceptors (n=837). Findings from the student focus groups are reported here. Themes identified using Burnard's (1991) framework for analysis are preparation for competency assessment, competency documentation, supporting assessment in practice, organisational and resource factors and the competency assessment structure and process. Results from this research have implications for refinement and revision of the present competency assessment framework, for student and staff preparation and for collaboration between stakeholders.

  4. 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.

  5. Evaluating Adult's Competency: Application of the Competency Assessment Process.

    Science.gov (United States)

    Giroux, Dominique; Tétreault, Sylvie; Landry, Marie-Pier

    2015-01-01

    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.

  6. 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.

  7. Administrator Certification Requirements for Student Assessment Competence.

    Science.gov (United States)

    Trevisan, Michael S.

    1999-01-01

    State-level administrator certification requirements were studied with respect to student-assessment expectations, using responses of state certification offices. Only 18 states require some form of student-assessment knowledge and skills, and only Washington state requires the assessment competencies promulgated by the National Policy Board for…

  8. 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...... 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...

  9. Core competencies for diversifying: case study of a small business

    OpenAIRE

    Wheeler, Colin; Trott, Paul; Maddocks, T.

    2009-01-01

    This paper addresses a significant gap within the present body of work on the resource-based view of the firm: the lack of empirical research on the resource-based perspective within the SME sector (Newbert, 2007). This study applies the resource-based view and core competencies analysis in a very practical situation: a small manufacturing firm in the UK. The study is the result of a two-year ‘action research’ project where the researcher was embedded within the firm. he manufacturing firm su...

  10. How should paediatricians assess Gillick competence?

    Science.gov (United States)

    Larcher, Vic; Hutchinson, Anna

    2010-04-01

    Competence is an essential legal requirement for valid consent to medical treatment. Children under 16 may be considered 'Gillick competent' to make treatment decisions, but may need to demonstrate this. Applied tests for competence are wide-ranging and context dependent. Competence is related to cognitive ability and experience and may be enhanced by education, encouragement etc.; there is a general duty for professionals to enhance the competence of children in their care. The need to assess a child's competence may occur when s/he wishes to make a controversial decision whose wisdom others dispute. Potential assessors should have the necessary practical skills and an understanding of the child in their social and medical context. Assessments should be developmentally appropriate, explore systemic influences, and consider the child's emotional state, cognitive development and ability to balance risks and benefits. The involvement of a psychologist or other independent third party should be considered in cases that raise serious concerns about competency, or that involve complex decisions or conflict between the various parties. In rare cases courts may be involved.

  11. 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,…

  12. Contemplating modes of assessing citizenship competences

    NARCIS (Netherlands)

    Daas, R.; ten Dam, G.; Dijkstra, A.B.

    2016-01-01

    Assessment of citizenship competences has become common practice following the statutory assignment of citizenship education to schools in many countries. Assessment can serve various goals. The suitability of various types of instruments depends on the alignment with the goals intended. In this pap

  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. Quality assessment in competency based physiotherapy education

    DEFF Research Database (Denmark)

    Brandt, Jørgen

    2012-01-01

    Purpose: To ensure a transparent and competency related assessment of physiotherapy education, in order to accomplish a close relationship between competencies at entry level to the profession and challenges in current and future health practice. Relevance: Perspectives and metods regarding...... rehabilitation and health promotion change with demografic evolvement, health politics and patterns of diseases. This calls for an ever ongoing improvement and adjustment of professional competencies being achieved during physiotherapy education. At the same time the education itself is an entity, comitted...... the relationship between learning outcome and demands for professional competencies in practice. This connection is evaluated through the behavior level. It covers newly graduated students perceptions of the degree to which they comply with expectations in physiotherapy practice.Further more the effect level...

  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. Assessment of intercultural competence in the FL classroom

    OpenAIRE

    Saška Horvat

    2011-01-01

    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...

  17. 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 clinical competence, while done in the mind of the student, can be practiced, learned and assessed.

  18. 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.

  19. 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.

  20. Multicultural Counseling Competencies: Lessons from Assessment

    Science.gov (United States)

    Kitaoka, Sean Kia i

    2005-01-01

    This article addresses multicultural counseling competencies from the perspective of quantitative assessment. A conceptual review of the current measures identifies 4 relevant issues: (a) diverse factor structures, (b) the working definition of multicultural awareness, (c) test takers' frame of reference, and (d) the implications of an inclusive…

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

    Science.gov (United States)

    Neary, Mary

    2001-01-01

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

  2. Advanced Practice Nursing Competency Assessment Instrument (APNCAI): clinimetric validation

    Science.gov (United States)

    Sastre-Fullana, Pedro; Morales-Asencio, Jose Miguel; Sesé-Abad, Albert; Fernández-Domínguez, Juan Carlos; De Pedro-Gómez, Joan

    2017-01-01

    Objective To describe the development and clinimetric validation of the Advanced Practice Nursing Competency Assessment Instrument (APNCAI) through several evidence sources about reliability and validity in the Spanish context. Design and setting APNCAI development was based on a multisequential and systematic process: literature review, instrument content consensus through qualitative Delphi method approach (a panel of 51 Advanced Practice in Nursing –APN– experts was selected) and the clinimetric validation process based on a sample of 600 nurses from the Balearic Islands public healthcare setting. Methods An initial step for tool's content development process based on Delphi method approach of expert consensus was implemented. A subsequent phase of tool validation started from the analysis of APN core competencies latent measurement model, including exploratory and confirmatory techniques. Reliability evidence for each latent factor was also obtained. Items' scores were submitted to descriptive analysis, plus univariate and multivariate normality tests. Results An eight-factor competency assessment latent model obtained adequate fit, and it was composed by ‘Research and Evidence-Based Practice’, ‘Clinical and Professional Leadership’, ‘Interprofessional Relationship and Mentoring’, ‘Professional Autonomy’, ‘Quality Management’, ‘Care Management’, ‘Professional Teaching and Education’ and ‘Health Promotion’. Conclusions Adequate empirical evidence of reliability and validity for APNCAI makes it useful for application in healthcare policy programmes for APN competency assessment in Spain. PMID:28235968

  3. 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.

  4. 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.

  5. 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

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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.

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

    OpenAIRE

    2014-01-01

    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...

  13. 42 CFR 493.1235 - Standard: Personnel competency assessment policies.

    Science.gov (United States)

    2010-10-01

    ... 42 Public Health 5 2010-10-01 2010-10-01 false Standard: Personnel competency assessment policies... Nonwaived Testing General Laboratory Systems § 493.1235 Standard: Personnel competency assessment policies... written policies and procedures to assess employee and, if applicable, consultant competency....

  14. 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.

  15. Exploring LIS Students' Beliefs in Importance and Self-Efficacy of Core Information Literacy Competencies

    Science.gov (United States)

    Pinto, Maria; Pascual, Rosaura Fernandez

    2016-01-01

    Understanding perceptions of Library and Information Science (LIS) students on two dimensions--belief in the importance (BIM) of a set of core information competencies, and Self-Efficacy (SE)--is pursued. Factor analysis implementation raises a clear distinction between BIM and SE results. This analysis points to two sets of competencies:…

  16. 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.

  17. 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.

  18. 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.

  19. The Social Validity Assessment of Social Competence Intervention Behavior Goals

    Science.gov (United States)

    Hurley, Jennifer J.; Wehby, Joseph H.; Feurer, Irene D.

    2010-01-01

    Social validation is the value judgment from society on the importance of a study. The social validity of behavior goals used in the social competence intervention literature was assessed using the Q-sort technique. The stimulus items were 80 different social competence behavior goals taken from 78 classroom-based social competence intervention…

  20. Exploring Examiner Judgement of Professional Competence in Rater Based Assessment

    Science.gov (United States)

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

    2016-01-01

    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…

  1. 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…

  2. 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.

  3. 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…

  4. 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.

  5. 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…

  6. 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.

  7. Communication and cooperation as core competencies of manager

    OpenAIRE

    Beneš, Michal

    2012-01-01

    The main goal of this thesis was to describe and analyse communication and cooperation, as the basic manager´s skills. Choose forms to find and measurement of these competences, with evaluation and describe actual level of management and suggest alternative to growth his skills in lifelong learning.

  8. 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.

  9. 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.

  10. 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....... This development gives reasons to reconsider the content in EE and how it is taught. If creativity and innovation are the new key components in academic training of engineers it is also necessary to embrace openness to collaboration and multidisciplinary, holistic views on real life complex problems, and design...... 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...

  11. School Nurse Cultural Competence Needs Assessment: Results and Response.

    Science.gov (United States)

    Matza, Maria; Maughan, Erin; Barrows, Beth M

    2015-11-01

    NASN conducted a needs assessment to learn about the cultural competence skills needed by school nurses. The purpose of this article is to describe the results of the needs assessment and describe actions taken to address cultural competency needs for the U.S. school nurse workforce.

  12. Valuing Assessment in Teacher Education - Multiple-Choice Competency Testing

    Science.gov (United States)

    Martin, Dona L.; Itter, Diane

    2014-01-01

    When our focus is on assessment educators should work to value the nature of assessment. This paper presents a new approach to multiple-choice competency testing in mathematics education. The instrument discussed here reflects student competence, encourages self-regulatory learning behaviours and links content with current curriculum documents and…

  13. Assessing Romantic Competence among Older Adolescents

    Science.gov (United States)

    Shulman, Shmuel; Davila, Joanne; Shachar-Shapira, Lital

    2011-01-01

    Davila and colleagues (Davila et al., 2009) developed the Romantic Competence Interview to capture the potential for romantic competence during early adolescence. Considering that at later stages of adolescence the majority are likely to be involved in some kind of romantic relationship, the current paper adapts, extends, and examines the concept…

  14. 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.

  15. 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.

  16. [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.

  17. 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…

  18. 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.

  19. 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 youths' likelihood of successfully completing high school. This chapter applies the core competencies framework to the promotion of youths' success within the school environment. We conclude with a brief review of evidence-based prevention strategies that address the five competencies and identify avenues for future research.

  20. 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.

  1. Assessment of competence and progressive independence in postgraduate clinical training.

    NARCIS (Netherlands)

    Dijksterhuis, M.G.; Voorhuis, M.; Teunissen, P.W.; Schuwirth, L.W.; Cate, O.T.J. ten; Braat, D.D.M.; Scheele, F.

    2009-01-01

    CONTEXT: At present, competency-based, outcome-focused training is gradually replacing more traditional master-apprentice teaching in postgraduate training. This change requires a different approach to the assessment of clinical competence, especially given the decisions that must be made about the

  2. 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.…

  3. 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.

  4. 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.

  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. Fundamental Elements of the Counterintelligence Discipline. Volume 1: Universal Counterintelligence Core Competencies

    Science.gov (United States)

    2006-01-01

    interview, writing samples, written exam, Myers Briggs , Keirsey Temperament, etc. The universal core competencies for the entry level are: • Reading... Critique • Subject Matter Expertise • Laws, Policies, Procedures and Jurisdictions • Concept Facilitation/Influencing/Negotiating • Automated Data... Critique • Subject Matter Expertise • Concept Facilitation/Influencing/Negotiating • Automated Data Systems • Risk Management • Customer Awareness

  7. 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…

  8. 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…

  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. 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…

  11. 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…

  12. 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.

  13. Opportunities for Counselors from the Competency Assessment Movement.

    Science.gov (United States)

    McClelland, David C.; Boyatzis, Richard E.

    1980-01-01

    Innovations in testing emerging from the competency assessment movement offer counselors new capabilities in helping clients to understand aspects of themselves and their problems, as well as to establish directions for development and improvement efforts. (Author)

  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. [Assessing the clinical competence of dental students].

    Science.gov (United States)

    Schoonheim-Klein, M E; van Selms, M K A; Volgenant, C M C; Wiegman, H P; Vervoorn, J M

    2012-06-01

    Nowadays, the competences of dental students are tested more on the basis of quality of their achievements than the quantity. 'Objective Structured Clinical Examinations' (OSCEs) can be used in a pre-clinical phase to test these clinical competences. For the clinical phase, the general examination and the digital portfolio have been developed. Tests are used to stimulate the learning process and to determine whether students are ready for the next step; in addition, the quality of the programme is protected by the set of examinations. The results of the last 5 general examinations reveal the pattern that the number of correct answers increases as the study progresses. The Amsterdam Academic Centre for Dentistry (ACTA) introduced a digital portfolio which was evaluated 1 year later with the help ofan anonymous questionnaire. Students judged the use of the digital portfolio in the clinic to be useful but also costly in time.

  16. 核心素养本位的思想政治学科学业质量评价的策略与指标%Strategies and Indicators of Assessing Academic Performance in Ideology and Politics Based on Core Competence

    Institute of Scientific and Technical Information of China (English)

    陈友芳; 朱明光

    2016-01-01

    基于核心素养的发展水平只能通过可观测的关键行为表现加以推断这一特征。本文构建了学科任务导向型思想政治学科学业质量评价模式,运用依托情境的学科任务的完成质量度量学生的学业质量水平。在将思想政治学科任务分为描述与分类、解释与论证、预测与选择、辨析与评价的基础上,根据学科核心素养的性质特征,构建了度量每个学科任务完成质量的评价指标体系。%Based on the fact that developmental levels of core competence can only be inferred from critical observable behaviors,this article proposes a subject-task-oriented assessment model of academic performance in ideology and politics,using situational tasks to measure students’academic performance in the subject. Dividing relevant tasks into four types,namely description and classification,interpretation and demonstration,prediction and selection,analysis and evaluation,the study builds an assessment index system for the subject based on the nature and characteristics of core competence.

  17. 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.

  18. Students' Assessment and Self-assessment of Nursing Clinical Faculty Competencies: Important Feedback in Clinical Education?

    Science.gov (United States)

    Lovrić, Robert; Prlić, Nada; Zec, Davor; Pušeljić, Silvija; Žvanut, Boštjan

    2015-01-01

    The students' assessment of clinical faculty competencies and the faculty members' self-assessment can provide important information about nursing clinical education. The aim of this study was to identify the differences between the students' assessment of the clinical faculty member's competencies and the faculty member's self-assessment. These differences can reveal interesting insights relevant for improving clinical practice.

  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. 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.

  2. Entrustable Professional Activities: Teaching and Assessing Clinical Competence.

    Science.gov (United States)

    Dhaliwal, Upreet; Gupta, Piyush; Singh, Tejinder

    2015-07-01

    Entrustable Professional Activities are gaining acceptance as tools to demonstrate acquisition of competencies in a competency-based curriculum. The main advantage of Entrustable Professional Activities are that they are observable activities (thus assessable), are related to day-to-day functioning as a health care provider (thus relevant), and are awarded once the learner can be trusted to perform the activity effectively and safely, without supervision, and by integrating across different competency domains. In this article, we describe how Entrustable Professional Activities can serve as a useful learning and assessment tool. We have described the steps in formulation, the pitfalls to avoid, and the possible role of the Medical Council of India and the Indian Academy of Pediatrics in encouraging the use of Entrustable Professional Activities for executing competency-based modules.

  3. 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.

  4. 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.

  5. 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.

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

    Directory of Open Access Journals (Sweden)

    Jeanette E. Maritz

    2009-04-01

    Full Text Available 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 competencies of a business team coach as situated within an Outcomes Based Education framework and relate to the knowledge to be discovered, skills to be mastered and the attitudes to be formed during a managerial psycho-educational training programme.

  7. 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…

  8. 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.…

  9. 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.

  10. Automatic and unbiased assessment of competence in colonoscopy

    DEFF Research Database (Denmark)

    Preisler, Louise; Søndergaard Svendsen, Morten Bo; Søndergaard, Bo;

    2016-01-01

    Background and aims: Colonoscopy is a difficult procedure to master. Increasing demands for colonoscopy, due to screening and surveillance programs, have highlighted the need for competent performers. Valid methods for assessing technical skills are pivotal for training and assessment. This study...

  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. 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.

  13. 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.

  14. Competency Assessment Tool (CAT). The Evaluation of an Innovative Competency-Based Assessment Experience in Higher Education

    Science.gov (United States)

    Ion, Georgeta; Cano, Elena; Cabrera, Nati

    2016-01-01

    This article examines an innovation in teaching-learning and assessment processes through the use of a platform called the Competency Assessment Tool (CAT). It allows for the tracking of student blogs with the objective of improving self-reflective processes and providing feedback. The experiment was carried out in six universities in Catalonia,…

  15. 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.

  16. 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.

  17. Assessing Interprofessional Education Collaborative Competencies in Service-Learning Course.

    Science.gov (United States)

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

    2016-03-25

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

  18. Developing Competency-Based Assessment for Library Professionals

    Directory of Open Access Journals (Sweden)

    Marilyn Harhai

    2015-04-01

    Full Text Available The assessment process for student learning is often influenced and guided by well-defined standards and competencies dictated by various accrediting bodies that oversee graduate professional programs culminating in the master’s degree. When applied in an accredited library and information science (LIS program, traditional assessment techniques, such as portfolios, grades, and authentic assessments consistently affirmed student high performance, leaving little room to demonstrate student learning and program improvement. Consequently, the program redefined its assessment plan through the development of a pre-/post-test survey instrument that aligned with learning outcomes, the curriculum, and professional competencies. Pre-test responses were analyzed through SPSS to ascertain initial findings and effectiveness of the instrument to gauge student learning and workplace performance. Implications for student advisement, curriculum adjustments, program improvement, and strengthening the assessment plan for accreditation emerged. Areas for further development, particularly in the work environment, and research were also identified.

  19. Teacher Assessment: the Concept of 'Diagnostic Competence'

    Science.gov (United States)

    Edelenbos, Peter; Kubanek-German, Angelika

    2005-01-01

    In the light of recent trends in educational assessment, language testing and the pedagogical discussion about new teacher roles, this article focuses on the skills and abilities required of a language teacher wishing to respond to these developments, with specific reference to the primary (elementary) foreign language classroom. A new concept is…

  20. 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…

  1. Objective and Structured Assessment of Lung Ultrasound Competence

    DEFF Research Database (Denmark)

    Skaarup, Søren Helbo; Laursen, Christian B; Bjerrum, Anne Sofie

    2017-01-01

    RATIONALE: Point-of-care lung ultrasound imaging has substantial diagnostic value and is widely used in respiratory, emergency and critical care medicine. Like other ultrasound examinations, lung ultrasound is operator-dependent. The current recommendations for competence in lung ultrasound sets...... a fixed number of ultrasound procedures to be performed without considering different learning rates. Recommendations do not consider different uses of lung ultrasound across specialties. OBJECTIVE: To create a reliable, valid and feasible instrument to assess lung ultrasound competence that includes...... 23 ultrasound operators of different competence levels. Examination time was measured and skill was rated by experienced observers using the assessment tool. Inter-rater agreement was examined by two observers in 9 lung ultrasound examinations. RESULTS: Consensus was obtained within 3 Delphi rounds...

  2. 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.

  3. 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.

  4. 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…

  5. 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…

  6. 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

  7. 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…

  8. Assessment of Clinical Competence: Written and Computer-Based Simulations.

    Science.gov (United States)

    Swanson, David B.; And Others

    1987-01-01

    Literature concerning the validity and reliability of both written and computer-based simulations in assessing clinical competence in the health professions is reviewed, and suggestions are given for the improvement of the psychometric qualities of simulation-based tests. (MSE)

  9. 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...

  10. 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.

  11. 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.

  12. 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

  13. 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.

  14. 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.

  15. Demonstration of portfolios to assess competency of residents.

    Science.gov (United States)

    O'Sullivan, Patricia S; Reckase, Mark D; McClain, Tina; Savidge, Mildred A; Clardy, James A

    2004-01-01

    Residency educators are identifying approaches to measure resident competence. Portfolios are well suited since they require work already completed as part of patient care where competency must be demonstrated. This paper describes assessment of the reliability and validity of portfolios in a psychiatry residency program. This was a cross-sectional study across 4years of residency education. Using guidelines, 18 residents assembled portfolios containing five entries chosen from 13 skills. Trained raters scored the portfolios. Residents and faculty were interviewed about their perceptions. Generalizability results indicated five entries and two raters were sufficient for relative decisions. Six entries or a third rater would be sufficient for absolute decisions. Portfolio scores tended to improve with years of training and correlated with psychiatric knowledge but not clinical performance. Residents and faculty identified benefits to assembling a portfolio. Portfolios incorporate tasks embedded in the residency to provide evidence of resident competency. The results support that the score is reliable and valid.

  16. Research Progress of Nurses' Core Competence%护士核心能力的研究进展

    Institute of Scientific and Technical Information of China (English)

    姜黎黎; 李忆昔

    2016-01-01

    护士核心能力是护理人员从事护理工作的时具备的良好综合能力,即通科护士核心能力与专科护士核心能力。护理人员的核心能力能够为患者提供良好的护理服务,构建和谐的护患关系,提高患者治疗与护理的依从性,使患者的早日康复。通过对护士核心能力概念及意义进行介绍,综述国内外护士核心能力的研究现状及进展,总结我国护士核心能力的现状及面临的问题,以明确护士核心能力的意义。%The core competence is a good comprehensive ability of nursing staff in the nursing time, namely the core competence and the core competence of nurses nurses in general. The core ability of the nursing staff can provide good nursing service for patients, construct the harmonious nurse patient relationship, improve the patient's treatment and nursing compliance, so that the patient's early recovery. Based on the concept of core competence of nurses and signiifcance, research status and progress at home and abroad of nurses' core competence, summing up the status quo of Chinese nurses core competence and problems, in order to clear the signiifcance of the core competence of nurses.

