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Sample records for competence-based assessments creating

  1. Facilitating Evaluations of Innovative, Competence-Based Assessments: Creating Understanding and Involving Multiple Stakeholders

    Science.gov (United States)

    Gulikers, Judith T. M.; Baartman, Liesbeth K. J.; Biemans, Harm 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 innovative, competence-based assessments (CBAs). While…

  2. Facilitating evaluations of innovative, competence-based assessment: Creating understanding and involving multiple stakeholders

    NARCIS (Netherlands)

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

    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

  3. 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

  4. Competency Based Assessment in Fashion Design

    Science.gov (United States)

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

    2018-04-01

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

  5. Assessing Competency-Based Education and Training: A Literature Review.

    Science.gov (United States)

    Toohey, Susan; And Others

    1995-01-01

    A literature review examined what aspects of performance should be assessed, what methods are appropriate, whether competency-based assessments should be graded, whether assessments should be done in the workplace or training institutions, and whose responsibility they are. Competence should be very broadly defined as both technical skills and as…

  6. PROBLEMS OF COMPETENCY-BASED ASSESSMENT OF APPLIED QUALIFICATIONS

    Directory of Open Access Journals (Sweden)

    S. A. Efimova

    2017-01-01

    Full Text Available Introduction. The search of the unified tools of competences measurement of vocational training institutions graduates and identification of mechanisms of interrelation of these competences with requirements of professional standards imposed to workers of various levels are brought into focus in the context of formation of National system of qualifications of the Russian Federation, introduction of the Third-generation Federal State Educational Standards and transition of professional education to the modular, and competence-based model of the organization of training. The aim of the article is to justify the content, structure and technology of competency-based assessment, as a set of interrelated activities and regulated procedures performed on the basis of the standardized interdisciplinary evaluation materials. Methodology and research methods. The present investigation is based on systematic-activity and competency-based approaches, analysis, systematization, and generalization. Results. The place of competencies, as a part of educational outcomes of vocational education programs, is justified. Critical analysis of typical methodological solutions that are typical for the modern pedagogical practices of the competency-based assessment is performed. The content and organizational design of the process of competency-based assessment is described. Scientific novelty. The conceptual apparatus of competency-based assessment is supplemented with the «sub-competence» category - component of competence, which retains all of its properties due to human activities. Factors of objects choice and methods of assessment in identifying the professional competences are proved. Practical significance. Results of the study can be used by researchers involved with assessment procedures; methodologists and teachers of professional educational organizations, training institutes, independent centers of the qualifications evaluation for the organization of

  7. 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.…

  8. Quality assessment in competency based physiotherapy education

    DEFF Research Database (Denmark)

    Brandt, Jørgen

    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...

  9. Core principles of assessment in competency-based medical education.

    Science.gov (United States)

    Lockyer, Jocelyn; Carraccio, Carol; Chan, Ming-Ka; Hart, Danielle; Smee, Sydney; Touchie, Claire; Holmboe, Eric S; Frank, Jason R

    2017-06-01

    The meaningful assessment of competence is critical for the implementation of effective competency-based medical education (CBME). Timely ongoing assessments are needed along with comprehensive periodic reviews to ensure that trainees continue to progress. New approaches are needed to optimize the use of multiple assessors and assessments; to synthesize the data collected from multiple assessors and multiple types of assessments; to develop faculty competence in assessment; and to ensure that relationships between the givers and receivers of feedback are appropriate. This paper describes the core principles of assessment for learning and assessment of learning. It addresses several ways to ensure the effectiveness of assessment programs, including using the right combination of assessment methods and conducting careful assessor selection and training. It provides a reconceptualization of the role of psychometrics and articulates the importance of a group process in determining trainees' progress. In addition, it notes that, to reach its potential as a driver in trainee development, quality care, and patient safety, CBME requires effective information management and documentation as well as ongoing consideration of ways to improve the assessment system.

  10. 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.

  11. Enhanced Requirements for Assessment in a Competency-Based, Time-Variable Medical Education System.

    Science.gov (United States)

    Gruppen, Larry D; Ten Cate, Olle; Lingard, Lorelei A; Teunissen, Pim W; Kogan, Jennifer R

    2018-03-01

    Competency-based, time-variable medical education has reshaped the perceptions and practices of teachers, curriculum designers, faculty developers, clinician educators, and program administrators. This increasingly popular approach highlights the fact that learning among different individuals varies in duration, foundation, and goal. Time variability places particular demands on the assessment data that are so necessary for making decisions about learner progress. These decisions may be formative (e.g., feedback for improvement) or summative (e.g., decisions about advancing a student). This article identifies challenges to collecting assessment data and to making assessment decisions in a time-variable system. These challenges include managing assessment data, defining and making valid assessment decisions, innovating in assessment, and modeling the considerable complexity of assessment in real-world settings and richly interconnected social systems. There are hopeful signs of creativity in assessment both from researchers and practitioners, but the transition from a traditional to a competency-based medical education system will likely continue to create much controversy and offer opportunities for originality and innovation in assessment.