  17. Competence assessment of nursing graduates of Jordanian universities.

    Science.gov (United States)

    Safadi, Reema; Jaradeh, Malak; Bandak, Amal; Froelicher, Erika

    2010-06-01

    This cross-sectional survey assessed the level of competence of nursing graduates of Jordanian universities (2001-2004 cohorts) in relation to the type of university, sex, hospital type, and working area. A convenience sample (n = 258) of full-time nurses (6 months-4 years' experience) was selected from public, private, and teaching hospitals. A specifically designed tool with a rating scale of 1-5 was used to evaluate the nurses' competence in five nursing competencies (management, professionalism, problem-solving, nursing process, and knowledge of basic skills). The findings showed a satisfactory competency level with no significant differences related to the type of university or sex. General ward nurses scored significantly better than those in intensive care units in relation to management, professionalism, and nursing process, while the teaching hospital nurses showed significantly better performance in professionalism and management skills than did the nurses in the other two sectors. We recommend that nurse recruitment policies should consider individual competencies rather than innate characteristics in their selection of employees.

  18. The core competencies and MFT education: practical aspects of transitioning to a learning-centered, outcome-based pedagogy.

    Science.gov (United States)

    Gehart, Diane

    2011-07-01

    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 health professions, definitions of learning-centered and outcome-based pedagogy, and a detailed description of a systematic approach for developing a competency-based curriculum, including a list of educator competencies necessary for successful implementation.

  19. Competency assessment of microbiology medical laboratory technologists in Ontario, Canada.

    Science.gov (United States)

    Desjardins, Marc; Fleming, Christine Ann

    2014-08-01

    Accreditation in Ontario, Canada, requires that licensed clinical laboratories participate in external quality assessment (also known as proficiency testing) and perform competency evaluation of their staff. To assess the extent of ongoing competency assessment practices, the Quality Management Program--Laboratory Services (QMP-LS) Microbiology Committee surveyed all 112 licensed Ontario microbiology laboratories. The questionnaire consisted of a total of 21 questions that included yes/no, multiple-choice, and short-answer formats. Participants were asked to provide information about existing programs, the frequency of testing, what areas are evaluated, and how results are communicated to the staff. Of the 111 responding laboratories, 6 indicated they did not have a formal evaluation program since they perform only limited bacteriology testing. Of the remaining 105 respondents, 87% perform evaluations at least annually or every 2 years, and 61% include any test or task performed, whereas 16% and 10% focus only on problem areas and high-volume complex tasks, respectively. The most common methods of evaluation were review of external quality assessment (EQA) challenges, direct observation, and worksheet review. With the exception of one participant, all communicate results to staff, and most take remedial action to correct the deficiencies. Although most accredited laboratories have a program to assess the ongoing competency of their staff, the methods used are not standardized or consistently applied, indicating that there is room for improvement. The survey successfully highlighted potential areas for improvement and allowed the QMP-LS Microbiology Committee to provide guidance to Ontario laboratories for establishing or improving existing microbiology-specific competency assessment programs.

  20. 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.

  1. 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.

  2. 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.

  3. 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.

  4. Analysis of key competencies in museums. Proposal for a tool to assess key competencies in museum managers

    Directory of Open Access Journals (Sweden)

    Zara Marcela Arguello Arciniegas

    2015-11-01

    Full Text Available Within the field of Cultural Management, such a wide world and sometimes so difficult to outline in terms of all-encompassing, key competencies play a very important role. Therefore, we have tried to propose a tool to assess key competencies in cultural managers who perform their professional work in museums. We present a set of key competencies and then, a list of ten key competencies which are considered important for the staff of cultural management of a museum. For this it is assumed, first, the key competencies proposed by the universities offering master's degrees in official Cultural Management in Spain and, second, the key competencies proposed for the ICOM museum workers. Finally, we present a tool for the evaluation of the chosen key competencies.

  5. 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.

  6. Creating value-focused healthcare delivery systems: Part three--Core competencies.

    Science.gov (United States)

    Beveridge, R N

    1997-01-01

    Value is created through the delivery of high-quality, cost--effective healthcare services. The ability to create value from the providers' perspective is facilitated through the development and implementation of essential, customer-focused core competencies. These core competencies include customer relationship management, payer/provider relationship management, disease management, outcomes management, financial/cost management, and information management. Customer relationship management is the foundation upon which all core competencies must be built. All of the core competencies must focus on the needs of the customers, both internal and external. Structuring all processes involved in the core competencies from the perspective of the customer will ensure that value is created throughout the system. Payer/provider relationship management will become a crucial pillar for healthcare providers in the future. As more vertical integration among providers occurs, the management of the relationships among providers and with payers will become more important. Many of the integration strategies being implemented across the country involve the integration of hospitals, physicians, and payers to form accountable health plans. The relationships must be organized to form "win/win" situations, where all parties are focused on a shared vision of creating value and none of the parties benefits at the expense of the others. Disease management in creating value requires that we begin examining the disease process along the entire continuum. Not only must providers be able to provide high-quality acute and chronic care, but they must also begin to focus more heavily on programs of prevention. Value is created throughout the system through reducing the prevalence and incidence of disease. Only through managing the full continuum of health will value be created throughout the healthcare delivery system. Outcomes management ensures that the outcomes are the highest quality at a cost

  7. Teaching and assessing nutrition competence in a changing curricular environment.

    Science.gov (United States)

    Abood, Sarah K

    2008-01-01

    In the past, the required introductory veterinary nutrition course at Michigan State University's College of Veterinary Medicine (MSU-CVM) has provided 29 hours of didactic lectures, with student performance evaluated by short-answer or multiple-choice questions. Because of a 50% reduction in allotted course credits and a change in prerequisites for admission, the course is being redesigned to focus on three of 29 nutrition competencies outlined by the American College of Veterinary Nutrition. Professional communication skills will be developed through small-group learning experiences, case-based problems, and videotaped interviews with standardized clients to teach and assess nutrition competencies. Assessment strategies will differ from traditional multiple-choice examinations and include pre- and post-course self-efficacy ratings, written evaluations from trained standardized clients, and oral and written evaluations from coaches or facilitators.

  8. 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.

  9. 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.

  10. 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

  11. 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.

  12. 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.

  13. An Examination of Cultural Competence Training in US Medical Education Guided by the Tool for Assessing Cultural Competence Training

    Science.gov (United States)

    Jernigan, Valarie Blue Bird; Hearod, Jordan B.; Tran, Kim; Norris, Keith C.; Buchwald, Dedra

    2015-01-01

    In the United States, medical students must demonstrate a standard level of “cultural competence,” upon graduation. Cultural competence is most often defined as a set of congruent behaviors, attitudes, and policies that come together in a system, organization, or among professionals that enables effective work in cross-cultural situations. The Association of American Medical Colleges developed the Tool for Assessing Cultural Competence Training (TACCT) to assist schools in developing and evaluating cultural competence curricula to meet these requirements. This review uses the TACCT as a guideline to describe and assess pedagogical approaches to cultural competence training in US medical education and identify content gaps and opportunities for curriculum improvement. A total of 18 programs are assessed. Findings support previous research that cultural competence training can improve the knowledge, attitudes, and skills of medical trainees. However, wide variation in the conceptualization, implementation, and evaluation of cultural competence training programs exists, leading to differences in training quality and outcomes. More research is needed to establish optimal approaches to implementing and evaluating cultural competence training that incorporate cultural humility, the social determinants of health, and broader structural competency within the medical system. PMID:27818848

  14. An Assessment of Competency-Based Simulations on E-Learners' Management Skills Enhancements

    Science.gov (United States)

    Levy, Yair; Ramim, Michelle M.

    2015-01-01

    There is a growing interest in the assessment of tangible skills and competence. Specifically, there is an increase in the offerings of competency-based assessments, and some academic institutions are offering college credits for individuals who can demonstrate adequate level of competency on such assessments. An increased interest has been placed…

  15. Comparison of motor competence levels on two assessments across childhood.

    Science.gov (United States)

    Ré, Alessandro H N; Logan, Samuel W; Cattuzzo, Maria T; Henrique, Rafael S; Tudela, Mariana C; Stodden, David F

    2017-01-05

    This study compared performances and motor delay classifications for the Test of Gross Motor Development-2nd edition (TGMD-2) and the Körperkoordinationstest Für Kinder (KTK) in a sample of 424 healthy children (47% girls) between 5 and 10 years of age. Low-to-moderate correlations (r range = 0.34-0.52) were found between assessments across age. In general, both boys and girls demonstrated higher raw scores across age groups. However, percentile scores indicated younger children outperformed older children, denoting a normative percentile-based decrease in motor competence (MC) in the older age groups. In total, the TGMD-2 and KTK classified 39.4% and 18.4% children, respectively, as demonstrating very low MC (percentile ≤5). In conclusion, the TGMD-2 classified significantly more children with motor delays than the KTK and the differences between children's motor skill classification levels by these assessments became greater as the age groups increased. Therefore, the TGMD-2 may demonstrate more susceptibility to sociocultural influences and be more influenced by cumulative motor experiences throughout childhood. Low-to-moderate correlations between assessments also suggest the TGMD-2 and KTK may measure different aspects of MC. As such, it may be important to use multiple assessments to comprehensively assess motor competence.

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

    Science.gov (United States)

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

    2011-01-01

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

  17. Assessing Multilingual Competencies: Adopting Construct Valid Assessment Policies

    Science.gov (United States)

    Shohamy, Elana

    2011-01-01

    All assessment policies and practices are based on monolingual constructs whereby test-takers are expected to demonstrate their language proficiency in one language at a time. Thus, the construct underlying these assessment approaches and/or scales (e.g., the CEFR) is of language as a closed and finite system that does not enable other languages…

  18. 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.

  19. 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.

  20. The "Praxis" of Narrative Assessment: Communication Competence in an Information Age.

    Science.gov (United States)

    Arneson, Pat; Arnett, Ronald C.

    1998-01-01

    States that instruments currently used to assess communication competence reveal the prevalence of social scientific approaches to assessing competence. Suggests addressing communication competence from a perspective outside the behavioral orientation to communication. Contends that shifting the perspective to a narrative approach to interaction…

  1. 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.

  2. Assessment of Motor Competence Across the Life Span

    Directory of Open Access Journals (Sweden)

    Hermundur Sigmundsson

    2016-02-01

    Full Text Available In this article, the psychometric properties of a new test battery aimed at quantifying motor competence across the life span are explored. The battery was designed to be quantitative, simple to administer, applicable for large-group testing, and reliably to monitor life span motor development. A total of 638 participants between 5 and 83 years of age completed assessment of four different motor tasks (two fine and two gross motor tasks, enabling us to investigate its feasibility, internal consistency, construct validity, and test–retest reliability. Feasibility: Overall pattern of results suggest that the test battery for motor competence presented here is applicable for the age-span studied (5-83. Important consideration in this regard is that the same tasks are applied for all ages. A u-shaped curve between age and total test score indicate the adequate sensitivity of the test battery for the age range examined. Internal consistency: All individual test item scores correlated positively with the total test score with correlations ranging from .48 to .64. Correlations between scores on individual test items were moderate to high (.31-.69. The Cronbach’s alpha value for the standardized items was .79. Construct validity: Pearson correlation coefficient between total score Test of Motor Competence (TMC and Movement Assessment Battery for Children (MABC were .47 for 7- to 8-years-old children (n = 70 and .45 for 15- to 16-years-old (n = 101. Test-retest reliability: Intraclass correlation coefficients (ICCs between test and retest scores ranged from .75 to .94, and test–retest coefficient for the total score was .87.

  3. Assessing the assessment’ : Development and use of quality criteria for Competence Assessment Programmes

    NARCIS (Netherlands)

    Baartman, L.K.J.

    2008-01-01

    Competence-based (vocational) education has gained a firm foothold in our society, causing assessment practices to change accordingly, along with ideas of what constitutes good assessment. The subject of this thesis is the (1) development, (2) validation and (3) practical use of a framework of quali

  4. 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…

  5. 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.

  6. 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…

  7. 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...

  8. 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

  9. Assessing interprofessional competence using a prospective reflective portfolio.

    Science.gov (United States)

    Domac, Sezer; Anderson, Liz; O'Reilly, Michelle; Smith, Roger

    2015-05-01

    The assessment of interprofessional competence or capability following interprofessional education (IPE) remains essential if we are to ensure future practitioners who are able to work in teams and collaborate for improved health outcomes. Any IPE curriculum must design and describe its theoretical stance and this also applies to how learning will be assessed. This article reports on a study of the use of an IPE portfolio by students across 10 professions as a flexible framework for students to demonstrate their learning. Using a qualitative approach, the completed portfolios of a proportion of students from medicine, social work, and speech and language therapy were read, and a sub-set of students were interviewed to gain their perceptions of this assessment process. The findings are discussed in the light of the value of reflection for learning to consolidate interprofessional understanding. The study highlights how emotional and cognitive learning triggers lead to new understandings for collaborative practice reached only because students were able to reflect on their experiences. The portfolio is now summative and includes other assessment components.

  10. 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

  11. E-assessment of student-teachers' competence as new teachers

    NARCIS (Netherlands)

    Admiraal, W.; Janssen, T.; Huizenga, J.; Kranenburg, F.; Taconis, R.; Corda, A.

    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

  12. 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

  13. 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

  14. 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.

  15. Risks, risk assessment and risk competence in toxicology.

    Science.gov (United States)

    Stahlmann, Ralf; Horvath, Aniko

    2015-01-01

    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.

  16. 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.

  17. Researcher readiness for participating in community-engaged dissemination and implementation research: a conceptual framework of core competencies.

    Science.gov (United States)

    Shea, Christopher M; Young, Tiffany L; Powell, Byron J; Rohweder, Catherine; Enga, Zoe K; Scott, Jennifer E; Carter-Edwards, Lori; Corbie-Smith, Giselle

    2017-03-24

    Participating in community-engaged dissemination and implementation (CEDI) research is challenging for a variety of reasons. Currently, there is not specific guidance or a tool available for researchers to assess their readiness to conduct CEDI research. We propose a conceptual framework that identifies detailed competencies for researchers participating in CEDI and maps these competencies to domains. The framework is a necessary step toward developing a CEDI research readiness survey that measures a researcher's attitudes, willingness, and self-reported ability for acquiring the knowledge and performing the behaviors necessary for effective community engagement. The conceptual framework for CEDI competencies was developed by a team of eight faculty and staff affiliated with a university's Clinical and Translational Science Award (CTSA). The authors developed CEDI competencies by identifying the attitudes, knowledge, and behaviors necessary for carrying out commonly accepted CE principles. After collectively developing an initial list of competencies, team members individually mapped each competency to a single domain that provided the best fit. Following the individual mapping, the group held two sessions in which the sorting preferences were shared and discrepancies were discussed until consensus was reached. During this discussion, modifications to wording of competencies and domains were made as needed. The team then engaged five community stakeholders to review and modify the competencies and domains. The CEDI framework consists of 40 competencies organized into nine domains: perceived value of CE in D&I research, introspection and openness, knowledge of community characteristics, appreciation for stakeholder's experience with and attitudes toward research, preparing the partnership for collaborative decision-making, collaborative planning for the research design and goals, communication effectiveness, equitable distribution of resources and credit, and

  18. 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

  19. A comprehensive clinical competency-based assessment in periodontics.

    Science.gov (United States)

    Shiloah, J; Scarbecz, M; Bland, P S; Hottel, T L

    2017-05-01

    Traditional periodontics clinical examinations in dental education frequently assess a narrow set of clinical skills and do not adequately assess the ability of students to independently manage a periodontal patient. As an alternative, the authors developed a comprehensive periodontics competency case experience (CCCE) for senior dental students and surveyed students regarding their experience with the CCCE. Students challenging the CCCE must treat a patient with moderate periodontitis and must independently decide when a state of periodontal and oral health has been achieved. Students are also required to conduct an oral presentation to periodontology faculty. Dental students who completed the CCCE had a favourable impression of the experience, compared with the traditional clinical examinations taken in the junior year. The majority of students rated all the components of the CCCE as 'somewhat' or 'very helpful'. About 72.4% of students felt that being able to work independently on the examination was very helpful for learning about the clinical management of patients with periodontal disease, followed by 'simulation of care in private practice' (65.5%), and oral photography experience (55.2%). The greatest difficulty reported by students was finding an acceptable patient. About 62.1% of students rated 'finding the right patient' as very difficult. Students reported having to screen a mean of 5.9 patients (SD: 4.5) to find a qualified patient. The results of the survey will be useful in improving the examination as an assessment tool in periodontal therapy.

  20. Students' Self-Assessment: Other Way to Assess Competences at Higher Education

    Science.gov (United States)

    Ferrandiz-Vindel, Isabel-Maria

    2011-01-01

    At the High Education European Frame (EEES), we propose the necessity to generate a change in assess procedures and not only at the designs or at the methodology proposals to favour the development of the specific and transversal competences of each degree. The objective of this work is to show how the student receives his/her learning process…

  1. Assessing Toddler Language Competence: Agreement of Parents' and Preschool Teachers' Assessments

    Science.gov (United States)

    Marjanovic-Umek, Ljubica; Fekonja, Urska; Podlesek, Anja; Kranjc, Simona

    2011-01-01

    According to the findings of several studies, parents' assessments of their toddler's language are valid and reliable evaluations of children's language competence, especially at early development stages. This study examined whether preschool teachers, who spend a relatively great deal of time with toddlers in various preschool activities and…

  2. Determining nurses\\' clinical competence in hospitals of Bushehr University of Medical Sciences by self assessment method

    Directory of Open Access Journals (Sweden)

    Masood mahreini

    2008-09-01

    Full Text Available Background: Nurses’ self awareness of their own level of clinical competence is essential in maintaining high standards of care and identifying areas of educational need and professional development. Self-assessment is a method for measuring clinical competence, and encourages nurses to use reflective thinking and take an active part in the learning process. Although nurse competence may vary between hospitals, very few studies have been done on this subject. Methods: In this cross sectional study, we analyzed clinical competency of 190 registered nurses working in different hospitals in Bushehr by self assessment method. The instrument for data collection was a valid and reliable questionnaire consisting of 73 items from seven categories which were devised from Benner's “from Novice to Expert” framework. The level of competence was assessed on a scale of 0-100 and the frequency of using the competencies was assessed on a Likert scale. Results: the nurses reported their overall level of competence as “good” (51-75. They felt more competent in the categories of “managing situations” and “helping role” (with maximum score of 79.54 and least competent in “teaching – coaching” and “ensuring quality” categories (with minimum score of 61.15. The frequency of practicing competencies had a positive correlation with the level of nursing clinical competence. Conclusion: The level of nursing competence and frequency of using competencies varied in different hospitals. Although the nurses reported their overall level of competence as good, we should be concerned about 24% of competencies which are not used by the nurses, especially in "teaching – coaching" and "ensuring quality" categories.

  3. 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.

  4. 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.

  5. 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.

  6. 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.

  7. 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.

  8. Assessing Knowledge Base on Geriatric Competencies for Emergency Medicine Residents

    Directory of Open Access Journals (Sweden)

    Teresita M. Hogan

    2014-07-01

    Full Text Available Introduction: Emergency care of older adults requires specialized knowledge of their unique physiology, atypical presentations, and care transitions. Older adults often require distinctive assessment, treatment and disposition. Emergency medicine (EM residents should develop expertise and efficiency in geriatric care. Older adults represent over 25% of most emergency department (ED volumes. Yet many EM residencies lack curricula or assessment tools for competent geriatric care. Fully educating residents in emergency geriatric care can demand large amounts of limited conference time. The Geriatric Emergency Medicine Competencies (GEMC are high-impact geriatric topics developed to help residencies efficiently and effectively meet this training demand. This study examines if a 2-hour didactic intervention can significantly improve resident knowledge in 7 key domains as identified by the GEMC across multiple programs. Methods: A validated 29-question didactic test was administered at six EM residencies before and after a GEMC-focused lecture delivered in summer and fall of 2009. We analyzed scores as individual questions and in defined topic domains using a paired student t test. Results: A total of 301 exams were administered; 86 to PGY1, 88 to PGY2, 86 to PGY3, and 41 to PGY4 residents. The testing of didactic knowledge before and after the GEMC educational intervention had high internal reliability (87.9%. The intervention significantly improved scores in all 7 GEMC domains (improvement 13.5% to 34.6%; p<0.001. For all questions, the improvement was 23% (37.8% pre, 60.8% post; P<0.001 Graded increase in geriatric knowledge occurred by PGY year with the greatest improvement post intervention seen at the PGY 3 level (PGY1 19.1% versus PGY3 27.1%. Conclusion: A brief GEMC intervention had a significant impact on EM resident knowledge of critical geriatric topics. Lectures based on the GEMC can be a high-yield tool to enhance resident knowledge of

  9. 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.

  10. 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…

  11. 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.

  12. Integrating Authentic Assessment with Competence-Based Learning in Vocational Education: The Protocol Portfolio Scoring

    Science.gov (United States)

    Sluijsmans, Dominique M. A.; Straetmans, Gerard J. J. M.; van Merrienboer, Jeroen J. G.

    2008-01-01

    This article describes how competence-based learning (CBL) can be organised in vocational education by integrating elements from a holistic instructional design model with recent ideas on assessment. A curriculum based on this model is pre-eminently suitable for an assessment approach emphasising that proof of competence is gathered by having…

  13. 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…

  14. 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

  15. 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.…

  16. 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…

  17. Digital Competence Assessment: A Proposal for Operationalizing the Critical Dimension

    Science.gov (United States)

    Cortoni, Ida; LoPresti, Veronica; Cervelli, Pierluigi

    2015-01-01

    The European Commission considers the development of digital competences a strategic action to spread and to develop a more active digital participation of citizens. The objective is to increase the level of digital competence in the European citizens up to 2015 and to reduce the number of those who don't use new technologies and don't surf the…

  18. 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.

  19. 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

  20. Self-assessment of nursing informatics competencies for doctor of nursing practice students.

    Science.gov (United States)

    Choi, Jeungok; Zucker, Donna M

    2013-01-01

    This study examined the informatics competencies of doctor of nursing practice (DNP) students and whether these competencies differed between DNP students in the post-baccalaureate (BS) and post-master's (MS) tracks. Self-reported informatics competencies were collected from 132 DNP students (68 post-BS and 64 post-MS students) in their first year in the program (2007 to 2010). Students were assessed in 18 areas of 3 competency categories: computer skills, informatics knowledge, and informatics skills. Post-BS students were competent in 4 areas (computer skills in communication, systems, documentation, and informatics knowledge about impact of information management), whereas post-MS students were competent in only 1 area (computer skills in communication). Students in both tracks reported computer skills in decision support as their least competent area. Overall, post-BS students reported slightly higher than or similar competency scores as post-MS students, but scores were statistically significant in only 3 of 18 areas. The assessment indicated that knowledge and skills on informatics competencies need to be improved, especially in computer skills for data access and use of decision support systems. Strategies are suggested to integrate competencies into existing informatics course and DNP curricula. Further studies are recommended using an objective measure of informatics competencies.

  1. Learners’ perspective: where and when pre-residency trainees learn more to achieve their core clinical competencies

    Science.gov (United States)

    2016-01-01

    Purpose While it is known that effective clinical education requires active involvement of its participants, regular feedback, communication skills and interprofessional training, limited studies have been conducted in Korea that demonstrate how pre-residency trainees acquire their core clinical skills. This is a cross-sectional study of interns and students across a third-tier university hospital in Korea to examine where and when they acquire core clinical skills. Methods A total of 74 students and 91 interns were asked to participate in a closed-ended questionnaire, and 50 participants (20 students and 30 interns) were involved in semistructured individual interviews. The questionnaire was based on the Accreditation Council for Graduate Medical Education core competencies. Results The majority of core clinical skills were acquired during their rotations in emergency medicine, general surgery, and cardiothoracic surgery. The semistructured interviews revealed that these departments required their trainees to be highly involved and analytical, and participate in clinical discourse. Conclusion The common factor among the three departments is an environment in which trainees are highly involved in clinical duties, and are expected to make first-contact patient encounters, participate in clinical discourse, interpret investigative results and arrive at their own conclusions. Work-based learning appear to be key to the trends observed, and further study is warranted to determine whether these findings are indicative of true acquisition of clinical competence. PMID:27907982

  2. 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...

  3. 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.

  4. 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.

  5. 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.

  6. 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)

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

    OpenAIRE

    Alexander Fedorov

    2011-01-01

    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 aud...

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

    Science.gov (United States)

    Solomon, David

    2013-01-01

    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-patient encounters and by

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

    Science.gov (United States)

    Ferenchick, Gary S; Solomon, David

    2013-01-01

    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-patient encounters and by

  11. Analysis of the use and design of rubrics in competency assessment in engineering degrees

    OpenAIRE

    Velasco-Martínez, Leticia-Concepción; Tójar Hurtado, Juan Carlos

    2016-01-01

    The defining, implementation and assessment of competencies are challenges for new undergraduate and Master’s degrees which must respond to current education demands. The use of rubrics in universities is considered an instrument of innovation and educational change that transforms assessment practices, both for students and educators. Furthermore, new education, focusing on the development of student competencies, implies a profound modification, not only of assessment approaches, but also o...

  12. Assessing Dual-Role Staff-Interpreter Linguistic Competency in an Integrated Healthcare System

    OpenAIRE

    Moreno, Maria R.; Otero-Sabogal, Regina; Newman, Jeffrey

    2007-01-01

    Background Interpreter services for medical care increase physician–patient communication and safety, yet a “formal certification” process to demonstrate interpreter competence does not exist. Testing and training is left to individual health care facilities nationwide. Bilingual staff are often used to interpret, without any assessment of their skills. Assessing interpreters’ linguistic competence and setting standards for testing is a priority. Objective To assess dual-role staff interprete...

  13. A Modified Delphi Process to Define Competencies for Assessment Leads Supporting a Doctor of Pharmacy Program.

    Science.gov (United States)

    Janke, Kristin K; Kelley, Katherine A; Sweet, Burgunda V; Kuba, Sarah E

    2016-12-25

    Objective. To define the competencies for individuals designated as assessment leads in colleges and schools of pharmacy. Methods. Twenty-three assessment experts in pharmacy participated in a modified Delphi process to describe competencies for an assessment lead, defined as the individual responsible for curricular assessment and assessment-related to doctor of pharmacy program accreditation. Round 1 asked open-ended questions about knowledge, skills, and attitudes. Round 2 grouped responses for comment and rating for consensus, which was prospectively set at 80%. Results. Twelve competencies were defined and grouped into 3 areas: Context for Assessment, Managing the Process of Assessment, and Leadership of Assessment Activities. In order to verify the panel's work, assessment competencies from other disciplines were reviewed and compared. Conclusions. The competencies describe roles for assessment professionals as experts, managers, and leaders of assessment processes. They can be used by assessment professionals in self-assessing areas for professional development and by administrators in selecting, developing, and supporting designated leads.

  14. 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…

  15. Perceptions of Spanish/English Bilingual School Psychologists Regarding Competency in Assessment and Future Training Needs

    Science.gov (United States)

    Pena, Anne Marie

    2012-01-01

    With the changing demographics of the school population, the need for bilingually competent school psychologists has become increasingly important. The current study examined the influence of training and regional factors on Spanish-speaking, bilingual school psychologists' self-perceptions of competence regarding assessment of non-native…

  16. Teachers' Emotional Competence and Social Support: Assessing the Mediating Role of Teacher Burnout

    Science.gov (United States)

    Fiorilli, Caterina; Albanese, Ottavia; Gabola, Piera; Pepe, Alessandro

    2017-01-01

    This study explored the relationships among teachers' emotional competence, burnout as a mediator, and social support. Teachers' emotional competence was assessed via measures of emotional intensity and emotional regulation. Social support was evaluated in terms of external versus internal support, and teacher dissatisfaction with support…

  17. 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

  18. 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

  19. 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…

  20. Methodical approach to the assessment of professional competence for the innovation economy

    Directory of Open Access Journals (Sweden)

    I. M. Podmolodina

    2013-01-01

    Full Text Available In modern economic conditions effectively carry out innovative activity could only highly professional personnel. For an assessment of competences of the enterprise employees we offer the methodical approach, allowing defining readiness of the enterprise employee for innovative activity from the point of view of its competences and personal qualities.

  1. ASSESSMENT OF STUDENTS’ PROFESSIONAL COMPETENCIES – THE FUTURE TEACHERS OF MATHEMATICS

    Directory of Open Access Journals (Sweden)

    Mariya B. Shashkina

    2015-01-01

    Full Text Available The aim of the investigation is to describe the authors’ approach to the assessment of the professional competence of the future teacher of mathematics.Methods. The methods involve comparative analysis of the Professional Standard of the teacher and the Federal State Educational Standards in teacher education, as well as the method of predictive analysis of modern educational situation.Results. Qualimetric approach to the structuring of the professional competencies of students is described; it allows concretizing the assessment object, to select the criteria and levels of its formedness, to trace the dynamics of development in the medium of profile preparation of a bachelor. The methodology of assessment a professional-profile competence of the future mathematics teachers is proposed; examples of the competence-assessment tools are provided.Scientific novelty. The study gives a detailed analysis of developing the innovative approach to competencies assessment as metasubject learning outcomes.Practical significance. The proposed method of competencies assessment can be used in the mathematical preparation of the future mathematics teacher, and can serve as a basis for monitoring the professional competencies of students.

  2. 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.

    2008-01-01

    Support Provider (ALS) examination standards as issued by the European Resuscitation Council (ERC). The emergency medicine course is con- ducted at three different university hospital teaching sites and teaching and assessment might vary across sites, despite the common end objectives regarding......Aim of the study: Several studies using a variety of assessment approaches have demonstrated that young doctors possess insufficient resuscitation competence. The aims of this study were to assess newly graduated doctors’ resuscitation competence against an internationally recognised standard...

  3. Assessing capacity for providing culturally competent services to LGBT older adults.

    Science.gov (United States)

    Portz, Jennifer Dickman; Retrum, Jessica H; Wright, Leslie A; Boggs, Jennifer M; Wilkins, Shari; Grimm, Cathy; Gilchrist, Kay; Gozansky, Wendolyn S

    2014-01-01

    This qualitative, interview-based study assessed the cultural competence of health and social service providers to meet the needs of LGBT older adults in an urban neighborhood in Denver, Colorado, known to have a large LGBT community. Only 4 of the agencies were categorized as "high competency"; 12 were felt to be "seeking improvement" and 8 were considered "not aware." These results indicate significant gaps in cultural competency for the majority of service providers. Social workers are well-suited to lead efforts directed at improving service provision and care competencies for the older LGBT community.

  4. 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.

  5. 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.

  6. Mental health learning needs assessment: competency-based instrument for best practice.

    Science.gov (United States)

    McKnight, Sylvia E

    2013-06-01

    A learning needs assessment focused on psychiatric/mental health nursing competency development is a central component of nursing education in specialty mental health nursing practice. The provision of education for mental health nursing relies on the underlying assumption that the learning needs of experienced mental health nurses have been assessed and educational programs implemented to address educational needs for competency in professional practice. Few professional learning needs assessments have been developed to identify learning needs in mental health nursing practice. The majority of available professional learning needs assessments focus on medical nursing practice applications rather than the psychosocial aspects of a mental health assessment. The mental health field addresses very different assessment criteria such as knowledge of suicide assessment and therapeutic interventions. The purpose of this article is to present and describe the process of developing a learning needs assessment focused on competency development for the specialty practice of mental health nursing that addresses and resolves complex learning needs.

  7. 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.

  8. A CORE CURRICULUM AGREED AROUND THE EUROPEAN FRAMEWORK OF KEY COMPETENCES. A COMPARATIVE ANALYSIS WITH THE FRENCH CASE

    Directory of Open Access Journals (Sweden)

    Antonio Bolivar Botía

    2015-06-01

    Full Text Available A central issue to agree on education is, to say the French wording, “what is it that children should definitely learn during compulsory education?” .This question, simple but fundamental, has not always been the core of the educational reforms and possible agreements on education.  A favorable opportunity, which would have allowed overcoming looks homemade and interests, which could have represented the European Reference Framework (Key Competences for Lifelong Learning, around which articulate a core curriculum. Has been lost, as on other occasions, the opportunity.  However, as the output to the expected repeal of the LOMCE, can be nothing new alternative Act, perhaps the opportunity to retake it. The French case, which will follow up is a good example.

  9. The Development of a Set of Core Communication Competencies for Introductory Communication Courses

    Science.gov (United States)

    Engleberg, Isa N.; Ward, Susan M.; Disbrow, Lynn M.; Katt, James A.; Myers, Scott A.; O'Keefe, Patricia

    2017-01-01

    In most academic disciplines, there is "one" introductory course that presents an overview of the discipline and introduces fundamental, discipline-specific principles and competencies. However, in Communication Studies, the discipline recognizes and offers multiple course options that may serve as the introductory course. This project…

  10. Government Contracting Should Be a Core Competence for U.S. Military Personnel

    Science.gov (United States)

    2014-12-01

    academia . The Center for Strategic Leadership and Development contributes to the education of world class senior leaders, develops expert knowledge, and...so that the public interest is protected through competent federal employee contract management.108 Pervasive throughout the Letter is language

  11. Core characteristics of the competent general practice trainer, a Delphi study

    NARCIS (Netherlands)

    Boendermaker, P.M.; Schuling, J.; Meyboom-de Jong, B.; Zwierstra, R.P.; Metz, J.C.; Conradi, Mark

    2003-01-01

    Introduction: The specific skills, attitude, knowledge, and personality characteristics, which should define the competent GP-trainer have been subject of research for many years. What are the most important of these characteristics have yet to be delineated. Aim: The aim of this study is to identif

  12. 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…

  13. 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.

  14. Student perspectives on assessment: experience in a competency-based portfolio system.

    Science.gov (United States)

    Altahawi, Faysal; Sisk, Bryan; Poloskey, Stacey; Hicks, Caitlin; Dannefer, Elaine F

    2012-01-01

    Despite considerable evidence recognizing the importance of learners' perceptions of the assessment process, there is little literature depicting the participants' experience. We aim to capture these perceptions in order to gain insights into the strengths and weaknesses of a competency-based assessment system. Cleveland Clinic Lerner College of Medicine has implemented a learner-centered portfolio assessment system built around competency standards and continuous formative feedback. Promotion of students is based upon their feedback-supported portfolio essays, but feedback itself is individualized and formative in nature under the umbrella of the competencies. Importantly, there are no grades or ranking awarded for the competencies or at promotion. Four students share personal reflections of their experience to illuminate themes from the subjective experience of the learner and to understand how to align the learners' interests with the requirements of an assessment program.

  15. 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.

  16. Formal and Informal Means of Assessing the Communicative Competence of Kindergarten Children.

    Science.gov (United States)

    Black, Janet

    1979-01-01

    This investigation suggests that observation of children's language in an informal context generally provides more comprehensive information about a kindergarten child's communicative competence than formal oral language assessment instruments. (DD)

  17. 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

  18. 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.

  19. Assessment of Students' Media Competence: Test Results Analysis

    Science.gov (United States)

    Federov, Alexander

    2011-01-01

    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 targets are: to detect the levels of motivational indicators of audience's…

  20. 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

  1. Assessing Motor Skill Competency in Elementary School Students: A Three-Year Study.

    Science.gov (United States)

    Chen, Weiyun; Mason, Steve; Hypnar, Andrew; Bennett, Austin

    2016-03-01

    This study was to examine how well fourth- and fifth-grade students demonstrated motor skill competency assessed with selected PE Metrics assessment rubrics (2009). Fourth- and fifth-grade students (n = 1,346-1,926) were assessed on their performance of three manipulative skills using the PE Metrics Assessment Rubrics during the pre-intervention year, the post-intervention year 1, and the post-intervention year 3. Descriptive statistics, independent t-test, ANOVA, and follow-up comparisons were conducted for data analysis. The results indicated that the post-intervention year 2 cohort performed significantly more competent than the pre-intervention cohort and the post-intervention year 1 cohort on the three manipulative skill assessments. The post-intervention year 1 cohort significantly outperformed the pre-intervention cohort on the soccer dribbling, passing, and receiving and the striking skill assessments, but not on the throwing skill assessment. Although the boys in the three cohorts performed significantly better than the girls on all three skills, the girls showed substantial improvement on the overhand throwing and the soccer skills from baseline to the post-intervention year 1 and the post-intervention year 2. However, the girls, in particular, need to improve striking skill. The CTACH PE was conducive to improving fourth- and fifth-grade students' motor skill competency in the three manipulative skills. This study suggest that PE Metrics assessment rubrics are feasible tools for PE teachers to assess levels of students' demonstration of motor skill competency during a regular PE lesson. Key pointsCATCH PE is an empirically-evidenced quality PE curricular that is conducive to improving students' manipulative skill competency.Boys significantly outperformed than girls in all three manipulative skills.Girls need to improve motor skill competency in striking skill. PE Metrics are feasible assessment rubrics that can be easily used by trained physical

  2. 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.

  3. The use of Core Competency Indicators for Employee Selection: The Case of Evaluation for the Firemen Selection in Fire departments

    Directory of Open Access Journals (Sweden)

    Yi-Chun Lin, Ph. D

    2016-11-01

    Full Text Available Due to state policies and financial limitations, the few new firemen in Taiwan each year have resulted in a substantial shortage in firefighting personnel. As a result, it is critical to adopt an effective competency model in order to select the most qualified firefighting personnel. A literature review was conducted to compare the firefighting personnel systems of the United States, Japan, the United Kingdom, and New Zealand. The hierarchical analysis method was employed to build Taiwan’s entry-level firefighting personnel competency indicators. The present study established a set of core competency indicators covering seven constructs, which in turn contain 46 factors in total. The experts ranked the importance of the seven constructs from high to low as follows: professional firefighting knowledge, firefighting work skills, fire engine and equipment operation, self-management, firefighter physical fitness, firefighting practical experience, and interpersonal skills. The validation results obtained from three firefighters showed that this study’s firefighting personnel screening and selection model can indeed identify firefighting personnel with stronger work performance

  4. The portfolio approach to competency-based assessment at the Cleveland Clinic Lerner College of Medicine.

    Science.gov (United States)

    Dannefer, Elaine F; Henson, Lindsey C

    2007-05-01

    Despite the rapid expansion of interest in competency-based assessment, few descriptions of assessment systems specifically designed for a competency-based curriculum have been reported. The purpose of this article is to describe the design of a portfolio approach to a comprehensive, competency-based assessment system that is fully integrated with the curriculum to foster an educational environment focused on learning. The educational design goal of the Cleveland Clinic Lerner College of Medicine of Case Western Reserve University was to create an integrated educational program-curriculum and instructional methods, student assessment processes, and learning environment-to prepare medical students for success in careers as physician investigators. The first class in the five-year program matriculated in 2004. To graduate, a student must demonstrate mastery of nine competencies: research, medical knowledge, communication, professionalism, clinical skills, clinical reasoning, health care systems, personal development, and reflective practice. The portfolio provides a tool for collecting and managing multiple types of assessment evidence from multiple contexts and sources within the curriculum to document competence and promote reflective practice skills. This article describes how the portfolio was developed to provide both formative and summative assessment of student achievement in relation to the program's nine competencies.

  5. Acquired and Participatory Competencies in Health Professions Education: Definition and Assessment in Global Health.

    Science.gov (United States)

    Eichbaum, Quentin

    2016-09-06

    Many health professions education programs in high-income countries (HICs) have adopted a competency-based approach to learning. Although global health programs have followed this trend, defining and assessing competencies has proven problematic, particularly in resource-constrained settings of low- and middle-income countries (LMICs) where HIC students and trainees perform elective work. In part, this is due to programs failing to take sufficient account of local learning, cultural, and health contexts.A major divide between HIC and LMIC settings is that the learning contexts of HICs are predominantly individualist, whereas those of LMICs are generally collectivist. Individualist cultures view learning as something that the individual acquires independent of context and can possess; collectivist cultures view learning as arising dynamically from specific contexts through group participation.To bridge the individualist-collectivist learning divide, the author proposes that competencies be classified as either acquired or participatory. Acquired competencies can be transferred across contexts and assessed using traditional psychometric approaches; participatory competencies are linked to contexts and require alternative assessment approaches. The author proposes assessing participatory competencies through the approach of self-directed assessment seeking, which includes multiple members of the health care team as assessors.The proposed classification of competencies as acquired or participatory may apply across health professions. The author suggests advancing participatory competencies through mental models of sharing. In global health education, the author recommends developing three new competency domains rooted in participatory learning, collectivism, and sharing: resourceful learning; transprofessionalism and transformative learning; and social justice and health equity.

  6. Clinical utility of the Hopkins Competency Assessment Test on an inpatient geropsychiatry unit.

    Science.gov (United States)

    Wilkins, Kirsten M; Lund, Brian C; McAdams, Jimmie D; Yates, William R

    2009-01-01

    This study examined the clinical use of routine administration of the Hopkins Competency Assessment Test on an inpatient geropsychiatry unit. The purpose was to determine whether the Hopkins Competency Assessment Test results influenced the psychiatrist's capacity assessment or confidence in that determination. The test was administered to all patients admitted voluntarily during an 18-week period. The attending psychiatrist determined treatment consent capacity and rated confidence in that determination, before and after review of the test results. Fifty seven patients were assessed. After review of the test results, the psychiatrist's capacity rating changed in only 2 (3.5%) cases. However, the test increased the psychiatrist's confidence ratings, particularly among the patients with cognitive impairment. The Hopkins Competency Assessment Test is not suited for routine administration among geropsychiatry inpatients. However, the test may serve a role as a supplementary tool for assessing treatment consent capacity among patients with evidence of cognitive impairment.

  7. 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…

  8. Computer Usage and the Validity of Self-Assessed Computer Competence among First-Year Business Students

    Science.gov (United States)

    Ballantine, Joan A.; McCourt Larres, Patricia; Oyelere, Peter

    2007-01-01

    This study evaluates the reliability of self-assessment as a measure of computer competence. This evaluation is carried out in response to recent research which has employed self-reported ratings as the sole indicator of students' computer competence. To evaluate the reliability of self-assessed computer competence, the scores achieved by students…

  9. Reverse discourse completion task as an assessment tool for intercultural competence

    Directory of Open Access Journals (Sweden)

    Mehmet Kanik

    2013-10-01

    Full Text Available This paper proposes a prototypic assessment tool for intercultural communicative competence. Because traditional discourse completion tasks (DCTs focus on illocutionary competence rather than sociolinguistic competence, a modified version of a DCT was created to target sociolinguistic competence. The modified DCT employs speech acts as prompts and asks respondents to write about a situation in which a given speech act would be appropriate. This new tool is named a reverse discourse completion task (R-DCT. The task was given to learners of Turkish as a second language. Data from 12 participants were analyzed for their provision of sociopragmatic factors such as power, distance and imposition and also with respect to whether the situation was relevant to a given speech act. Responses from the participants show that R-DCTs can be used to assess intercultural competence as they help reveal respondents’ knowledge of sociolinguistic context in which a given speech act may be appropriate. By removing the need for comparison with native speaker data and the limitations that emerge from the lack of linguistic formula at respondents’ disposal, R-DCT is a promising elicitation task to assess sociolinguistic competence, an integral part of Byram’s (1997 model of intercultural communicative competence.