  12. Involving users in the refinement of the competency-based achievement system: an innovative approach to competency-based assessment.

    Science.gov (United States)

    Ross, Shelley; Poth, Cheryl-Anne; Donoff, Michel G; Papile, Chiara; Humphries, Paul; Stasiuk, Samantha; Georgis, Rebecca

    2012-01-01

    Competency-based assessment innovations are being implemented to address concerns about the effectiveness of traditional approaches to medical training and the assessment of competence. Integrating intended users' perspectives during the piloting and refinement process of an innovation is necessary to ensure the innovation meets users' needs. Failure to do so results in no opportunity for users to influence the innovation, nor for developers to assess why an innovation works or does not work in different contexts. A qualitative participatory action research approach was used. Sixteen first-year residents participated in three focus groups and two interviews during piloting. Verbatim transcripts were analyzed individually and then across all transcripts using a constant comparison approach. The analysis revealed three key characteristics related to the impact on the residents' acceptance of the innovation as being a worthwhile investment of time and effort: access to frequent, timely, and specific feedback from preceptors. Findings were used to refine the innovation further. This study highlights the necessary conditions for assessing the success of implementation of educational innovations. Reciprocal communication between users and developers is vital. This reflects the approaches recommended in the Ottawa Consensus Statement on research in assessment published in Medical Teacher in March 2011.

  13. 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.

  14. Competency-based assessment in surgeon-performed head and neck ultrasonography

    DEFF Research Database (Denmark)

    Todsen, Tobias; Melchiors, Jacob; Charabi, Birgitte

    2017-01-01

    and to establish validity evidence for an objective structured assessment of ultrasound skills (OSAUS) used for competency-based assessment. STUDY DESIGN: A prospective experimental study. METHODS: Six otolaryngologists and 11 US novices were included in a standardized test setup for which they had to perform...... and the diagnostic accuracy was found (Spearman's ρ, 0.85; P competence with good reliability, significant discrimination between US competence levels, and a strong...... correlation of assessment score to diagnostic accuracy. An OSAUS pass/fail score was established and could be used for competence-based assessment in surgeon-performed HNUS. LEVEL OF EVIDENCE: NA. Laryngoscope, 2017....

  15. 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…

  16. 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…

  17. 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. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  18. 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

  19. Considerations that will determine if competency-based assessment is a sustainable innovation.

    Science.gov (United States)

    Dauphinee, W Dale; Boulet, John R; Norcini, John J

    2018-05-18

    Educational assessment for the health professions has seen a major attempt to introduce competency based frameworks. As high level policy developments, the changes were intended to improve outcomes by supporting learning and skills development. However, we argue that previous experiences with major innovations in assessment offer an important road map for developing and refining assessment innovations, including careful piloting and analyses of their measurement qualities and impacts. Based on the literature, numerous assessment workshops, personal interactions with potential users, and our 40 years of experience in implementing assessment change, we lament the lack of a coordinated approach to clarify and improve measurement qualities and functionality of competency based assessment (CBA). To address this worrisome situation, we offer two roadmaps to guide CBA's further development. Initially, reframe and address CBA as a measurement development opportunity. Secondly, using a roadmap adapted from the management literature on sustainable innovation, the medical assessment community needs to initiate an integrated plan to implement CBA as a sustainable innovation within existing educational programs and self-regulatory enterprises. Further examples of down-stream opportunities to refocus CBA at the implementation level within faculties and within the regulatory framework of the profession are offered. In closing, we challenge the broader assessment community in medicine to step forward and own the challenge and opportunities to reframe CBA as an innovation to improve the quality of the clinical educational experience. The goal is to optimize assessment in health education and ultimately improve the public's health.