  10. 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。

  11. 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.

  12. The expanded FindCore method for identification of a core atom set for assessment of protein structure prediction.

    Science.gov (United States)

    Snyder, David A; Grullon, Jennifer; Huang, Yuanpeng J; Tejero, Roberto; Montelione, Gaetano T

    2014-02-01

    Maximizing the scientific impact of NMR-based structure determination requires robust and statistically sound methods for assessing the precision of NMR-derived structures. In particular, a method to define a core atom set for calculating superimpositions and validating structure predictions is critical to the use of NMR-derived structures as targets in the CASP competition. FindCore (Snyder and Montelione, Proteins 2005;59:673-686) is a superimposition independent method for identifying a core atom set and partitioning that set into domains. However, as FindCore optimizes superimposition by sensitively excluding not-well-defined atoms, the FindCore core may not comprise all atoms suitable for use in certain applications of NMR structures, including the CASP assessment process. Adapting the FindCore approach to assess predicted models against experimental NMR structures in CASP10 required modification of the FindCore method. This paper describes conventions and a standard protocol to calculate an "Expanded FindCore" atom set suitable for validation and application in biological and biophysical contexts. A key application of the Expanded FindCore method is to identify a core set of atoms in the experimental NMR structure for which it makes sense to validate predicted protein structure models. We demonstrate the application of this Expanded FindCore method in characterizing well-defined regions of 18 NMR-derived CASP10 target structures. The Expanded FindCore protocol defines "expanded core atom sets" that match an expert's intuition of which parts of the structure are sufficiently well defined to use in assessing CASP model predictions. We also illustrate the impact of this analysis on the CASP GDT assessment scores.

  13. 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.

  14. 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.

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

    DEFF Research Database (Denmark)

    de Graaff, Erik; Kolmos, Anette

    . 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...... 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......, filling in the instrument could be seen as a first step in developing such a teaching portfolio. The presentation will describe the characteristics of the instrument and discuss how it can be used in the development of a didactic competences training programme....

  16. Commentary: Urgently needed: a safe place for self-assessment on the path to maintaining competence and improving performance.

    Science.gov (United States)

    Bellande, Bruce J; Winicur, Zev M; Cox, Kathleen M

    2010-01-01

    Traditional continuing medical education (CME), necessary for keeping physicians current and competent, is insufficient in translating physician practice into better patient outcomes. CME, then, must be transformed from a system of episodic interventions to a more personalized, contextual, flexible, and targeted process within a continuing professional development framework. The core of this transformation must be a formal process of physician self-assessment. Unfortunately, health care providers tend toward inaccurate self-assessment, regardless of training, specialty, or manner of self-assessment. Therefore, the development of an external validation system conducted by credible, informal peer review in a safe environment is essential. Clinicians must be able to access practice and patient data without concerns about accuracy, timeliness, confidentiality, attribution, or unintended consequences. New analytical tools are also needed to illuminate the data compilations and present them in compelling, individualized, and comparative formats. However, such developmental work will not be possible without strong community leadership coordinating a collaboration of resources and a sharing of data. Ensuring physician competence has long been an issue for medical societies, state licensing boards, and others invested in improving patient care. Now it's time to get serious. Current efforts at massive health care reform provide the perfect opportunity to fully integrate physician self-assessment and performance improvement into the larger health care system through a continuing professional development model. Practitioners in CME have been far too complacent with the current practices. A shift to a focused and dedicated sense of urgency must occur to ensure physicians' continuous learning and change.

  17. 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。

  18. 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\\

  19. 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…

  20. 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.

  1. 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.

  2. QTI for self-assessment and embeddedassessment in competence oriented scenarios: The Agora Case

    NARCIS (Netherlands)

    Santos, Patricia; Llobet, Wenceslao; Hernández-Leo, Davinia; Blat, Josep

    2009-01-01

    Santos, P., Llobet, W., Hernández-Leo, D., & Blat, J. (2009). QTI for self-assessment and embedded assessment in competence oriented scenarios: The Agora Case. Proceedings of the 2009 International Conference on Intelligent Networking and Collaborative Systems (pp. 39-45). November, 4-6, 2009, Barce

  3. Social Validity Assessment in Social Competence Interventions for Preschool Children: A Review

    Science.gov (United States)

    Hurley, Jennifer J.

    2012-01-01

    Social competence intervention studies published from 1970 to 2008 for preschoolers were reviewed for reports of social validity assessment. Analysis of 90 studies indicated that nearly 27% (n = 24) of studies reported at least one measure of social validity assessment for the goals (n = 7), procedures (n = 8), or effects (n = 19). The methods…

  4. Assessment of teacher competence using video portfolios: reliability, construct validity and consequential validity

    NARCIS (Netherlands)

    Admiraal, W.; Hoeksma, M.; van de Kamp, M.-T.; van Duin, G.

    2011-01-01

    The richness and complexity of video portfolios endanger both the reliability and validity of the assessment of teacher competencies. In a post-graduate teacher education program, the assessment of video portfolios was evaluated for its reliability, construct validity, and consequential validity. Al

  5. 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

  6. Assessment of Teacher Competence Using Video Portfolios: Reliability, Construct Validity, and Consequential Validity

    Science.gov (United States)

    Admiraal, Wilfried; Hoeksma, Mark; van de Kamp, Marie-Therese; van Duin, Gee

    2011-01-01

    The richness and complexity of video portfolios endanger both the reliability and validity of the assessment of teacher competencies. In a post-graduate teacher education program, the assessment of video portfolios was evaluated for its reliability, construct validity, and consequential validity. Although video portfolio facilitated a reliable and…

  7. Implementation of portfolio assessment of student competence in two dental school populations.

    Science.gov (United States)

    Gadbury-Amyot, Cynthia C; McCracken, Michael S; Woldt, Janet L; Brennan, Robert

    2012-12-01

    The purpose of this article is to describe the process and procedures involved in the implementation of portfolio assessment at two dental schools. Portfolios can be defined as a purposeful collection of student work that involves reflection in which students identify gaps in their knowledge and abilities and develop strategies for correcting those gaps. Framed within the current context of dental education and the calls for change in the ways dental students are taught and assessed, these two dental schools embarked upon an assessment strategy aimed at engaging students in self-directed learning and self-assessment. Where one school chose the implementation of programmatic portfolios based on all program competencies, the other school implemented portfolio assessment around specific program competencies not typically captured easily with traditional assessment measures such as ethics and ethical decision making. In a competency-based dental curriculum in which competence has been defined as the ability to accurately self-assess, it makes sense that strategies aimed at developing the skill of self-assessment should be the goal of every dental education program.

  8. 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…

  9. Student Perceptions of Assessment and Student Self-Efficacy in Competence-Based Education

    Science.gov (United States)

    van Dinther, Mart; Dochy, Filip; Segers, Mien; Braeken, Johan

    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 feedback aspect of assessment do predict student…

  10. 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…

  11. Facilitating evaluations of innovative, competence-based assessments: creating understanding and involving multiple stakeholders.

    NARCIS (Netherlands)

    Gulikers, J.T.M.; Baartman, L.; Biemans, H.J.A.

    2010-01-01

    Schools are held more responsible for evaluating, quality assuring and improving their student assessments. Teachers’ lack of understanding of new, competence-based assessments as well as the lack of key stakeholders’ involvement, hamper effective and efficient self-evaluations by teachers of innova

  12. 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. PMID:26038688

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

    Directory of Open Access Journals (Sweden)

    Anja Görlitz

    2015-05-01

    Full Text Available 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.

  14. 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.

  15. 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.

  16. Developing a Competency-Based Assessment Approach for Student Learning

    Science.gov (United States)

    Dunning, Pamela T.

    2014-01-01

    Higher education accrediting bodies are increasing the emphasis on assessing student learning outcomes as opposed to teaching methodology. The purpose of this article is to describe the process used by Troy University's Master of Public Administration program to change their assessment approach from a course learning objective perspective to a…

  17. Informal and Formal Means of Assessing Kindergarten Children's Communicative Competence.

    Science.gov (United States)

    Black, Janet K.

    Methods of assessing children's oral language ability are explored in this paper. Following a discussion of problems involved in the formal assessment of oral language ability, a study is described that revealed that the evaluation of the oral language of 12 kindergarten children in the social context of the natural classroom environment,…

  18. 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

  19. 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

  20. 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…

  1. The Design Model of Multilevel Estimation Means for Students’ Competence Assessment at Technical Higher School

    Directory of Open Access Journals (Sweden)

    O. F. Shikhova

    2012-01-01

    Full Text Available The paper considers the research findings aimed at the developing the new quality testing technique for students assessment at Technical Higher School. The model of multilevel estimation means is provided for diagnosing the level of general cultural and professional competences of students doing a bachelor degree in technological fields. The model implies the integrative character of specialists training - the combination of both the psycho-pedagogic (invariable and engineering (variable components, as well as the qualimetric approach substantiating the system of students competence estimation and providing the most adequate assessment means. The principles of designing the multilevel estimation means are defined along with the methodology approaches to their implementation. For the reasonable selection of estimation means, the system of quality criteria is proposed by the authors, being based on the group expert assessment. The research findings can be used for designing the competence-oriented estimation means. 

  2. 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.

  3. 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.

  4. Development of a self-assessment tool for measuring competences of obstetric nurses in rooming-in wards in China

    OpenAIRE

    Zhang, Ju; Ye, Wenqin; Fan, Fan

    2015-01-01

    Introduction: To provide high-quality nursing care, a reliable and feasible competency assessment tool is critical. Although several questionnaire-based competency assessment tools have been reported, a tool specific for obstetric nurses in rooming-in wards is lacking. Therefore, the purpose of this research is to develop a competency assessment tool for obstetric rooming-in ward nurses. Methods: A literature review was conducted to create an individual intensive interview with 14 nurse manag...

  5. 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.

  6. Study for the effect of subspecialty nursing mode in department of endocrinology and metabolism on nurse core competencies%亚专业化护理模式对护士核心能力的影响

    Institute of Scientific and Technical Information of China (English)

    杨小玲; 袁丽; 武仁华; 叶子溦; 熊真真; 刘敏

    2012-01-01

    To study the effect of subspecialty nursing mode on nurses core competencies, and analyze and1 evaluate the clinical application and effect of the new nursing care mddel. Method 31 nurses in our department were assessed the core competencies before and after the implementation in the subspecialty nursing care by using the competency inventory for registered nurse scale. Paired-samples t test with SPSS13. 0 statistical software was used to analyze the differences of nurse core competencies in order to evaluate the clinical application and effect of the new model. Result There was significant different in total scores of the nurse core competencies before and after subspecialty nursing (P = 0.004). The critical thinking and scientific research, nursing skills, leadership skills, interpersonal skills, professional development, education and consulting capacity were all, significant different (P<0. 05). but the nursing legal and ethical capacity was no significant difference (P = 0. 173). Conclusion The subspecialty nursing mode can promote training nurses core competencies and improve the quality of treatment and nursing.%目的 探讨亚专业化护理模式对护士核心能力的影响,分析和评价新模式的临床应用效果.方法 采用“注册护士核心能力量表”评估我科31名护士在亚专业护理模式实施前后核心能力的情况,使用SPSS 13.0统计学软件进行配对t检验,以分析护士核心能力的差异,评价新模式的临床应用效果.结果 亚专业护理模式前后我科护士核心能力总分差异有显著意义(P=0.004);批判性思维/科研、临床护理、领导能力、人际关系、专业发展及教育/咨询等各个能力得分的差异有显著意义(P<0.05),法律/伦理能力得分的差异无显著意义(P=0.173).结论 亚专业化护理模式促进了护士核心能力的培养,改进了科室医疗护理质量.

  7. An exploratory study of an assessment tool derived from the competencies of the interprofessional education collaborative.

    Science.gov (United States)

    Dow, Alan W; DiazGranados, Deborah; Mazmanian, Paul E; Retchin, Sheldon M

    2014-07-01

    Linking the outcomes from interprofessional education to improvements in patient care has been hampered by educational assessments that primarily measure the short-term benefits of specific curricular interventions. Competencies, recently published by the Interprofessional Education Collaborative (IPEC), elaborate overarching goals for interprofessional education by specifying desired outcomes for graduating health professions students. The competencies define a transition point between the prescribed and structured educational experience of a professional degree program and the more self-directed, patient-oriented learning associated with professional practice. Drawing on the IPEC competencies for validity, we created a 42-item questionnaire to assess outcomes related to collaborative practice at the degree program level. To establish the usability and psychometric properties of the questionnaire, it was administered to all the students on a health science campus at a large urban university in the mid-Atlantic of the United States. The student responses (n = 481) defined four components aligned in part with the four domains of the IPEC competencies. In addition, the results demonstrated differences in scores by domain that can be used to structure future curricula. These findings suggest a questionnaire based on the IPEC competencies might provide a measure to assess programmatic outcomes related to interprofessional education. We discuss directions for future research, such as a comparison of results within and between institutions, and how these results could provide valuable insights about the effect of different curricular approaches to interprofessional education and the success of various educational programs at preparing students for collaborative practice.

  8. 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.

  9. 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.

  10. 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…

  11. 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…

  12. 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

    using the autonomy profile of the Improvisation Assessment Profiles. Results demonstrate the strengths, weaknesses, and potential in the parent, and quantifiable observed musical events in the gradients of autonomy provide evidence of positive and/or negative interactional behaviour. The therapist has......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...

  13. Assessing competence: The European survey on aging protocol (ESAP)

    NARCIS (Netherlands)

    Fernandez-Ballesteros, R.; Zamarron, M.D.; Rudinger, G.; Schroots, J.J.F.

    2004-01-01

    Objectives: The main goal of this research project was to translate and adapt the European Survey on Ageing Protocol (ESAP) to 7 European countries/cultures. This article presents preliminary results from the ESAP, the basic assessment instrument of EXCELSA (European Longitudinal Study of Aging). Me

  14. 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,"…

  15. 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

  16. Competence in Teaching Mindfulness-Based Courses: Concepts, Development and Assessment.

    Science.gov (United States)

    Crane, Rebecca S; Kuyken, Willem; Williams, J Mark G; Hastings, Richard P; Cooper, Lucinda; Fennell, Melanie J V

    2012-03-01

    There has been a groundswell of interest in the UK in Mindfulness-Based Stress Reduction (MBSR) and its derivatives, particularly Mindfulness-Based Cognitive Therapy (MBCT). Many health, education and social work practitioners have sought ways to develop their competencies as mindfulness-based teachers, and increasing numbers of organisations are developing mindfulness-based training programmes. However, the rapid expansion of interest in mindfulness-based approaches has meant that those people offering training for MBSR and MBCT teachers have had to consider some quite fundamental questions about training processes, standards and competence. They also need to consider how to develop a robust professional context for the next generation of mindfulness-based teachers. The ways in which competencies are addressed in the secular mainstream contexts in which MBSR and MBCT are taught are examined to enable a consideration of the particularities of mindfulness-based teaching competence. A framework suggesting how competencies develop in trainees is presented. The current status of methodologies for assessing competencies used in mindfulness-based training and research programmes is reviewed. We argue that the time is ripe to continue to develop these dialogues across the international community of mindfulness-based trainers and teachers.

  17. A Criterion-Related Validation Study of the Army Core Leader Competency Model

    Science.gov (United States)

    2007-04-01

    Research Framework. Kingston, ON: Canadian Forces Leadership Institute. Northouse , P. G. (2004). Leadership : Theory and Practice (3rd ed.). Thousand Oaks...Publishing Co. Chemers, M. M. (2000). Leadership research and theory : A functional integration. Group Dynamics: Theory , Research, and Practice , 4, 27-43. 33...dedicated to it ( Northouse , 2004; Hogan & Kaiser, 2005). Leadership may be measured using multi-rater assessment instruments, developed through a wide

  18. 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.

  19. 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.

  20. QTI for self-assessment and embeddedassessment in competence oriented scenarios: The Agora Case

    NARCIS (Netherlands)

    Santos, Patricia; Llobet, Wenceslao; Hernández-Leo, Davinia; Blat, Josep

    2009-01-01

    Santos, P., Llobet, W., Hernández-Leo, D., & Blat J. (2009). QTI for self-assessment and embeddedassessment in competence oriented scenarios: The Agora Case. Proceedings of the International Conference on Intelligent Networking and Collaborative Systems (INCoS 2009). November, 4-6, 2009, Barcelona,

  1. Validation of Assessment Vignettes and Scoring Rubric of Multicultural and International Competency in Faculty Teaching

    Science.gov (United States)

    Henderson, Sheila J.; Horton, Ruth A.; Saito, Paul K.; Shorter-Gooden, Kumea

    2016-01-01

    The purpose of this research was to develop a new tool for assessing multicultural and international competency in faculty teaching through vignette scenarios of university classroom critical incidents--across disciplines of clinical and forensics psychology, business, and education. Construct and content validity of the initial draft vignettes…

  2. [Progress in standard assessment on competency to stand trial of mentally disordered offenders].

    Science.gov (United States)

    Chen, Xiao-Bing; Cai, Wei-Xiong

    2012-08-01

    Competency to stand trial relates directly to legal rights of the appraised individual as well as whether criminal procedure can be carried out smoothly. Foreign scholars have conducted a large number of theoretical researches, and developed a series of standardized evaluation tools. However, the assessment on competency to stand trial has mainly focused on medical criteria in China for a long time, and most cases were judged by forensic psychiatrists' experience. Recently, Chinese scholars have started the initial research on standardized evaluation. This paper reviews the notion of competency to stand trial, the evaluation criteria, and the assessment tools domestically and abroad. The main focus is on foreign assessment tools, which included three categories. First category includes checklist, self-report questionnaires and sentence-completion tasks. Second category is the interview-based instruments without criterion-based scoring. Last category is the interview-based instruments with criterion-based scoring. This literature may be helpful for further research and standardization on assessment tools of competency to stand trial of mentally disordered offenders.

  3. 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.

  4. 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

  5. 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…

  6. 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…

  7. 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.…

  8. Personal Constructs in Rehabilitation Counseling: Empirically Derived Dimensions for Competence Assessment.

    Science.gov (United States)

    Scofield, Michael E.; And Others

    1983-01-01

    Identified six dimensions of personal constructs related to rehabilitation counseling as the first part of an investigation into how these variables influence clinical problem solving. Findings have implications for competence assessment research, definition of the affective domain in rehabilitation counseling, and identification of its unique…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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

  14. Assessing Motor Skill Competency in Elementary School Students: A Three-Year Study

    Directory of Open Access Journals (Sweden)

    Weiyun Chen, Steve Mason, Andrew Hypnar, Austin Bennett

    2016-03-01

    Full Text Available This study was to examine how well fourth- and fifth-grade students demonstrated motor skill competency assessed with selected PE Metrics assessment rubrics (2009. Fourth- and fifth-grade students (n = 1,346-1,926 were assessed on their performance of three manipulative skills using the PE Metrics Assessment Rubrics during the pre-intervention year, the post-intervention year 1, and the post-intervention year 3. Descriptive statistics, independent t-test, ANOVA, and follow-up comparisons were conducted for data analysis. The results indicated that the post-intervention year 2 cohort performed significantly more competent than the pre-intervention cohort and the post-intervention year 1 cohort on the three manipulative skill assessments. The post-intervention year 1 cohort significantly outperformed the pre-intervention cohort on the soccer dribbling, passing, and receiving and the striking skill assessments, but not on the throwing skill assessment. Although the boys in the three cohorts performed significantly better than the girls on all three skills, the girls showed substantial improvement on the overhand throwing and the soccer skills from baseline to the post-intervention year 1 and the post-intervention year 2. However, the girls, in particular, need to improve striking skill. The CTACH PE was conducive to improving fourth- and fifth-grade students’ motor skill competency in the three manipulative skills. This study suggest that PE Metrics assessment rubrics are feasible tools for PE teachers to assess levels of students’ demonstration of motor skill competency during a regular PE lesson.

  15. Automatic and unbiased assessment of competence in colonoscopy

    DEFF Research Database (Denmark)

    Preisler, Louise; Svendsen, Morten Bo Søndergaard; Søndergaard, Bo

    2016-01-01

    . The Generalizability coefficient (G-coefficient) was 0.80, and a Decision-study (D-study) revealed that four recordings were sufficient to ensure a G-coefficient above 0.80. We showed a positive correlation between CoPS and experience with Pearson's r of 0.61 (P ... is the first clinical descriptive report of a novel colonoscopy assessment tool based on Magnetic Endoscopic Imaging (MEI) data and the aim was to gather validity evidence based on the data collected using the "Colonoscopy Progression Score" (CoPS). Methods: We recorded 137 colonoscopy procedures performed...

  16. Occupational therapy students’ perspectives on the core competencies of graduates to practise in the field of neurology

    Directory of Open Access Journals (Sweden)

    L Jacobs-Nzuzi Khuabi

    2017-03-01

    Full Text Available Background. The South African (SA health system is characterised by limited resources, high bed turnover rates and a high therapist-to-patient ratio. Patients with neurological dysfunction form a large majority of the caseload of occupational therapists. Feedback from stakeholders alluded to some discrepancies between the content taught in the Stellenbosch University undergraduate curriculum and what is expected within the clinical setting. This raises questions regarding the relevance and applicability of what undergraduate occupational therapists are taught, given the nature and demands of the SA public health system. Objective. To explore the perspectives of final-year occupational therapy students with regard to the core competencies required for optimal preparation of students for practice in the field of neurology. Methods. This explorative study used three focus groups to obtain the perspectives of 18 final-year students who had experienced clinical placements in neurology. Information from the focus groups was transcribed and analysed thematically to determine the findings. Results. Analysis of the data revealed four themes, i.e. core knowledge and skills; attitude; resource and time constraints in clinical areas; and factors influencing optimal learning experiences. Conclusion. The curriculum should prepare students to be well equipped for the current climate of the profession. While the current neurology curriculum may be viewed as having some positive features, there are some aspects that need to be updated and revised. Key considerations to optimise learning include a more regular interface between clinical areas and the university, scheduling of teaching blocks, and applying relevant teaching methods.

  17. Peer and Self-Assessment of Teamwork Collaboration Competencies

    DEFF Research Database (Denmark)

    Maribo, Peder

    2015-01-01

    The ability to collaborate in teams is a central learning objective in a course for students enrolled in the elective 6th semester Civil Engineering Program. Therefore, methods for project management and team collaboration were facilitated through a designated course. The teamwork collaboration...... an Agreement of Collaboration (AC) for the project, including listing of values, norms and rules defining their mutual understanding of good teamwork behavior. The AC was discussed with the supervisors and finally signed by each member of the team. At the completion of the project period each team member...... 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...

  18. 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.

  19. 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…

  20. The Range of the Availability and Practice of Authentic Assessment Competencies for Intermediate Stage Teachers in Sharurah Governorate

    Science.gov (United States)

    AL-Shehri, Mohammad; Otoum, Abedalqader; AL-Magableh, Mohammad

    2015-01-01

    This study aimed to identify the range of the availability and practice of authentic assessment competencies for intermediate stage teachers in Sharurah governorate, and to know the effect of these variables (gender, major, experience) on the range of the availability and practice of authentic assessment competencies. A questionnaire was designed…

  1. CAPS-1 promotes fusion competence of stationary dense-core vesicles in presynaptic terminals of mammalian neurons.

    Science.gov (United States)

    Farina, Margherita; van de Bospoort, Rhea; He, Enqi; Persoon, Claudia M; van Weering, Jan R T; Broeke, Jurjen H; Verhage, Matthijs; Toonen, Ruud F

    2015-02-26

    Neuropeptides released from dense-core vesicles (DCVs) modulate neuronal activity, but the molecules driving DCV secretion in mammalian neurons are largely unknown. We studied the role of calcium-activator protein for secretion (CAPS) proteins in neuronal DCV secretion at single vesicle resolution. Endogenous CAPS-1 co-localized with synaptic markers but was not enriched at every synapse. Deletion of CAPS-1 and CAPS-2 did not affect DCV biogenesis, loading, transport or docking, but DCV secretion was reduced by 70% in CAPS-1/CAPS-2 double null mutant (DKO) neurons and remaining fusion events required prolonged stimulation. CAPS deletion specifically reduced secretion of stationary DCVs. CAPS-1-EYFP expression in DKO neurons restored DCV secretion, but CAPS-1-EYFP and DCVs rarely traveled together. Synaptic localization of CAPS-1-EYFP in DKO neurons was calcium dependent and DCV fusion probability correlated with synaptic CAPS-1-EYFP expression. These data indicate that CAPS-1 promotes fusion competence of immobile (tethered) DCVs in presynaptic terminals and that CAPS-1 localization to DCVs is probably not essential for this role.

  2. 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.

  3. Evaluating the Quality of Competency Assessment in Pharmacy: A Framework for Workplace Learning

    Directory of Open Access Journals (Sweden)

    Shailly Shah

    2016-01-01

    Full Text Available Demonstration of achieved competencies is critical in the pharmacy workplace. The purpose of this study was to evaluate the quality of the competency assessment program for pharmacy residents at an academic medical center. The competency assessment program (CAP survey is a validated, 48-item instrument that evaluates the quality of an assessment program based on 12 criteria, each measured by four questions on a scale of 0 to 100. The CAP was completed by residents (n = 23 and preceptors (n = 28 from the pharmacy residency program between 2010 and 2013. Results were analyzed using descriptive statistics, Cronbach’s alpha, and non-parametric tests. Educational Consequences was the only quality criteria falling below the standard for “good quality.” Participants that completed residency training elsewhere rated the Comparability (0.04 and Meaningfulness (0.01 of the assessment program higher than those that completed residency at the academic medical center. There were no significant differences between resident and preceptor scores. Overall, the quality of the assessment program was rated highly by residents and preceptors. The process described here provides a useful framework for understanding the quality of workplace learning assessments in pharmacy practice.

  4. 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

  5. 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.

  6. Framework for assessment of children's social competence, with particular focus on children with brain injuries.

    Science.gov (United States)

    Ashton, Rebecca

    2016-12-07

    Children's social competence is important for their general wellbeing and life satisfaction. Often it is an area identified as problematic for children brought to the attention of a psychologist, particularly for children with brain injuries. However, it can be difficult to pin down exactly where social difficulties lie, and therefore how best to help. The current article draws together the literature on social competence from brain injury and from more general developmental research. A hierarchical model is presented with three layers: social adjustment, social functioning, and social cognition. Additional factors likely to be relevant for children with brain injuries are noted. This framework can be used to guide psychologists' casework around social competence, aiming to provide a practical and coherent structure for assessment that can then support formulation, person centred planning, and tailored interventions.

  7. 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.

  8. 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.

  9. Facilitating reflective practice and self-assessment of competence through the use of narratives.

    Science.gov (United States)

    Levett-Jones, Tracy Lynn

    2007-03-01

    Reflective practice is a skill that is central to nursing students' professional development. Although there is an abundance of literature on the value of reflective practice there are few concrete methods that facilitate self-assessment of competence through the use of reflective practice. One such method is narrative reflection. A nursing narrative is a brief recount of an actual situation or episode in clinical practice that is significant because it resulted in new learning and/or new understanding. Narratives provide important opportunities for uncovering nursing practices that often go unnoticed and a new appreciation of the knowledge and skills of clinical practice. Nursing narratives reveal the richness of the clinical knowledge embedded in practice and provide a way for knowledge and practice to be linked together in meaningful dialogue, promoting interpretive analysis and reflection. A narrative approach contextualises knowledge and values and builds upon the clinical experiences of the student. Narratives afford opportunities for nursing students to: Learn from practice through reflection. Describe and critically analyse episodes of their clinical practice. Illuminate and assess their own level of competence by applying competency standards as a benchmark. Identify areas of strength and those requiring development. Develop practice-driven clinical learning objectives. Narratives have proven to be a successful means of developing students' ability to reflect upon and assess competence in a clinically relevant and motivating way. This paper will explore the possibilities that narratives hold for developing clinical acumen, promoting reflective practice, and assessing competence. It will provide an overview of narrative writing, and discuss some of the challenges encountered in the implementation of this clinical learning innovation at the author's university in Australia.

  10. 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.

  11. 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...... competencies and parent-child interaction measured by scores from APC and by the Parenting Stress Index and Parent-Child Relationship-Inventory. The study had a multiple strategy sequential design. The fixed design was a between and within groups design to test the APCs reliability and validity in a clinical...... 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...

  12. 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...

  13. Development of a method of assessment of the problem-solving competence at the technical University of Madrid.

    OpenAIRE

    Mendez Jaque, Angel; Florensa Lorente, Miguel; Molleda Clara, Maria Cristina; Fernández Jiménez, Consuelo; Alcázar, Ángel; Ramiro-Díaz, José Bruno; Sardonil, Enrique; Manrique Menendez, Emilio; Montoro Ordóñez, Teresa

    2013-01-01

    The competence evaluation promoted by the European High Education Area entails a very important methodological change that requires guiding support to help lecturers carry out this new and complex task. In this regard, the Technical University of Madrid (UPM, by its Spanish acronym) has financed a series of coordinated projects with the objective of developing a model for teaching and evaluating core competences and providing support to lecturers. This paper deals with the problem solving com...

  14. 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

  15. 我国汽车企业核心能力体系实证研究%The Empirical Study of Core Competence System in Automobile Enterprises

    Institute of Scientific and Technical Information of China (English)

    李光绪; 叶红; 张艳莉

    2011-01-01

    我国汽车企业核心能力体系包括产品设计、品牌培育、营销策划与生产创新四个要素。实证性的研究表明,我国汽车企业核心能力培育在整体上处于良性循环状态,而在创新设计、品牌推广与规模化生产等方面有待加强。%The core competence system in our automotive enterprises includes production design, brand development, marketing planning and production innovation of four elements. The empirical research shows that the cultivation of core competence on the whole is in a virtuous cycle state, yet it should be strengthened in innovation design, brand promotion and large scale production.

  16. Materials Assessment for the Canadian SCWR Core Concept

    Science.gov (United States)

    Zheng, Wenyue; Guzonas, David; Boyle, Kevin P.; Li, Jian; Xu, Su

    2016-02-01

    As part of the development effort of the Generation IV Forum, Canada has undertaken research to support the conceptual design of a pressure-tube-based supercritical water-cooled reactor (SCWR). With an outlet temperature of 625°C and a coolant pressure of 25 MPa, this concept requires fuel-cladding materials that can sustain very harsh in-core conditions. After reviewing the worldwide efforts in SCWR materials since the 1950s, a materials program was created to identify and assess candidate alloys that have potential to operate for 3.5 years as a fuel cladding. An overview of the key aspects and the overall results of this program are presented in this paper, while detailed discussions of individual projects in this program are provided in the accompanying papers of this issue. Further materials R&D work should focus on improving the resistance to stress corrosion cracking, high-temperature strength and ductility as well as microstructural stability.

  17. 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

  18. Qualitative research of core competency index system for midwife%助产士核心胜任力指标体系的质性研究

    Institute of Scientific and Technical Information of China (English)

    殷雅贞; 侯睿; 朱秀

    2015-01-01

    目的:初步确立中国助产士应具备的核心胜任力的指标体系。方法采用质性研究,对17名助产相关人员进行半结构访谈。结果确立了我国助产士核心胜任力框架的7大主题,分别为“妊娠期照护”“分娩期照护”“产后照护”“新生儿照护”“妇女保健”“公共卫生保健、综合能力”“职业素养”。结论从多角度探讨了我国助产士核心胜任力,结合我国国情初步形成其指标体系框架,助产士胜任力水平需要政策法律与人力资源的保障。%Objective To establish the index system of core competencies for midwife. Methods By qualitative research, semi-structured interview were carried out in 17 staffs relevant to midwifery. Results “Antenatal care”,“Intrapartum care”,“Postnatal care”, “Feminine care”, “Public health care &Integrative competency”, and “Professional quality” were established as 7 main midwifery core competency frame. Conclusions This research explores the core competency for midwife from various perspectives, and we construct the frame of index system according to national conditions. The achievement of core competencies for midwife requires policy, law and manpower resource as guarantee.

  19. 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.

  20. 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.

  1. 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.

  2. Feasibility of an Assessment Tool for Children's Competence to Consent to Predictive Genetic Testing: a Pilot Study.

    Science.gov (United States)

    Hein, Irma M; Troost, Pieter W; Lindeboom, Robert; Christiaans, Imke; Grisso, Thomas; van Goudoever, Johannes B; Lindauer, Ramón J L

    2015-12-01

    Knowledge on children's capacities to consent to medical treatment is limited. Also, age limits for asking children's consent vary considerably between countries. Decision-making on predictive genetic testing (PGT) is especially complicated, considering the ongoing ethical debate. In order to examine just age limits for alleged competence to consent in children, we evaluated feasibility of a standardized assessment tool, and investigated cutoff ages for children's competence to consent to PGT. We performed a pilot study, including 17 pediatric outpatients between 6 and 18 years at risk for an autosomal dominantly inherited cardiac disease, eligible for predictive genetic testing. The reference standard for competence was established by experts trained in the relevant criteria for competent decision-making. The MacArthur Competence Assessment Tool for Treatment (MacCAT-T) served as index test. Data analysis included raw agreement between competence classifications, difference in mean ages between children judged competent and judged incompetent, and estimation of cutoff ages for judgments of competence. Twelve (71 %) children were considered competent by the reference standard, and 16 (94 %) by the MacCAT-T, with an overall agreement of 76 %. The expert judgments disagreed in most cases, while the MacCAT-T judgments agreed in 65 %. Mean age of children judged incompetent was 9.3 years and of children judged competent 12.1 years (p = .035). With 90 % sensitivity, children younger than 10.0 years were judged incompetent, with 90 % specificity children older than 11.8 years were judged competent. Feasibility of the MacCAT-T in children is confirmed. Initial findings on age cutoffs are indicative for children between the age of 12 and 18 to be judged competent for involvement in the informed consent process. Future research on appropriate age-limits for children's alleged competence to consent is needed.

  3. 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...

  4. Assessing Urban and Rural Teachers’ Competencies in STEM Integrated Education in Malaysia

    Directory of Open Access Journals (Sweden)

    Khairani Ahmad Zamri

    2017-01-01

    Full Text Available In order to fulfil the need of sizeable skill workers, Malaysia will introduce STEM integration education in mainstream schools throughout the country. However, like any educational reform, one important issue that needs to be taken into account is the teachers’ readiness especially in terms of their skills and competency in implementing the reform. As such, the purpose of this study is to assess differences between teachers’ competency for STEM integration education between urban and rural teachers. A total of 244 teachers (urban = 129, rural = 115 are employed as sample in this cross-sectional quantitative study. Responses from an 18-item questionnaire were analysed using Rasch Model analysis to determine characteristics of item that measure competency between urban and rural teachers. The DIF analysis shows that items related to competency in (1 ICT integration, and (2 organizing co-curricular activities showed a significant difference in their measures between both sets of teachers. The result from this study would certainly provide useful information to relevant stakeholders, especially with regards to providing training for the teachers in the designated areas.

  5. Application of ''Earl's Assessment "as", Assessment "for", and Assessment "of" Learning Model'' with Orthopaedic Assessment Clinical Competence

    Science.gov (United States)

    Lafave, Mark R.; Katz, Larry; Vaughn, Norman

    2013-01-01

    Context: In order to study the efficacy of assessment methods, a theoretical framework of Earl's model of assessment was introduced. Objective: (1) Introduce the predictive learning assessment model (PLAM) as an application of Earl's model of learning; (2) test Earl's model of learning through the use of the Standardized Orthopedic Assessment Tool…

  6. Examination of the metric characteristics of a Switzerland Competence Assessment Scale as an indicator of school readiness of preschool children

    Directory of Open Access Journals (Sweden)

    Joško Sindik

    2014-12-01

    Full Text Available Competence is “ability at work”, ability that is recognized in a certain activity, while the formation of a competent individual begins as early as preschool. The main objective of this research was to determine the psychometric properties of the Competence Assessment Scale, based on practical experience in the Swiss canton of Glarus, and to describe readiness of children to attend school. The sample of children that involved four kindergartens in Zagreb, Split and Ivanić Grad was examined, with a mean age of 6.26±0.42 years, of which there was 112 girls and 146 boys. Behavioral characteristics of children using the Competence Assessment Scale have been evaluated by 60 children educators from 30 school groups of all kindergartens. There was a positive, although low to medium-high correlation between the estimated level of children's competencies. All items of all SPK subscales were satisfactorily saturated corresponding to principal components. However, SPK shows somewhat lower discriminability. Preliminary testing showed that SPK, applied to a sample of preschool children in Croatia provides a valid and reliable results, and as such can help in assessment of each child for school. Scale is more sensitive at lower levels of competencies, which allows for identification of children with less developed competencies, but not in assessing the most competent children.

  7. Assessment of Pharmacists' Perception of Patient Care Competence and Need for Training in Rural and Urban Areas in North Dakota

    Science.gov (United States)

    Scott, David M.

    2010-01-01

    Context: Few studies have examined pharmacists' level of patient care competence and need for continuous professional development in rural areas. Purpose: To assess North Dakota pharmacists' practice setting, perceived level of patient care competencies, and the need for professional development in urban and rural areas. Methods: A survey was…

  8. 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…

  9. 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

  10. Development and Validation of an Assessment Tool for Competency in Critical Care Ultrasound

    Science.gov (United States)

    Patrawalla, Paru; Eisen, Lewis Ari; Shiloh, Ariel; Shah, Brijen J.; Savenkov, Oleksandr; Wise, Wendy; Evans, Laura; Mayo, Paul; Szyld, Demian

    2015-01-01

    Background Point-of-care ultrasound is an emerging technology in critical care medicine. Despite requirements for critical care medicine fellowship programs to demonstrate knowledge and competency in point-of-care ultrasound, tools to guide competency-based training are lacking. Objective We describe the development and validity arguments of a competency assessment tool for critical care ultrasound. Methods A modified Delphi method was used to develop behaviorally anchored checklists for 2 ultrasound applications: “Perform deep venous thrombosis study (DVT)” and “Qualify left ventricular function using parasternal long axis and parasternal short axis views (Echo).” One live rater and 1 video rater evaluated performance of 28 fellows. A second video rater evaluated a subset of 10 fellows. Validity evidence for content, response process, and internal consistency was assessed. Results An expert panel finalized checklists after 2 rounds of a modified Delphi method. The DVT checklist consisted of 13 items, including 1.00 global rating step (GRS). The Echo checklist consisted of 14 items, and included 1.00 GRS for each of 2 views. Interrater reliability evaluated with a Cohen kappa between the live and video rater was 1.00 for the DVT GRS, 0.44 for the PSLA GRS, and 0.58 for the PSSA GRS. Cronbach α was 0.85 for DVT and 0.92 for Echo. Conclusions The findings offer preliminary evidence for the validity of competency assessment tools for 2 applications of critical care ultrasound and data on live versus video raters. PMID:26692968

  11. Research and construction of core competence evaluation index system for new nurses%新护士核心能力评价指标体系的构建与研究

    Institute of Scientific and Technical Information of China (English)

    余颖娟; 丁小容; 曾杏珍; 张文婷

    2016-01-01

    目的:构建一套科学、全面的新护士核心能力评价体系。方法采用Delphi法对23位护理专家进行2轮函询,确定新护士核心能力评价体系的各级指标与权重。结果建立了由6个一级指标、20个二级指标、66个三级指标组成的新护士核心能力评价指标体系,专家咨询的权威系数为0.84,协调系数为0.370。结论该评估体系专家意见集中,结果科学、可靠,所形成的新护士核心能力评价指标体系为新护士入职后的评估、培训与考核评价提供了可量化的依据。%Objective To build a core competence evaluation index system for new nurses which was scientific and comprehensive. Methods 23 nursing experts was consulted by a two-round Delphi method, and finally determined the index system and the weight of each index. Results The core competence evaluation index system for new nurses consisted of 6 first-level indicator, 20 second-level indicator, 66 third-level indicator. The coefficient and authoritative coefficient were 0.370, 0.84. Conclusions The formation of the core competence evaluation index system for new nurses is scientific and reliable, which can provide objected and quantitative standards for assessment, training and evaluation of new nurses.

  12. Construction of evaluation index system of core competence of cardiovascular specialist nurses%心血管专科护士核心能力评价指标体系的构建

    Institute of Scientific and Technical Information of China (English)

    任雁北; 孙新风; 王萍; 侯文秀; 栾晓嵘

    2016-01-01

    Objective:To construct a set of scientific and reasonable evaluation index system of core competence for cardiovascular specialist nurses.Method:Through literature review and theoretical analysis,the core compe-tence evaluation index system for cardiovascular specialist nurses was constructed.And the weights were set up through two rounds of expertsconsultation of Delphy index screening and the use of optimal sequence chart.Re-sults:It has determined the oretical knowledge,professional skills,related skills,professional characteristics of 4 primary indicators and 25 the second level indicators of cardiovascular specialist nurses’core competency evalua-tion index system.Conclusion:The construction of the index system is scientific,reliable and credible.Which could provide references for the training and assessment of cardiovascular specialist nurses.%[目的]构建一套科学、合理的心血管专科护士核心能力评价指标体系。[方法]通过文献回顾、理论分析构建心血管专科护士核心能力评价指标,通过两轮德尔菲专家咨询进行指标筛选,运用优序图表设置权重。[结果]确定了理论知识、专业技能、相关能力、职业特质4个一级指标和25个二级指标的心血管专科护士核心能力评价指标体系。[结论]构建的指标体系科学、可靠、可信度高,可为心血管专科护士的培养和考核提供参考。

  13. Status of Research on Online Fuel Damage Detection and Core Damage Assessment System

    Institute of Scientific and Technical Information of China (English)

    XU; Xi-an; JI; Song-tao; GAO; Yong-guang; SHI; Xiao-lei

    2012-01-01

    <正>The technique research on the online fuel element damage detection and reactor core damage assessment is one project in the research program of the technical research for reactor key equipment maintenance and detection. The main research objective is to develop an online fuel damage detection system (FDDS), a core damage assessment system (CDAS) and make the integration of the two systems.

  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. 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

  16. 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.

  17. 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.

  18. Year 3 of Implementing the Common Core State Standards: States Prepare for Common Core Assessments

    Science.gov (United States)

    Rentner, Diane Stark

    2013-01-01

    With the voluntary Common Core State Standards (CCSS), states have sought to establish clear, high expectations that are consistent across participating states and that signal what K-12 students should learn in mathematics and English language arts (ELA) to be prepared for college and careers. As of July 2013, the CCSS have been adopted by 45…

  19. 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。

  20. [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.