  20. Surgeons' attitude toward a competency-based training and assessment program: results of a multicenter survey.

    Science.gov (United States)

    Hopmans, Cornelis J; den Hoed, Pieter T; Wallenburg, Iris; van der Laan, Lijkckle; van der Harst, Erwin; van der Elst, Maarten; Mannaerts, Guido H H; Dawson, Imro; van Lanschot, Jan J B; Ijzermans, Jan N M

    2013-01-01

    Currently, most surgical training programs are focused on the development and evaluation of professional competencies. Also in the Netherlands, competency-based training and assessment programs were introduced to restructure postgraduate medical training. The current surgical residency program is based on the Canadian Medical Education Directives for Specialists (CanMEDS) competencies and uses assessment tools to evaluate residents' competence progression. In this study, we examined the attitude of surgical residents and attending surgeons toward a competency-based training and assessment program used to restructure general surgical training in the Netherlands in 2009. In 2011, all residents (n = 51) and attending surgeons (n = 108) in 1 training region, consisting of 7 hospitals, were surveyed. Participants were asked to rate the importance of the CanMEDS competencies and the suitability of the adopted assessment tools. Items were rated on a 5-point Likert scale and considered relevant when at least 80% of the respondents rated an item with a score of 4 or 5 (indicating a positive attitude). Reliability was evaluated by calculating the Cronbach's α, and the Mann-Whitney test was applied to assess differences between groups. The response rate was 88% (n = 140). The CanMEDS framework demonstrated good reliability (Cronbach's α = 0.87). However, the importance of the competencies 'Manager' (78%) and 'Health Advocate' (70%) was undervalued. The assessment tools failed to achieve an acceptable reliability (Cronbach's α = 0.55), and individual tools were predominantly considered unsuitable for assessment. Exceptions were the tools 'in-training evaluation report' (91%) and 'objective structured assessment of technical skill' (82%). No significant differences were found between the residents and the attending surgeons. This study has demonstrated that, 2 years after the reform of the general surgical residency program, residents and attending surgeons in a large

  1. 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.

  2. An Electronic Competency-Based Evaluation Tool for Assessing Humanitarian Competencies in a Simulated Exercise.

    Science.gov (United States)

    Evans, Andrea B; Hulme, Jennifer M; Nugus, Peter; Cranmer, Hilarie H; Coutu, Melanie; Johnson, Kirsten

    2017-06-01

    The evaluation tool was first derived from the formerly Consortium of British Humanitarian Agencies' (CBHA; United Kingdom), now "Start Network's," Core Humanitarian Competency Framework and formatted in an electronic data capture tool that allowed for offline evaluation. During a 3-day humanitarian simulation event, participants in teams of eight to 10 were evaluated individually at multiple injects by trained evaluators. Participants were assessed on five competencies and a global rating scale. Participants evaluated both themselves and their team members using the same tool at the end of the simulation exercise (SimEx). All participants (63) were evaluated. A total of 1,008 individual evaluations were completed. There were 90 (9.0%) missing evaluations. All 63 participants also evaluated themselves and each of their teammates using the same tool. Self-evaluation scores were significantly lower than peer-evaluations, which were significantly lower than evaluators' assessments. Participants with a medical degree, and those with humanitarian work experience of one month or more, scored significantly higher on all competencies assessed by evaluators compared to other participants. Participants with prior humanitarian experience scored higher on competencies regarding operating safely and working effectively as a team member. This study presents a novel electronic evaluation tool to assess individual performance in five of six globally recognized humanitarian competency domains in a 3-day humanitarian SimEx. The evaluation tool provides a standardized approach to the assessment of humanitarian competencies that cannot be evaluated through knowledge-based testing in a classroom setting. When combined with testing knowledge-based competencies, this presents an approach to a comprehensive competency-based assessment that provides an objective measurement of competency with respect to the competencies listed in the Framework. There is an opportunity to advance the use of

  3. 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.

  4. The false dichotomy of quality and quantity in the discourse around assessment in competency-based education.

    Science.gov (United States)

    Ten Cate, Olle

    2015-08-01

    Competency-based medical education stresses the attainment of competencies rather than the completion of fixed time in rotations. This sometimes leads to the interpretation that quantitative features of a program are of less importance, such as procedures practiced and weeks or months spent in clinical practice. An educational philosophy like "We don't require numbers of procedures completed but focus on competencies" suggests a dichotomy of either competency-based or time and procedures based education. The author argues that this dichotomy is not useful, and may even compromise education, as long as valid assessment of all relevant competencies is not possible or feasible. Requiring quantities of experiences of learners is not in contrast with competency-based education.

  5. 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.

  6. [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.