  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. Rating scale for the assessment of competence in ultrasound-guided peripheral vascular access - a Delphi Consensus Study

    DEFF Research Database (Denmark)

    Primdahl, Stine C; Todsen, Tobias; Clemmesen, Louise;

    2016-01-01

    INTRODUCTION: Peripheral vascular access is vital for treatment and diagnostics of hospitalized patients. Ultrasound-guided vascular access (UGVA) is superior to the landmark technique. To ensure competence-based education, an assessment tool of UGVA competence is needed. We aimed to develop...... a global rating scale (RS) for assessment of UGVA competence based on opinions on the content from ultrasound experts in a modified Delphi consensus study. METHODS: We included experts from anesthesiology, emergency medicine and radiology across university hospitals in Denmark. Nine elements were drafted...

  3. 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

  4. 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…

  5. 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…

  6. 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.

  7. 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.

  8. Workplace based assessment: a step to promote competency based postgraduate training.

    Science.gov (United States)

    Singh, Tejinder; Modi, Jyoti Nath

    2013-06-08

    There has been an increasing emphasis on defining outcomes of medical education in terms of performance of trainees. This is a step beyond the description of outcomes in terms of competence that encompasses mostly potential abilities rather than the actual performance. The contextual adaptations and behavior judgments of the trainees are best assessed by a program of in-training assessment. Workplace based assessment (WPBA) is one of the modalities, which assesses the trainee in authentic settings. Though Postgraduate (PG) medical training in India is said to be competency-based, most institutions do not have any formative or in-training assessment program for the same. The two cardinal elements of WPBA are direct observation and conducted in work place in addition to provision of feedback to the trainee. The WPBA conforms to the highest (Level 4: Does) of Millers pyramid and also has the potential to assess at all four levels. Some of the tools used for WPBA are: Logbooks, Clinical Encounter Cards (CEC), mini-Clinical Evaluation Exercise (mini-CEX), Case based discussions, Direct Observation of Procedural Skills (DOPS), Multisource feedback (peers, co-workers, seniors, patients) etc. These can be documented in the form of a portfolio that provides a longitudinal view of experiences and progress of the trainee. The WPBA scores high on validity and educational impact by virtue of being based on direct observation in real situation and contextual feedback. The feasibility and acceptability is enhanced by making appropriate choices of tools, advance planning, building of mutual trust, and training of assessors. Given the established benefits of WPBA in shaping clinical learning, there is an imminent need for including this mode of assessment in our clinical training programs especially PG training.

  9. 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.

  10. 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.

  11. Malaysia - Insurance Core Principles : Detailed Assessment of Observance

    OpenAIRE

    World Bank

    2013-01-01

    This assessment provides an understanding of the significant regulatory and supervisory framework for the insurance sector of Malaysia. The assessment was conducted by Mark Causevic (external expert from OSFI Canada) during April 2012. Malaysia is undertaking the Financial Sector Assessment Program (FSAP) for the first time, and it includes a formal assessment of its observance with the In...

  12. School Competence and Fluent Academic Performance: Informing Assessment of Educational Outcomes in Survivors of Pediatric Medulloblastoma.

    Science.gov (United States)

    Holland, Alice Ann; Hughes, Carroll W; Stavinoha, Peter L

    2015-01-01

    Academic difficulties are widely acknowledged but not adequately studied in survivors of pediatric medulloblastoma. Although most survivors require special education services and are significantly less likely than healthy peers to finish high school, measured academic skills are typically average. This study sought to identify potential factors associated with academic difficulties in this population and focused on school competence and fluent academic performance. Thirty-six patients (ages 7-18 years old) were recruited through the Departments of Neurosurgery and Neuro-Oncology at Children's Medical Center Dallas and Cook Children's Medical Center in Fort Worth, TX. Participants completed a neuropsychological screening battery including selected Woodcock-Johnson III Tests of Achievement subtests. Parents completed the Child Behavior Checklist. School competence was significantly correlated with measured academic skills and fluency. Basic academic skill development was broadly average, in contrast to significantly worse fluent academic performance. School competence may have utility as a measure estimating levels of educational success in this population. Additionally, academic difficulties experienced by childhood medulloblastoma survivors may be better captured by measuring deficits in fluent academic performance rather than skills. Identification of these potential factors associated with educational outcomes of pediatric medulloblastoma survivors has significant implications for research, clinical assessment, and academic services/interventions.

  13. Faculty development in assessment: the missing link in competency-based medical education.

    Science.gov (United States)

    Holmboe, Eric S; Ward, Denham S; Reznick, Richard K; Katsufrakis, Peter J; Leslie, Karen M; Patel, Vimla L; Ray, Donna D; Nelson, Elizabeth A

    2011-04-01

    As the medical education community celebrates the 100th anniversary of the seminal Flexner Report, medical education is once again experiencing significant pressure to transform. Multiple reports from many of medicine's specialties and external stakeholders highlight the inadequacies of current training models to prepare a physician workforce to meet the needs of an increasingly diverse and aging population. This transformation, driven by competency-based medical education (CBME) principles that emphasize the outcomes, will require more effective evaluation and feedback by faculty.Substantial evidence suggests, however, that current faculty are insufficiently prepared for this task across both the traditional competencies of medical knowledge, clinical skills, and professionalism and the newer competencies of evidence-based practice, quality improvement, interdisciplinary teamwork, and systems. The implication of these observations is that the medical education enterprise urgently needs an international initiative of faculty development around CBME and assessment. In this article, the authors outline the current challenges and provide suggestions on where faculty development efforts should be focused and how such an initiative might be accomplished. The public, patients, and trainees need the medical education enterprise to improve training and outcomes now.

  14. A longitudinal assessment of vocabulary retention in symbol-competent chimpanzees (Pan troglodytes.

    Directory of Open Access Journals (Sweden)

    Michael J Beran

    Full Text Available A number of studies from the 1960s to 1990s assessed the symbolic competence of great apes and other animals. These studies provided varying forms of evidence that some species were capable of symbolically representing their worlds, both through productive symbol use and comprehension of symbolic stimuli. One such project at the Language Research Center involved training chimpanzees (Pan troglodytes to use lexigram symbols (geometric visual stimuli that represented objects, actions, locations, and individuals. Those studies now are more than 40 years old, and only a few of the apes involved in those studies are still alive. Three of these chimpanzees (and a fourth, control chimpanzee were assessed across a 10-year period from 1999 to 2008 for their continued knowledge of lexigram symbols and, in the case of one chimpanzee, the continued ability to comprehend human speech. This article describes that longitudinal assessment and outlines the degree to which symbol competence was retained by these chimpanzees across that decade-long period. All chimpanzees showed retention of lexigram vocabularies, although there were differences in the number of words that were retained across the individuals. One chimpanzee also showed continual retention of human speech perception. These retained vocabularies largely consisted of food item names, but also names of inedible objects, locations, individuals, and some actions. Many of these retained words were for things that are not common in the daily lives of the chimpanzees and for things that are rarely requested by the chimpanzees. Thus, the early experiences of these chimpanzees in symbol-rich environments have produced long-lasting memories for symbol meaning, and those competencies have benefited research in a variety of topics in comparative cognition.

  15. A longitudinal assessment of vocabulary retention in symbol-competent chimpanzees (Pan troglodytes).

    Science.gov (United States)

    Beran, Michael J; Heimbauer, Lisa A

    2015-01-01

    A number of studies from the 1960s to 1990s assessed the symbolic competence of great apes and other animals. These studies provided varying forms of evidence that some species were capable of symbolically representing their worlds, both through productive symbol use and comprehension of symbolic stimuli. One such project at the Language Research Center involved training chimpanzees (Pan troglodytes) to use lexigram symbols (geometric visual stimuli that represented objects, actions, locations, and individuals). Those studies now are more than 40 years old, and only a few of the apes involved in those studies are still alive. Three of these chimpanzees (and a fourth, control chimpanzee) were assessed across a 10-year period from 1999 to 2008 for their continued knowledge of lexigram symbols and, in the case of one chimpanzee, the continued ability to comprehend human speech. This article describes that longitudinal assessment and outlines the degree to which symbol competence was retained by these chimpanzees across that decade-long period. All chimpanzees showed retention of lexigram vocabularies, although there were differences in the number of words that were retained across the individuals. One chimpanzee also showed continual retention of human speech perception. These retained vocabularies largely consisted of food item names, but also names of inedible objects, locations, individuals, and some actions. Many of these retained words were for things that are not common in the daily lives of the chimpanzees and for things that are rarely requested by the chimpanzees. Thus, the early experiences of these chimpanzees in symbol-rich environments have produced long-lasting memories for symbol meaning, and those competencies have benefited research in a variety of topics in comparative cognition.

  16. [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.

  17. 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.

  18. 医政管理人员核心能力的调查分析%Investigation and Analysis of the Core Competence of Hospital Management Personnel

    Institute of Scientific and Technical Information of China (English)

    李桂玲

    2015-01-01

    目的:调查天津市医政管理人员核心能力水平,为筛选医政管理人员提供可靠的依据。方法采用自制的天津市医政管理人员核心能力调查问卷进行问卷调查,涉及2所三甲医院、1所三乙医院、1所二甲医院、1所一级医院、1所社区服务医院共380名医政管理人员,调查内容包括评判性思维(11个条目)、领导能力(16个条目)、人际关系(8个条目)、法律及伦理(7个条目)、教育培训(10个条目)、个人发展(6个条目)6个方面。结果调查对象核心能力总分(172.86±19.24)分,6个维度条目均分显示法律及伦理实践最高(3.26±0.88)分,评判性思维均分最低(3.00±0.89)分。参加教育培训年次与医政管理人员核心能力呈正相关(P<0.05),即随着参加教育培训年次增加,医政管理人员的核心能力增强。结论天津市医政管理人员核心能力的处于中上水平,能胜任医院的管理工作,应进一步加强对天津市医政管理人员核心能力培养,加强评判性思维,提高医政管理人员的综合素质。%Objective To investigate the core competence of hospital managers in Tianjin city,provide a reliable basis for the screening of hospital managers. Methods Using the self-made core competence of hospital managers of Tianjin and conducting a questionnaire survey,involving two 2 tertiary Hospitals,1 triethylene hospital,1 dimethyl hospital,1 first level hospital and 1 community hospital,total of 380 hospital managers. And the investigation involves six aspects(6 items),including critical thinking(11 items),leadership(16 items),interpersonal(8 items),law and ethics(7 items),education and training(10 items),and personal development(6 items).ResultsThe total core competency score was (172.86±19.24), and in six items the score of law and ethics was the highest(3.26±0.88),but critical thinking was the lowest(3.00±0.89). The

  19. Assessment of competence in clinical practice--a review of the literature.

    Science.gov (United States)

    Girot, E A

    1993-04-01

    Continuous practical assessments for those programmes leading to registration began to be introduced in the UK in the late 1970s and were generally hailed, certainly by educationalists, as being a much more valid, reliable and realistic method of assessment (Quinn 1989). However, now, with the increasing pressures on the role of the ward manager, the introduction of supernumerary status for learner nurses and shorter clinical placements, it could be argued that continuous practical assessment is in great danger of becoming no assessment at all. The extent to which experienced nurses are able to supervise and give the continued feedback on learners' progress that was considered such a significant improvement on the previous systems of assessments is questioned. On examination of the literature, consideration will be given to how experienced nurses measure and help others measure performance. The tools practitioners use to assist them in forming their judgements need to be examined. Are practitioners concerned with students' successful completion of tasks or do they rely on intuitive judgements in the complexity of the 'real life' situation? If intuitive judgements are involved, do they have any foundations, or are they concerned with mere random form completion and personality measures? In particular examination will be made of the various measurement tools available and different approaches to the assessment of competency in the 'real world' of nursing practice. Since the United Kingdom Central Council (UKCC) formally introduced the Nurses' Rules (Nurses, Midwives and Health Visitors Act 1979) in 1983, all courses throughout the UK, leading to registration had to begin to formally prepare students to work towards the achievement of the identified competencies.(ABSTRACT TRUNCATED AT 250 WORDS)

  20. Development and Assessment of Advanced Reactor Core Protection System

    Science.gov (United States)

    in, Wang-Kee; Park, Young-Ho; Baeg, Seung-Yeob

    An advanced core protection system for a pressurized water reactor, Reactor Core Protection System(RCOPS), was developed by adopting a high performance hardware platform and optimal system configuration. The functional algorithms of the core protection system were also improved to enhance the plant availability by reducing unnecessary reactor trips and increasing operational margin. The RCOPS consists of four independent safety channels providing a two-out-of-four trip logic. The reliability analysis using the reliability block diagram method showed the unavailability of the RCOPS to be lower than the conventional system. The failure mode and effects analysis demonstrated that the RCOPS does not lose its intended safety functions for most failures. New algorithms for the RCOPS functional design were implemented in order to avoid unnecessary reactor trips by providing auxiliary pre-trip alarms and signal validation logic for the control rod position. The new algorithms in the RCOPS were verified by comparing the RCOPS calculations with reference results. The new thermal margin algorithm for the RCOPS was expected to increase the operational margin to the limit for Departure from Nucleate Boiling Ratio (DNBR) by approximately 1%.

  1. [A structured ePortfolio to handle a programme of professional competences assessment in the area of transfusion medicine].

    Science.gov (United States)

    Staccini, P; Hergon, E; Bordonado, C; Jullien, S; Quaranta, J-F

    2007-08-01

    In order to organize a nationwide program for the evaluation of professional practices in the area of blood transfusion, the French National Blood Transfusion Institute and the Nice-Sophia Antipolis University designed and implemented a web based service aimed at following-up and guiding the physicians involved in such an assessment program. The core component is a structured electronic portfolio (ePortfolio), the implementation of which was based on an object-oriented environment combined with a content management system. The modelling of the global evaluation system makes it possible to describe this type of portfolio according to six axes: an axis "objectives" (competencies accreditation); an axis "target" (heath care professionals); an axis "content" (numerical documents); an axis "structure" (matrix of answer defined in space and time); an axis "source" (single source peer-reviewed); an axis "level of evidence" (validation of the proof after its deposit by an identified and authenticated peer user, whole tracking of the exchanges and interactions between users and device).

  2. The importance of evaluation in clinical competence in the presence of college teaching in health

    Directory of Open Access Journals (Sweden)

    Correa-Bautista Jorge Enrique

    2012-04-01

    Full Text Available Competency assessment (CA has renewed the way to determine the clinical performance ofhealth professionals. To this end, the university teaching requires conceptual and methodologicaldomain on the various techniques of formative assessment. This article reports the main technicalcompetency assessment in clinical settings, considering it as a core competency for universityteaching in health.

  3. Customized, Outcome-Based, Relevant Evaluation (CORE) at Lipscomb University: A Competency-Based Education Case Study

    Science.gov (United States)

    Klein-Collins, Rebecca; Olson, Rick

    2014-01-01

    In recent years, there has been a surge of interest in competency-based degree programs at the postsecondary level. These programs are promising for the future of higher education because they establish clear expectations for what graduates must know and be able to do, and many models have been designed to allow students to learn and earn a degree…

  4. Fuzzy-Method-Based Discernment and Evaluation System of Firm's Core Competency%基于模糊方法的核心能力识别和评价系统

    Institute of Scientific and Technical Information of China (English)

    魏江; 叶学锋

    2001-01-01

    本文从企业核心能力的特征入手,试图去建立企业核心能力的识别体系。由于不同企业核心能力的表现形态各不一样,但从核心能力的本质层面去识别其核心能力的有其现实意义的。核心能力的识别可以是成熟的核心能力,也可以是未来应该培育的核心能力,在此基础上,进一步构筑了核心能力的模糊评价体系,以期帮助企业分析阻碍其核心能力提高的主要瓶颈因素从而找到企业培育核心能力的切入点。%By perspective of the natures of firm's core competency, the paper tries to establish the discernment system. Because of the differences of the embodiments of core competencies in different firms, it is very significant to discern the core competency from the internal level of firm's overall system. Actually, the maturity process of core competency in different firms is firm-specific. By discerning system, the stage of core competency can be defined, and the bottleneck of core competency enhancement can be found out. This paper focuses on constructing the discenment indicator system and evaluation system, and expects to help firms find out the breakthrough points to develop their core competency.

  5. Competency Skills Assessment: Successes and Areas for Improvement Identified During Collaboration Between Informaticists and a National Organization.

    Science.gov (United States)

    Sipes, Carolyn; Hunter, Kathy; McGonigle, Dee; Hebda, Toni; Hill, Taryn; Lamblin, Jean

    2016-01-01

    The Association of periOperative Registered Nurses (AORN) approached the Nursing Informatics Research Team (NIRT) with a request to collaborate and conduct a competency assessment for their organization. An online tool was developed to determine current technology in perioperative settings. This presentation shares the process used to conduct research that led to a method for assessing perioperative nurses' competencies skills in their practice as well as identified gaps in curricula that faculty could address. Both successes and areas for improvement are detailed. The outcome of the process demonstrated a need to understand what skills are being assessed as AORN did not know what technology existed or how existing equipment was being used.

  6. Assessment Training: A Precondition for Teachers' Competencies and Use of Classroom Assessment Practices

    Science.gov (United States)

    Koloi-Keaikitse, Setlhomo

    2016-01-01

    Student assessment, particularly at classroom level, remains an integral part of teaching and learning and is a driving force for the implementation of educational policies and practices in many countries. Nevertheless, problems associated with teachers' classroom assessment practices continue to exist in schools and research shows that teachers…

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

    Directory of Open Access Journals (Sweden)

    Saber

    2016-01-01

    Full Text Available 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 and Methods By reviewing different methods of cultural translation and adaptation for assessment tools, and due to the lack of consensus on its processes, we selected Wild’s model as one of the most comprehensive methods in this regard. Wild’s (2005 10-stage model includes preparation, forward translation, reconciliation of the forward translation, back translation of reconciliation, back translation review, cognitive debriefing and cognitive review, and finalization, proofreading and final reporting. Using this model, we translated the MacArthur assessment tool and made it adaptable to Iranian patients. Results The MacArthur assessment tool is not dependent on any specific culture and language. As a result, if translation and its scientific adaptation are done based on an integrated and detailed model, the tool can be used for every culture and language. In other words, this tool is not culture-specific; so, it is applicable in cases where a translation is needed, and it can be culturally adapted to suit different societies. Conclusions In the present study, we are able to focus on and prove the efficacy and benefits of this measurement tool.

  8. Getting on with your computer is associated with job satisfaction in primary care: entrants to primary care should be assessed for their competency with electronic patient record systems.

    Science.gov (United States)

    de Lusignan, Simon; Pearce, Christopher; Munro, Neil

    2013-01-01

    Job satisfaction in primary care is associated with getting on with your computer. Many primary care professionals spend longer interacting with their computer than anything else in their day. However, the computer often makes demands rather than be an aid or supporter that has learned its user's preferences. The use of electronic patient record (EPR) systems is underrepresented in the assessment of entrants to primary care, and in definitions of the core competencies of a family physician/general practitioner. We call for this to be put right: for the use of the EPR to support direct patient care and clinical governance to be given greater prominence in training and assessment. In parallel, policy makers should ensure that the EPR system use is orientated to ensuring patients receive evidence-based care, and EPR system suppliers should explore how their systems might better support their clinician users, in particular learning their preferences.

  9. Development and assessment of generic competences in engineering degrees through creativity

    Directory of Open Access Journals (Sweden)

    Diego Anguís

    2012-03-01

    Full Text Available Now more than ever, the social demands on the University require huge amounts of creativity to respond to the socio-economic context of today’s society. Creativity is an ability that requires teamwork as a framework for discussion of the particular ideas of its members, and a scenario for the development of necessary attitudes of tolerance. The experience described was developed with the help received by the University of Seville, within the Call for Teaching Innovation and Improvement Projects of the University’s First Teaching Plan during the 2010-2011 academic year, in a subject corresponding to the second term of the first year of Building Engineering. The experience was designed to develop a very short video with subject-related content to motivate the development of creativity among the students, and which would allow them to understand their own strengths and weaknesses in this area. It was also designed to achieve certain transverse competences included within the learning objectives of the subject, such as the ability to communicate through word and image in the context of a project in which teamwork is promoted. Given that such competences are always difficult to assess, the experience also sought to explore different approaches through peer assessment (using rubrics designed specifically for this case and assessments involving agents external to the educational process. The results obtained show that, from the context of teaching technical subjects, it is possible to develop creativity together with the specific knowledge of the subject, and this experience is proposed as a new model for its teaching.