  7. Assessing Translator Education in the Light of Competency-Based Approaches: Dashboard Indicators and Stakeholders’ Sense-Making

    Directory of Open Access Journals (Sweden)

    Sakwe George Mbotake

    2017-09-01

    Full Text Available The effect of globalization and the increasing demands on the job market have induced many countries in the world to introduce reforms aimed at streamlining their higher education curricula. The demand for a more flexible workforce with high skills (competencies in problem solving, team work and project management has been on the rise in recent years and the incorporation of competency-based curriculum has emerged as a necessity in the higher education sector. However, in spite of the growing popularity for the need to prepare graduates for the workplace, the actual academic culture and formative processes are yet to be tailored to address these new exigencies. The aim of this paper is to analyze in what manner competence and competence-based learning are being currently implemented in the Advanced School of Translators and Interpreters (ASTI of the University of Buea in Cameroon. Competency dashboard indicators from best practice frameworks are used to assess stakeholders’ sense-making as levers for quality assessment in translation learning. An opinion survey of 60 trainee translators and 12 instructors helped to identify factors, instructional and otherwise which promote or inhibit the success of competence-based education. The study posits that systemic and environmental issues, as well as organizational, teaching and learning, assessment, and quality assurance issues are germane to the effective implementation of generic and specific competencies. The ensuing proposals advocate for a responsive translator training and education that is more personalized and adaptive to address higher education’s challenges of access, quality, and affordability for a diverse set of students.

  8. When should I attempt my centrally administered summative assessments in the RANZCP competency-based training program?

    Science.gov (United States)

    Kealy-Bateman, Warren; Kotze, Beth; Lampe, Lisa

    2016-12-01

    To provide information relevant to decision-making around the timing of attempting the centrally administered summative assessments in the Royal Australian and New Zealand College of Psychiatrists (RANZCP) 2012 Fellowship Program. We consider the new Competency-Based Fellowship Program of the RANZCP and its underlying philosophy, the trainee trajectory within the program and the role of the supervisor. The relationship between workplace-based and external assessments is discussed. The timing of attempting centrally administered summative assessments is considered within the pedagogical framework of medical competencies development. Although successful completion of all the centrally administered summative assessments requires demonstration of a junior consultant standard of competency, the timing at which this standard will most commonly be achieved is likely to vary from assessment to assessment. There are disadvantages attendant upon prematurely attempting assessments, and trainees are advised to carefully consider the requirements of each assessment and match this against their current level of knowledge and skills. Trainees and supervisors need to be clear about the competencies required for each of the external assessments and match this against the trainee's current competencies to assist in decision-making about the timing of assessments and planning for future learning. © The Royal Australian and New Zealand College of Psychiatrists 2016.

  9. The contribution of assessment experiences to student teachers’ self-efficacy in competence-based education

    NARCIS (Netherlands)

    Prof. Dr. Mien Segers; Dr. Mart van Dinther; Prof. Dr. Filip Dochy

    2015-01-01

    Earlier research argues that educational programmes based on social cognitive theory are successful in improving students’ self-efficacy. Focusing on some formative assessment characteristics, this qualitative research intends to study in-depth how student teachers’ assessment experiences contribute

  10. PLA and CBE on the Competency Continuum: The Relationship between Prior Learning Assessment and Competency-Based Education

    Science.gov (United States)

    Tate, Pamela; Klein-Collins, Rebecca

    2015-01-01

    Competency-based education (CBE) is the hot new thing in higher education. While forms of CBE have been around since the 1970s, there has been a surge of interest in CBE, with more than 600 postsecondary institutions now reporting that they are either offering competency-based degree programs or are planning to do so. Similarly, institutional…

  11. 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…

  12. 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…

  13. Assessment of a Competency-Based Undergraduate Course on Genetic and Genomics.

    Science.gov (United States)

    Kronk, Rebecca; Colbert, Alison; Lengetti, Evelyn

    2017-08-24

    In response to new demands in the nursing profession, an innovative undergraduate genetics course was designed based on the Essential Nursing Competencies and Curricula Guidelines for Genetics and Genomics. Reflective journaling and storytelling were used as major pedagogies, alongside more traditional approaches. Thematic content analysis of student reflections revealed transformational learning as the major theme emerging from genomic and genetic knowledge acquisition. Quantitative analyses of precourse/postcourse student self-assessments of competencies revealed significant findings.