  10. On the Connotation and Cultivation of University's Core Competence%大学核心竞争力的要素及其培育

    Institute of Scientific and Technical Information of China (English)

    高宏

    2012-01-01

    University's core competence is a kind of resource that universities have access to external accreditation and gain competitive advantage. The unique resources, relative stable dynamic development, educational excellence are the key fea- tures of core competitiveness that university must have. University's core Competence exists mainly in hard power and soft power. Hard power of university exists mainly in the strength of teachers, scientific research strength and discipline power; Soft power mainly refers to the university spirit of university culture and brand reputation. Cultivation of University's core Competence needs the school-running entities to carry out scientific and rational design, implementation of sensitive social service mechanism, building brand reputation, operating excellent culture, and paying attention to the discipline construction.%大学核心竞争力即高校所拥有的获得外界认可并在大学竞争中获得优势的核心能力。资源独有性、相对稳定的动态发展性、办学卓越性等是大学核心竞争力所应有的特性。大学核心竞争力通过硬实力和软实力表现出来。硬实力主要体现为师资、科研、学科等方面;软实力主要指以大学精神为内核的大学文化以及品牌声誉等。培育大学的核心竞争力,需要各办学实体进行科学合理的顶层设计、实施灵敏的社会服务机制、打造品牌声誉、经营优秀文化、注重学科建设。

  11. Assessing Nephrological Competence among Geriatricians: A Proof of Concept Internet Survey.

    Directory of Open Access Journals (Sweden)

    Raffaele Antonelli Incalzi

    Full Text Available Chronic kidney disease (CKD is highly prevalent in the elderly and negatively impacts survival and health status. Thus, nephrological competence is mandatory for a skilled geriatrician. The present study aimed to assess nephrological competence in a sample of geriatricians recruited through a web survey. To this aim, a 12-items questionnaire was produced by an expert panel of nephrologists and geriatricians and was available online for members of the Italian Society of Gerontology and Geriatrics (SIGG. Two-hundred-eighty-seven geriatricians volunteered to fill in the questionnaire. The majority of them indirectly estimated the glomerular filtration rate (GFR using mainly the Cockroft-Gault (C-G formula. Selected nephrological exams, such as urinary Na and serum D-vitamin measurements, did not qualify as routine exams although the majority of geriatricians supplemented their patients with fat-soluble secosteroids. Ten percent of geriatricians asked for nephrological consultation only for stage 5 CKD patients and 30,9% only for stage 4 or 5. Erythropoietin supplementation was common practice for the majority of geriatricians, while only one third of them systematically used a procedure intended to prevent the contrast induced nephropathy (CIN. Finally, an alleged 50% adherence to the international guidelines for the management of CKD patients emerged from the questionnaire. Overall, results from this survey strongly recommend promoting nephrological education among geriatricians. Didactic standards for in training geriatricians need to be updated and the cooperation between geriatrics and nephrological societies promoted.

  12. COMPETENCY ASSESSMENT OF CLOTHING FASHION DESIGN: RASCH MEASUREMENT MODEL FOR CONSTRUCT VALIDITY AND RELIABILITY

    Directory of Open Access Journals (Sweden)

    Arasinah Kamis

    2013-12-01

    Full Text Available The Clothing Fashion Design (CFaD assessment instrument was used to measure the level of competence among instructors in Skills Training Institute (STI. This study was conducted to select items that are valid, fair, and of quality. The CFaD instrument consists of 97 Likert scale items with six constructs of designing, pattern drafting, computer, sewing, creative, and trade/entrepreneurship. The instrument was administered for the first stage of testing to 95 instructors in STI who teach in the field of fashion and clothing. The Rasch measurement model was used to obtain the reliability, validity, relevance of person items and unidimensionality of items. Therefore, Winsteps software version 3.72.3 was used to analyze the data. The findings showed that the items in the six constructs of skill competency have high reliability, from 0.63 to 0.96 for the Likert scale items. Meanwhile, the reliability of the respondents was estimated between 0.93-0.98. The analysis also indicate that 11 out of the 97 items were misfit while 32 items need to be repaired prior to the decision of dropping some of them due to lack of unidimensionality and differing levels of difficulty. Decisions to remove or repair were made so that the instrument is more fair and equitable to all respondents, and reliable.

  13. The General Assessment of Personality Disorder (GAPD) as an Instrument for Assessing the Core Features of Personality Disorders

    NARCIS (Netherlands)

    Berghuis, H.; Kamphuis, J.H.; Verheul, R.; Larstone, R.; Livesley, J.

    2013-01-01

    This study presents a psychometric evaluation of the General Assessment of Personality Disorder (GAPD), a self-report questionnaire for assessing the core components of personality dysfunction on the basis of Livesley's (2003) adaptive failure model. Analysis of samples from a general (n = 196) and

  14. Identifying core domains to assess flare in rheumatoid arthritis

    DEFF Research Database (Denmark)

    Bartlett, Susan J; Hewlett, Sarah; Bingham, Clifton O;

    2012-01-01

    For rheumatoid arthritis (RA), there is no consensus on how to define and assess flare. Variability in flare definitions impairs understanding of findings across studies and limits ability to pool results. The OMERACT RA Flare Group sought to identify domains to define RA flares from patient...

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

    NARCIS (Netherlands)

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

    2015-01-01

    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 t

  16. Assessing Changes in Counselor Trainees' Multicultural Competence Related to Service Learning

    Science.gov (United States)

    Lee, Debbiesiu L.; Rosen, Adam D.; McWhirter, J. Jeffries

    2014-01-01

    This mixed methods study examined changes in self-reported multicultural competence and distress reactions of 32 counselor trainees engaged in service learning. Whereas 3 trainees significantly increased in self-reported multicultural competence, 5 significantly decreased. Trainees who significantly increased in multicultural competence reported…

  17. An evaluation of a collaborative approach to the assessment of competence among nursing students of three universities in Ireland.

    Science.gov (United States)

    O'Connor, Tom; Fealy, Gerard M; Kelly, Mary; Mc Guinness, Ann Martina; Timmins, Fiona

    2009-07-01

    This paper describes a collaborative project conducted by the three principal universities in Dublin to implement and evaluate a competence assessment tool for use by nursing students and their assessors while on clinical placements. In the greater Dublin area, students from three universities are required to share clinical placement sites in specialist practice areas. Accordingly, a liaison group was established among the three universities, in order to develop a common competence-based assessment tool and related protocols for its use. The newly developed competence assessment tool was implemented in 2004, and in 2006, an evaluation of its use was conducted by means of a survey among a non-probability sample of students and their preceptors. Results from the survey data indicate generally positive attitudes to the structure of the tool and positive experiences of its operation in practice. However, respondents indicated dissatisfaction with the amount of time spent completing the assessment tool and the amount of preparation needed to carry out the assessment process. Recommendations for practice include the need to consider placement length in the design process and the need to focus on user preparation. This study also points to the benefits of inter-institutional collaboration in competence assessment and the possible implications for future work in this area.

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

    Science.gov (United States)

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

    2016-09-01

    The aim of this study was to assess the effectiveness of calibration training of departmental faculty and competency graders using an audience response system on operative dentistry concepts across 12 months. The training sessions were designed to further solidify the process and equilibration of clinical opinions among faculty members and provide a more calibrated grading assessment during patient care for student performance feedback. Four (quarterly) calibration sessions occurred over 12 months in 2015. The first session was considered the baseline (control value) for this study. Pre- and post-calibration interrater agreement was assessed. Additionally, a pre and post assessment with ten Likert-scale questions was used to measure students' perceptions of instructional consistency. The results showed that a statistically significant increase in conceptual knowledge scores occurred for both departmental faculty members and competency graders across each of the four sessions (one-factor ANOVA; paudience response system for departmental and competency graders was found to be effective in facilitating a discussion forum, calibrating clinical assessments, and improving student perceptions. The positive results from this study support the value of dental schools' introducing faculty development programs to ensure consistent instruction for assessing dental student competence.

  19. ARTIFICIAL NEURAL NETWORK BASED METHOD OF ASSESSMENT OF STUDENTS` FOREIGN LANGUAGE COMPETENCE BY THE GROUP OF EXPERTS

    Directory of Open Access Journals (Sweden)

    Olha V. Zastelo

    2015-09-01

    Full Text Available In this article the method of the integral assessment of the level of students` foreign language communicative competence by the group of experts through the complex test in a foreign language is considered. The use of mathematical methods and modern specialized software during complex testing of students significantly improves the expert methods, particularly in the direction of increasing the reliability of the assessment. Capitalizing analytical software environment realizes the simulation of non-linear generalizations based on artificial neural networks, which increases the accuracy of the estimate and allows further efficient use of the competent experts` experience gained in the model.

  20. Assessing Critical Thinking in Middle and High Schools: Meeting the Common Core

    Science.gov (United States)

    Stobaugh, Rebecca

    2013-01-01

    This practical, very effective resource helps middle and high school teachers and curriculum leaders develop the skills to design instructional tasks and assessments that engage students in higher-level critical thinking, as recommended by the Common Core State Standards. Real examples of formative and summative assessments from a variety of…

  1. 从核心能力现状看护理硕士研究生培养模式的改革%Making suggestions of nursing postgraduates' training mode reform through the state of their core competence

    Institute of Scientific and Technical Information of China (English)

    王惠珍; 纪翠红; 翟惠敏

    2011-01-01

    目的 根据核心能力现状对护理硕士研究生培养模式提出改革建议.方法 采用核心能力评价表、培养模式调查表、一般情况调查表对297名护理硕士研究生进行调查.结果 护理硕士研究生核心能力得分不容乐观,得分最低的4项分别为英语能力、科研能力、教学能力、专业知识和技能的掌握能力.结论 为提升护理硕士研究生教学质量,需从以下几方面进行改革:明确培养目标;明确专业方向、按照专业方向制订并有效实施培养计划;增加专业相关性理论课;加强公共英语及护理专业英语学习;提高科研能力;进一步加强和完善教学实践;巩固护理学基础知识、基本理论及基本技能;建立统一标准的考评体系.%Objective To make suggestions of reform of nursing postgraduates' training mode according to the state of their core competence. Methods 297 nursing postgraduates were investigated using the assessment form of nursing postgraduate's core competence, the questionnaire of training mode and general conditions. Results Nursing postgraduate's core competence were not good, the four lowest scored ability respectively were English ability, scientific research ability, teaching ability, grasping ability of professional knowledge and skill. Conclusions In order to promote the teaching quality, we should reform the training mode from the following aspects: to make clear training target; to make clear professional direction, formulate and carry out training program effectively; to increase the courses related with profession; to reinforce the study of public English and professional English ; to improve the ability of scientific research; to strengthen and perfect the teaching practice; to consolidate the basic knowledge,the basic theory and the basic skill of nursing; to build a unified and normal evaluation system.

  2. Assessment on Evaluating Parameters of Rice Core Collections Constructed by Genotypic Values and Molecular Marker Information

    Institute of Scientific and Technical Information of China (English)

    2007-01-01

    Eleven evaluating parameters for rice core collection were assessed based on genotypic values and molecular marker information. Monte Carlo simulation combined with mixed linear model was used to eliminate the interference from environment in order to draw more reliable results. The coincidence rate of range (CR) was the optimal parameter. Mean Simpson index (MD), mean Shannon-Weaver index of genetic diversity (M1) and mean polymorphism information content (MPIC) were important evaluating parameters. The variable rate of coefficient of variation (VR) could act as an important reference parameter for evaluating the variation degree of core collection. Percentage of polymorphic loci (p) could be used as a determination parameter for the size of core collection. Mean difference percentage (MD) was a determination parameter for the reliability judgment of core collection. The effective evaluating parameters for core collection selected in the research could be used as criteria for sampling percentage in different plant germplasm populations.

  3. Comparative assessment of out-of-core nuclear thermionic power systems

    Science.gov (United States)

    Estabrook, W. C.; Koenig, D. R.; Prickett, W. Z.

    1975-01-01

    The hardware selections available for fabrication of a nuclear electric propulsion stage for planetary exploration were explored. The investigation was centered around a heat-pipe-cooled, fast-spectrum nuclear reactor for an out-of-core power conversion system with sufficient detail for comparison with the in-core system studies completed previously. A survey of competing power conversion systems still indicated that the modular reliability of thermionic converters makes them the desirable choice to provide the 240-kWe end-of-life power for at least 20,000 full power hours. The electrical energy will be used to operate a number of mercury ion bombardment thrusters with a specific impulse in the range of about 4,000-5,000 seconds.

  4. The development and application of an instrument for assessing resident competence during preanesthesia consultation.

    Science.gov (United States)

    de Oliveira Filho, Getúlio Rodrigues; Schonhorst, Leonardo

    2004-07-01

    In this study, we aimed to construct, validate, and apply an instrument for assessing resident performance at outpatient preanesthesia consultation (PAC). A focus group and a Delphi panel of experts defined component items of a typical outpatient PAC, which could be used as indicators of competence. Items were incorporated in a checklist, which was further validated in a sample of consultations performed by board-certified anesthesiologists. The resulting instrument contained 37 items, grouped into five domains (physician-patient relationship, medical history, physical examination, patient education, and preanesthesia records), with high construct validity, high discriminant validity, moderate internal consistency, and high probability of inter-raters agreement. The instrument was applied to evaluate the performance of seven first-year residents at 317 consecutive PAC. Data were analyzed by constructing exponentially weighted moving average charts for domain and total scores. Statistically significant differing levels of performance could be consistently detected. Applying exponentially weighted moving average charts to the sequential analysis of the developed checklist scores can reliably assess resident performance at the devised criteria. The Preanesthesia Consultation Scoring Checklist is a potentially useful instrument for both formative and summative assessment of residents during their training in processes involved in outpatient preanesthesia evaluation.

  5. Using portfolios in the assessment of learning and competence: the impact of four models.

    Science.gov (United States)

    Endacott, Ruth; Gray, Morag A; Jasper, Melanie A; McMullan, Mirjam; Miller, Carolyn; Scholes, Julie; Webb, Christine

    2004-12-01

    This paper discusses the diversity of portfolio use highlighted in a study funded by the English National Board for Nursing, Midwifery and Health Visiting exploring the effectiveness of portfolios in assessing learning and competence (). Data collection was undertaken in two stages: through a national telephone survey of Higher Education Institutions (HEIs) delivering nursing programmes (stage 1); and through four in-depth case studies of portfolios use (stage 2). Data collection for stage two was undertaken through field work in four HEIs purporting to use portfolios as an assessment strategy, and their associated clinical placement settings. Four approaches to the structure and use of portfolios were evident from the stage 2 case study data; these were characterised as: the shopping trolley; toast rack; spinal column and cake mix. The case study data also highlighted the evolutionary nature of portfolio development and a range of additional factors influencing the effectiveness of their use, including language of assessment, degree of guidance and expectations of clinical and academic staff.

  6. Reliability of core test – Critical assessment and proposed new approach

    Directory of Open Access Journals (Sweden)

    Shafik Khoury

    2014-03-01

    Full Text Available Core test is commonly required in the area of concrete industry to evaluate the concrete strength and sometimes it becomes the unique tool for safety assessment of existing concrete structures. Core test is therefore introduced in most codes. An extensive literature survey on different international codes’ provisions; including the Egyptian, British, European and ACI Codes, for core analysis is presented. All studied codes’ provisions seem to be unreliable for predicting the in-situ concrete cube strength from the results of core tests. A comprehensive experimental study was undertaken to examine the factors affecting the interpretation of core test results. The program involves four concrete mixes, three concrete grades (18, 30 and 48 MPa, five core diameters (1.5, 2, 3, 4 and 6 in., five core aspect ratios (between 1 and 2, two types of coarse aggregates (pink lime stone and gravel, two coring directions, three moisture conditions and 18 different steel arrangements. Prototypes for concrete slabs and columns were constructed. More than 500 cores were prepared and tested in addition to tremendous number of concrete cubes and cylinders. Results indicate that the core strength reduces with the increase in aspect ratio, the reduction in core diameter, the presence of reinforcing steel, the incorporation of gravel in concrete, the increase in core moisture content, the drilling perpendicular to casting direction, and the reduction in concrete strength. The Egyptian code provision for core interpretation is critically examined. Based on the experimental evidences throughout this study, statistical analysis has been performed to determine reliable strength correction factors that account for the studied variables. A simple weighted regression analysis of a model without an intercept was carried out using the “SAS Software” package as well as “Data Fit” software. A new model for interpretation of core test results is proposed considering

  7. 基于核心竞争力的高校图书馆评价指标体系研究%Research on Index System for the Evaluation of University Library Based on Core Competence Theory

    Institute of Scientific and Technical Information of China (English)

    冯文春

    2011-01-01

    本文以核心竞争力理论为基础,通过对高校图书馆核心竞争力的分析,从资源能力、管理能力、创新能力和服务能力四个方面构建了高校图书馆核心竞争力评价的指标体系,为实施高校图书馆核心竞争力评价提供了一个有效的思路.%Based on the Core Competence theory, the paper analyzes the Core Competence of university library and establishes the index system from the perspective of resource, management, innovation and service, which provides an effective way for the evaluation of university library Core Competence. *

  8. La supuesta neutralidad de la evaluación por competencias The alleged neutrality of competence-based assessment

    Directory of Open Access Journals (Sweden)

    Juan Carlos Revilla Castro

    2011-05-01

    Full Text Available La gestión por competencias se ha convertido en los últimos treinta años en uno de los temas recurrentes cuando se habla de la gestión integral en las organizaciones del siglo xxi. Los cuatro pilares sobre los que descansa dicha gestión son la selección, la formación, la retribución y la evaluación. El objetivo del presente artículo es el análisis de uno de esos elementos clave: la evaluación por competencias. El punto de partida de esta investigación es la tendencia, en aumento, a valorar a los trabajadores tanto por sus cualificaciones como por sus actitudes, dos elementos centrales en la definición de competencia. A través del análisis de diferentes entrevistas a expertos y encargados de recursos humanos implicados en la gestión por competencias, se pretende visualizar las dificultades de encontrar elementos objetivos a los que atenerse a la hora de evaluar las competencias de los trabajadores.In the last 30 years competence-based management has become a recurring theme in the integral management of 21st-century institutions. The four pillars that support competence-based management are selection, training, remuneration and assessment. The aim of the present article is to analyse one of these key elements: competence-based assessment. The starting point of the study is the increasing tendency to assess employees on the basis not only of their qualifications but also of their attitudes, two elements that are fundamental to the definition of competence. By analyzing a variety of interviews with experts and people in charge of human resources involved in competence-based management, we aim to highlight how difficult it is to find objective elements on which to base an assessment of the competences of employees.

  9. Competency assessment and development among health-care leaders: results of a cross-sectional survey.

    Science.gov (United States)

    Yarbrough Landry, Amy; Stowe, Michael; Haefner, James

    2012-05-01

    In light of the challenges involved in leading a health care organization, it is important that the executives and managers charged with doing so are competent in a variety of areas. However, leading at all organizational levels does not necessarily require the same levels and types of competencies. The purpose of this research is to determine how well competency training works in health care organizations, and to obtain a better understanding of the competencies needed for leaders at different points of their careers and at various organizational levels. Ten health care management competency domains thought to positively influence job performance for health care executives are presented. The study seeks to answer four hypotheses related to self-perceptions of competencies and training opportunities at various hierarchical levels. A survey method was used to sample a subset of the healthcare executive population in the USA, based on three variables of interest, competency training opportunities, self-reported level of competency and hierarchical level. A series of Kruskal-Wallis and Mann-Whitney U tests were conducted to identify perceived differences in both competency level and training opportunities among respondents of various hierarchical levels. The most significant result of our research is that competency training is effective in health care organizations. The implications and need for additional research are discussed.

  10. 护理人员核心能力现状调查研究%Investigation and analysis on current situation of nurses' core competence

    Institute of Scientific and Technical Information of China (English)

    章昭妹

    2016-01-01

    目的:了解临床护士核心能力情况,通过量化分析,探讨其影响因素,为制定针对性干预措施提供依据。方法采用«中国护士核心能力量表»进行问卷调查。结果工作年限3年以下与3以上的护士,两组相比在临床护理、领导能力及评判性思维和科研能力维度上,经统计学处理 P0.05,无显著性差异。结论医院管理者应注重临床护士的继续教育学习工作,激发临床护士的学习积极性和工作积极性,合理利用资源进行分层次的培训、重视临床能力的培养、重点培养知识能力型的护理人才。%Objective To study the clinical nurse core ability, through quantitative analysis, discuss the influencing factors, to provide evidence for targeted intervention measures.Methods Using questionnaire survey to the nurses' core competence scale. Results Nurses were divided into the 3 years group, compared two groups in clinical nursing, leadership, critical thinking and scientific research ability dimensions, after statistics processing (P0.05), there was no significant difference. Conclusions The hospital administrators should pay attention to the continuing education of clinical nurses, and inspire learning enthusiasm and motivation of clinical nurses, and take rational utilization of resources for hierarchical training, and pay attention to the cultivation of clinical ability, and cultivate the competency-and- knowledge based nursing personnel.

  11. Validity and reliability of portfolio assessment of competency in a baccalaureate dental hygiene program

    Science.gov (United States)

    Gadbury-Amyot, Cynthia C.

    This study examined validity and reliability of portfolio assessment using Messick's (1996, 1995) unified framework of construct validity. Theoretical and empirical evidence was sought for six aspects of construct validity. The sample included twenty student portfolios. Each portfolio were evaluated by seven faculty raters using a primary trait analysis scoring rubric. There was a significant relationship (r = .81--.95; p portfolio and rubric (1.15%) indicating that while the seven subscales varied in difficulty level, the relative standing of individual portfolios was maintained across subscales. Faculty rater variance accounted for only 1.28% of total variance. A phi coefficient of .86, analogous to a reliability coefficient in classical test theory, was obtained in the Decision study by increasing the subscales to fourteen and decreasing faculty raters to three. There was a significant relationship between portfolios and grade point average (r = .70; p portfolios and the Central Regional Dental Testing Service examination was both weak and nonsignificant (r = .19; p > .05). An open-ended survey was used to elicit student feedback on portfolio development. A majority of the students (76%) perceived value in the development of programmatic portfolios. In conclusion, the pattern of findings from this study suggest that portfolios can serve as a valid and reliable measure for assessing student competency.

  12. Contradictions in the Practices of Training for and Assessment of Competency: A Case Study from the Maritime Domain

    Science.gov (United States)

    Emad, Gholamreza; Roth, Wolff Michael

    2008-01-01

    Purpose: The purpose of this paper is to highlight the contradictions in the current maritime education and training system (MET), which is based on competency-based education, training and assessment, and to theorize the failure to make the training useful. Design/methodology/approach: A case study of education and training in the international…

  13. Modifying Defining Issues Test (DIT) as a Tool for Assessing Secondary Students' Social-Emotional Competencies

    Science.gov (United States)

    Ee, Jessie

    2014-01-01

    This paper discusses the use of an alternative instrument to assess the social-emotional competence (SEC) of secondary school students in Singapore. The instrument was used in a larger study to explore an approach to infuse social-emotional learning in the curriculum for children in school. The design of this research instrument is based on the…

  14. Information Competence of Doctoral Students in Information Science in Spain and Latin America: A Self-Assessment

    Science.gov (United States)

    Pinto, Maria; Fernandez-Ramos, Andres; Sanchez, Gerardo; Meneses, Grizly

    2013-01-01

    The study was carried out with students of official doctoral programs of Information Science in four universities in Spain and Latin America with the purpose of finding out, through self-assessments, student perceptions of their own information competence. A survey was designed to determine self-perceptions of knowledge, skills and attitudes…

  15. A Framework for Assessing High School Students' Intercultural Communicative Competence in a Computer-Mediated Language Learning Project

    Science.gov (United States)

    Peng, Hsinyi; Lu, Wei-Hsin; Wang, Chao-I

    2009-01-01

    The purposes of this study were to identify the essential dimensions of intercultural communicative competence (ICC) and to establish a framework for assessing the ICC level of high school students that included a self-report inventory and scoring rubrics for online interaction in intercultural contexts. A total of 472 high school students from…

  16. Development and evaluation of a student-centered multimedia self-assessment instrument for social-communicative competence

    NARCIS (Netherlands)

    Bakx, A.W.E.A.; Sijtsma, K.; van der Sanden, J.M.M.; Taconis, R.

    2002-01-01

    Communication plays an important role in many professional contexts. This is especially true for students in the field of social work. The aim of this study was to develop formative, self-regulated multimedia self-assessment of social-communicative competencies for social work students. First, a pil

  17. Self-reported confidence in prescribing skills correlates poorly with assessed competence in fourth-year medical students.

    Science.gov (United States)

    Brinkman, David J; Tichelaar, Jelle; van Agtmael, Michiel A; de Vries, Theo P G M; Richir, Milan C

    2015-07-01

    The objective of this study was to investigate the relationship between students' self-reported confidence and their objectively assessed competence in prescribing. We assessed the competence in several prescribing skills of 403 fourth-year medical students at the VU University Medical Center, the Netherlands, in a formative simulated examination on a 10-point scale (1 = very low; 10 = very high). Afterwards, the students were asked to rate their confidence in performing each of the prescribing skills on a 5-point Likert scale (1 = very unsure; 5 = very confident). Their assessments were then compared with their self-confidence ratings. Students' overall prescribing performance was adequate (7.0 ± 0.8), but they lacked confidence in 2 essential prescribing skills. Overall, there was a weak positive correlation (r = 0.2, P confidence and actual competence. Therefore, this study suggests that self-reported confidence is not an accurate measure of prescribing competence, and that students lack insight into their own strengths and weaknesses in prescribing. Future studies should focus on developing validated and reliable instruments so that students can assess their prescribing skills.

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

    Science.gov (United States)

    Roussos, Gina; Dunham, Yarrow

    2016-01-01

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

  19. Competence is Competence

    DEFF Research Database (Denmark)

    Bramming, Pia

    2004-01-01

    The article will address competence, its' diffusion, application, and the consequence of this application within the field of Human Resource Management (HRM). The concept competence-in-practice will be presented and in conclusion the article will consider implications and possibilities...... of competence-in-practice as an alternative approach to Competence Development within Human Resource Management....

  20. The Objective Structured Clinical Examination (OSCE) as a strategy for assessing clinical competence in midwifery education in Ireland: a critical review.

    Science.gov (United States)

    Smith, Valerie; Muldoon, Kathryn; Biesty, Linda

    2012-09-01

    In Ireland, to register as a midwife, all student midwives must be deemed competent to practice with the assessment of competence an essential component of midwifery education. A variety of assessment strategies, including observed practice, clinical interviews, portfolios of reflection, the Objective Structured Clinical Examination (OSCE) and written examination papers, are utilised to assess midwifery students' clinical competence. In this paper, a critical review of the OSCE as a strategy for assessing clinical competence in one third level institution in Ireland is offered. Although utilised for assessing competence across a range of areas (e.g. obstetric emergencies and pharmacology/drug administration), the use of the OSCE for assessing midwifery students' competence in lactation and infant feeding practices, as an example for this paper, is described. The advantages, disadvantages, validity and reliability of the OSCE, as an assessment strategy, are critically explored. Recognising that no single assessment strategy can provide all the information required to assess something as complex as clinical performance, the OSCE, when viewed alongside other forms of assessment, and with relevance to the topic under examination, may be considered a valuable strategy for enhancing the assessment of students' clinical competence, and for embracing diversity within midwifery education and training.

  1. Columbia University's Competency and Evidence-based Acute Care Nurse Practitioner Program.

    Science.gov (United States)

    Curran, Christine R.; Roberts, W. Dan

    2002-01-01

    Columbia University's acute care nurse practitioner curriculum incorporates evaluation strategies and standards to assess clinical competence and foster evidence-based practice. The curriculum consists of four core courses, supporting sciences, and specialty courses. (Contains 17 references.) (SK)

  2. Malaysia; Publication of Financial Sector Assessment Program Documentation—Detailed Assessment of Observance of Insurance Core Principles

    OpenAIRE

    International Monetary Fund

    2013-01-01

    This report is an analysis of the insurance core principles of Malaysia. This assessment gives a clear understanding of the regulatory and supervisory framework of the insurance sector of Malaysia. Bank Negara Malaysia (BNM) is the best insurance regulator in this region. Six percent of the financial sector accounts for the insurance sector. The assessment did not reveal any current potential sources of significant risk to the Malaysian financial stability from its insurance industry. The Exe...

  3. The HTA core model: a novel method for producing and reporting health technology assessments

    DEFF Research Database (Denmark)

    Lampe, Kristian; Mäkelä, Marjukka; Garrido, Marcial Velasco;

    2009-01-01

    OBJECTIVES: The aim of this study was to develop and test a generic framework to enable international collaboration for producing and sharing results of health technology assessments (HTAs). METHODS: Ten international teams constructed the HTA Core Model, dividing information contained in a compr......OBJECTIVES: The aim of this study was to develop and test a generic framework to enable international collaboration for producing and sharing results of health technology assessments (HTAs). METHODS: Ten international teams constructed the HTA Core Model, dividing information contained....... An online Handbook is available. CONCLUSIONS: The HTA Core Model is a novel approach to HTA. It enables effective international production and sharing of HTA results in a structured format. The face validity of the Model was confirmed during the project, but further testing and refining are needed to ensure...

  4. Continuing Medical Education Reform for Competency-Based Education and Assessment

    Science.gov (United States)

    Nahrwold, David L.

    2005-01-01

    The development of competency-based education and evaluation for residents and practicing physicians by the Accreditation Council for Graduate Medical Education and the American Board of Medical Specialties (ABMS), respectively, includes the competency of practice-based learning and improvement. Efforts to implement this and the other competencies…

  5. The Assessment of the Relationships among Loneliness, Affinity-Seeking Competence, and Communication Apprehension.

    Science.gov (United States)

    Woltjen, Lisa M.; Zakahi, Walter R.

    A study investigated the relationships among dyadic apprehension and levels of loneliness, dyadic apprehension and affinity-seeking competence, and affinity-seeking competence and levels of loneliness. Subjects, 198 undergraduate students, completed the Revised University of California at Los Angeles (UCLA) Loneliness Scale, the Personal Report of…

  6. A Case Study of Higher Education Competency Models Utilizing an Assessment Framework

    Science.gov (United States)

    Uden, Jayme

    2012-01-01

    The overall purpose of this study is to explore the creation and implementation of competency models in higher education masters level preparation programs. The study answers five research questions. Why and how did two higher education preparation programs create a professional competency model for the graduate students in the program and what…

  7. Perceived sports competence mediates the relationship between childhood motor skill proficiency and adolescent physical activity and fitness: a longitudinal assessment

    Directory of Open Access Journals (Sweden)

    van Beurden Eric

    2008-08-01

    Full Text Available Abstract Background The purpose of this paper was to investigate whether perceived sports competence mediates the relationship between childhood motor skill proficiency and subsequent adolescent physical activity and fitness. Methods In 2000, children's motor skill proficiency was assessed as part of a school-based physical activity intervention. In 2006/07, participants were followed up as part of the Physical Activity and Skills Study and completed assessments for perceived sports competence (Physical Self-Perception Profile, physical activity (Adolescent Physical Activity Recall Questionnaire and cardiorespiratory fitness (Multistage Fitness Test. Structural equation modelling techniques were used to determine whether perceived sports competence mediated between childhood object control skill proficiency (composite score of kick, catch and overhand throw, and subsequent adolescent self-reported time in moderate-to-vigorous physical activity and cardiorespiratory fitness. Results Of 928 original intervention participants, 481 were located in 28 schools and 276 (57% were assessed with at least one follow-up measure. Slightly more than half were female (52.4% with a mean age of 16.4 years (range 14.2 to 18.3 yrs. Relevant assessments were completed by 250 (90.6% students for the Physical Activity Model and 227 (82.3% for the Fitness Model. Both hypothesised mediation models had a good fit to the observed data, with the Physical Activity Model accounting for 18% (R2 = 0.18 of physical activity variance and the Fitness Model accounting for 30% (R2 = 0.30 of fitness variance. Sex did not act as a moderator in either model. Conclusion Developing a high perceived sports competence through object control skill development in childhood is important for both boys and girls in determining adolescent physical activity participation and fitness. Our findings highlight the need for interventions to target and improve the perceived sports competence of youth.

  8. Training and assessment of experimental competencies from a distance: Optical spectrometry via the Internet

    Science.gov (United States)

    Thoms, L.-J.; Girwidz, R.

    2016-05-01

    Assessment of experimental competencies is not yet well established. We just began an empirical pilot study, too. This study aims to examine if secondary school students may successfully use a predefined remote lab activity to introduce themselves to atomic physics. The analysis of spectra is a fundamental component for the understanding of wave optics and color perception. Hence, every student should have the opportunity to conduct own optical emission experiments. Since spectrometers are expensive and an accurate calibration is necessary to achieve energy distribution spectra of high quality, we developed a remotely controlled laboratory. We evaluated the experimental set-up and the accompanying worksheet with groups of two to four students in a laboratory condition. Additionally, the emerged learning material was brought to school and tested as a homework activity with 9th-graders replacing the regular introduction to atomic physics. The results show that the experiment presented here can be used by ninth grade students and is useful in connection with the created material for the self-regulated introduction to atomic physics in the context of homework.

  9. Assessing the Quality of the Common Core State Standards for Mathematics

    Science.gov (United States)

    Cobb, Paul; Jackson, Kara

    2011-01-01

    The authors comment on Porter, McMaken, Hwang, and Yang's recent analysis of the Common Core State Standards for Mathematics by critiquing their measures of the focus of the standards and the absence of an assessment of coherence. The authors then consider whether the standards are an improvement over most state mathematics standards by discussing…

  10. Social Validation of the New England Center for Children-Core Skills Assessment

    Science.gov (United States)

    Dickson, Chata A.; MacDonald, Rebecca P. F.; Mansfield, Renee; Guilhardi, Paulo; Johnson, Cammarie; Ahearn, William H.

    2014-01-01

    We investigated the social validity of the NECC Core Skills Assessment (NECC-CSA) with parents and professionals as participants. The NECC-CSA is a measurement tool consisting of direct and indirect measures of skills important to all individuals with autism, across the lifespan. Participants (N = 245) were provided with a list of 66 skills, 47 of…

  11. Implementing Common Core State Standards and Assessments: A Workbook for State and District Leaders

    Science.gov (United States)

    Harris, Alex; Rodriguez, Nick

    2011-01-01

    Achieve and the U.S. Education Delivery Institute have developed a practical Common Core Implementation Workbook for all states in the Partnership for Assessment of Readiness for College and Careers (PARCC). This workbook uses a proven performance management methodology known as "delivery" to lay out clear action steps for states and districts. It…

  12. Implementing Common Core State Standards and Assessments: A Workbook for State and District Leaders. Updated

    Science.gov (United States)

    Harris, Alex; Rodriguez, Nick

    2012-01-01

    Achieve and the U.S. Education Delivery Institute have developed a practical Common Core Implementation Workbook for all states in the Partnership for Assessment of Readiness for College and Careers (PARCC). This workbook uses a proven performance management methodology known as "delivery" to lay out clear action steps for states and districts. It…

  13. Toolkit for Evaluating Alignment of Instructional and Assessment Materials to the Common Core State Standards

    Science.gov (United States)

    Achieve, Inc., 2014

    2014-01-01

    In joint partnership, Achieve, The Council of Chief State School Officers, and Student Achievement Partners have developed a Toolkit for Evaluating the Alignment of Instructional and Assessment Materials to the Common Core State Standards. The Toolkit is a set of interrelated, freely available instruments for evaluating alignment to the CCSS; each…

  14. Assessing dental students' competence: best practice recommendations in the performance assessment literature and investigation of current practices in predoctoral dental education.

    Science.gov (United States)

    Albino, Judith E N; Young, Stephen K; Neumann, Laura M; Kramer, Gene A; Andrieu, Sandra C; Henson, Lindsey; Horn, Bruce; Hendricson, William D

    2008-12-01

    In this article, the Task Force on Student Outcomes Assessment of the American Dental Education Association's Commission on Change and Innovation in Dental Education describes the current status of student outcomes assessment in U.S. dental education. This review is divided into six sections. The first summarizes the literature on assessment of dental students' performance. Section two discusses catalysts, with a focus on problem-based learning, for development of new assessment methods, while the third section presents several resources and guides that can be used to inform selection of assessment techniques for various domains of competence. The fourth section describes the methodology and results of a 2008 survey of current assessment practices in U.S. dental schools. In the fifth section, findings from this survey are discussed within the context of competency-based education, the educational model for the predoctoral curriculum endorsed by the American Dental Education Association and prescribed by the Commission on Dental Accreditation. The article concludes with a summary of assessments recommended as optimal strategies to measure three components of professional competence based on the triangulation model. The survey of assessment practices in predoctoral education was completed by 931 course directors, representing 45 percent of course directors nationwide, from fifty-three of the fifty-six U.S. dental schools. Survey findings indicate that five traditional mainstays of student performance evaluation-multiple-choice testing, lab practicals, daily grades, clinical competency exams, and procedural requirements-still comprise the primary assessment tools in dental education. The survey revealed that a group of newer assessment techniques, although frequently identified as best practices in the literature and commonly used in other areas of health professions education, are rarely employed in predoctoral dental education.

  15. 我国IT外包企业核心能力构成要素分析%The analysis on the elements of core competence of China's IT outsourcing enterprises

    Institute of Scientific and Technical Information of China (English)

    任佳佳

    2013-01-01

      Core competence is the source of competitive advantage for IT outsourcing vendors.Based on survey data,this paper analyzes the factors constructed core competence of IT outsourcing vendors.Client relationship management ability,service delivery ability and human resource management ability are the three most important factors for core competence.IT outsourcing vendors should strengthen the building of core competence in these factors,so as to contribute for long-term development.%  IT外包企业的核心能力是其竞争优势的重要源泉。根据调研数据,对我国IT外包企业核心能力的构成要素进行研究,发现对于我国IT外包企业而言,客户关系管理能力、服务交付能力、人力资源管理能力是构成其核心能力的三大要素。IT外包企业未来应该从这些方面要素着手加强核心能力建设,以便为自身长远发展积蓄力量。

  16. 湖南省助产士核心胜任力的调查分析%Study on the core midwifery competencies and its influencing factors among midwives in Hu nan Province

    Institute of Scientific and Technical Information of China (English)

    陆虹; 侯睿; 朱秀; 张贤

    2012-01-01

    Objective To identify the status of core midwifery competencies of midwives. Method A total of 102 midwives in 6 hospitals in Hunan Province were investigated by using the Midwife Core Competency Scale. Results The average score of core midwifery competencies was (4.08 ±0.48 ). Midwives 'competency for labor and delivery care had the highest score, while their competencies for social sciences and public care as well as pre - pregnancy care were relatively low. There were significant positive correlations between core midwifery competencies and individual factors of age, total working yeare, and years of midwifery practice. Meanwhile,there were significant differences in core midwifery competencies between midwives of different marriage status,professional title and midwifery certification status. Conclusion Proper interventions and policy support need to be achieved to improve Chinese midwifery education and regulation system, thereby to facilitate the enhancement of Chinese midwives'core competencies.%目的 了解湖南省助产士核心胜任力现状.方法 采用助产士核心胜任力量表对湖南省6所医院102名助产士进行调查.结果 助产士核心胜任力总均分为(4.08±0.48)分,其中分娩期保健和产后保健得分较高,而公共卫生保健和孕前保健得分较低;助产士的年龄、工作年限、助产工作年限与助产士核心胜任力得分呈显著正相关,而不同婚姻状况、职称、医院级别、有无助产证和产科进修的助产士核心胜任力水平不同.结论 应进一步完善我国助产专业教育体系,建立独立的助产士准入制度和职称体系,充分发挥助产士的角色职能,从而推动助产士队伍核心胜任力的全面提高.

  17. Approaches of Cultivating Core Occupational Competencies of Students in Water resources special professional%水利工程特色专业建设职业核心能力的培养方案探究

    Institute of Scientific and Technical Information of China (English)

    刘述丽

    2012-01-01

    对学生职业核心能力的培养,是高职院校普遍面临的一个重要课题。本文以浙江省高职高专院校水利工程特色专业建设为平台,阐述了学生职业核心能力培养的内涵,提出了水利工程特色专业改革建设过程中学生职业核心能力融渗式培养的有效途径。%To cultivate students' core occupational competencies is an important issue to many higher vocational colleges. With the platform of the water resources special professional construction in Zhejiang province, the article expounds the con tents of cultivating core occupational competencies of students, proposes some effective penetrational approaches to promote the competencies.

  18. 150名手术室护士核心能力的现状分析%Analysis on the Present Situation of the Core Competence of 150 Nurses in Operation Room

    Institute of Scientific and Technical Information of China (English)

    赵春红; 吴丹

    2015-01-01

    Objective To investigate the status of core competence of operating room nurses ,and to analyze its influencing factors. Methods Totally, 150 operating room nurses were recruited and investigated by Chinese registered nurse core com-petence scale. Results The total score of core competence of operating room nurses was (168.35±32.43). In the dimension of core competence,the highest score was that of ethical law practice of ( 3.27±0.56),the lowest score was that of educational consulting ( 2.55± 0.42),The influencing factor of nurses’ core competence was the hospital grade. Conclusions The core competence of operating room nurses is at a medium level.Managers should arrange post work reasonably basing on different level ofnursing staffs,formulate training and evaluating system for core competence of operating room nurses,in order to im-prove the quality of care, and promote the professional development of operating room nurses.%目的:探讨手术室护士核心能力现状并对其影响因素进行分析。方法采用中国注册护士核心能力测评量表对长春市医院的150名手术室护士进行问卷调查。结果手术室护士核心能力总分为(168.35±32.43)分,伦理法律实践维度均分为(3.27±0.56)分,教育咨询维度均分最低(2.55±0.42)分,影响手术室护士核心能力的主要影响因素是医院等级。结论因手术室护士核心能力处于中等水平,管理者应根据科室的发展提高其护理质量,从而促进手术室护士自身快速发展。

  19. Innovation and the Interrelatedness of Core Competencies: How Taiwan's Giant Bicycles broke into the US Bicycle Market

    Directory of Open Access Journals (Sweden)

    S. Phineas Upham

    2006-03-01

    Full Text Available I argue that capabilities and barriers to entry are, in certain circumstances, interconnected in such a way that sacrificing one of them can lead to the subsequent vulnerability or erosion of another capability or barrier to entry. I illustrate this through a study of the US bicycle market in the 1980's in general, and Schwinn Corporation and Giant Manufacturing in particular, arguing that both the barriers to entry and the firm capabilities were interrelated. A specific set of decisions by Schwinn had broad and unanticipated effects that went beyond the capacity they explicitly relinquished. In this case manufacturing and distribution were tightly linked in such a way that without some form of tight link between them successful incremental innovation became difficult. Seemingly unrelated capabilities and strengths become mutually reinforcing or interconnected. Instead of being able to choose to add a single capability, or choose to discard one, companies may instead be choosing between sets, groups of interlinked, or patterned capabilities. A seemingly small change may require a major reorganization of other core capabilities that its ostensible status belies.

  20. Safety assessment of sanitary pads with a polymeric foam absorbent core.

    Science.gov (United States)

    Woeller, Kara E; Hochwalt, Anne E

    2015-10-01

    Sanitary pads for menstrual hygiene have a layered design consisting of a fluid permeable surface (topsheet), an absorbent core, and an impermeable backing with adhesive. Most sanitary pads employ cellulose-based cores. This describes the safety evaluation of a menstrual pad with an emollient-treated topsheet and a novel polymeric foam core. A quantitative risk assessment was performed, which included: (1) toxicological evaluation of the raw material components; (2) quantitative exposure assessments of pad constituents, accounting for the fluid handling properties of the product and pertinent conditions of use; and (3) risk characterization for exposure to raw materials (e.g., potential for skin irritation, contact sensitization, or systemic effects, if relevant) and to the physical article itself (potential effects on skin friction, etc.). No significant risk of adverse effects was found. Five years of post-market surveillance substantiates that the product is well-tolerated (1 health complaint reported per 2 million products shipped to market) and surpasses women's expectations for menstrual protection and overall comfort and dryness. This report illustrates how the classical risk assessment paradigm, informed by the impact of product design, functionality and pertinent use conditions, allowed the systematic safety evaluation of a personal hygiene product with a novel, non-cellulosic absorbent foam core technology.