  14. Application of competency-based education in laparoscopic training.

    Science.gov (United States)

    Xue, Dongbo; Bo, Hong; Zhang, Weihui; Zhao, Song; Meng, Xianzhi; Zhang, Donghua

    2015-01-01

    To induce competency-based education/developing a curriculum in the training of postgraduate students in laparoscopic surgery. This study selected postgraduate students before the implementation of competency-based education (n = 16) or after the implementation of competency-based education (n = 17). On the basis of the 5 competencies of patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, and professionalism, the research team created a developing a curriculum chart and specific improvement measures that were implemented in the competency-based education group. On the basis of the developing a curriculum chart, the assessment of the 5 comprehensive competencies using the 360° assessment method indicated that the competency-based education group's competencies were significantly improved compared with those of the traditional group (P The improvement in the comprehensive assessment was also significant compared with the traditional group (P The implementation of competency-based education/developing a curriculum teaching helps to improve the comprehensive competencies of postgraduate students and enables them to become qualified clinicians equipped to meet society's needs.

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

    Science.gov (United States)

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

    2015-01-01

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

  16. Assessing tomorrow's learners: in competency-based education only a radically different holistic method of assessment will work. Six things we could forget.

    Science.gov (United States)

    Schuwirth, Lambert; Ash, Julie

    2013-07-01

    In this paper we are challenging six traditional notions about assessment that are unhelpful when designing 'assessment for learning'-programmes for competency-based education. We are arguing for the following: Reductionism is not the only way to assure rigour in high-stakes assessment; holistic judgements can be equally rigorous. Combining results of assessment parts only because they are of the same format (like different stations in an OSCE) is often not defensible; instead there must be a logically justifiable combination. Numbers describe the quality of the assessment. Therefore, manipulating the numbers is usually not the best way to improve its quality. Not every assessment moment needs to be a decision moment, disconnecting both makes combining summative and formative functions of assessment easier. Standardisation is not the only route to equity. Especially with diverse student groups tailoring is more equitable than standardisation. The most important element to standardise is the quality of the process and not the process itself. Finally, most assessment is too much focussed on detecting deficiencies and not on valuing individual student differences. In competency-based education--especially with a focus on learner orientation--this 'deficiency-model' is not as well aligned as a 'differences-model'.

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

    Science.gov (United States)

    Boker, Ama

    2016-01-01

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

  18. The false dichotomy of quality and quantity in the discourse around assessment in competency-based education

    NARCIS (Netherlands)

    ten Cate, Olle

    Competency-based medical education stresses the attainment of competencies rather than the completion of fixed time in rotations. This sometimes leads to the interpretation that quantitative features of a program are of less importance, such as procedures practiced and weeks or months spent in

  19. The False Dichotomy of Quality and Quantity in the Discourse around Assessment in Competency-Based Education

    Science.gov (United States)

    ten Cate, Olle

    2015-01-01

    Competency-based medical education stresses the attainment of competencies rather than the completion of fixed time in rotations. This sometimes leads to the interpretation that quantitative features of a program are of less importance, such as procedures practiced and weeks or months spent in clinical practice. An educational philosophy like…

  20. Acceptability, Feasibility and Feedback Analysis of Perception for Objective Structured Practical Examination As an Assessment Tool in Undergraduate in Competency Based Medical Education

    Directory of Open Access Journals (Sweden)

    Harsha V. Patil

    2016-04-01

    additional assessing tool in competency based medical education. We favor introduction of OSPE method of evaluation in our setup as it covers all domains and different aspects.

  1. 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,…

  2. Competency-based training: who benefits?

    Science.gov (United States)

    Brightwell, Alexandra; Grant, Janet

    2013-02-01

    Competency based training describes progression through training referenced to the demonstrated ability to perform certain tasks. In recent years, this has become the dominant curriculum model. We seek to examine who benefits from a competency based approach to medical education. For the regulators and service, the apparent advantage is in terms of apparent measurable accountability and flexibility. For assessors, the promise of competence based assessments in the workplace to provide a reliable and objective measurement of a trainee's performance has not been demonstrated in practice. For the doctor in training, there is very little evidence to show benefit from competency based training. Competency based training places emphasis on individual skills rather than overall learning experience thus risks diminishing the role of the trainee in the workplace. Any form of medical education that devalues workplace based learning will ultimately harm the profession and, in turn, patient care.

  3. Financing Competency Based Programs.

    Science.gov (United States)

    Daniel, Annette

    Literature on the background, causes, and current prevalence of competency based programs is synthesized in this report. According to one analysis of the actual and probable costs of minimum competency testing, estimated costs for test development, test administration, bureaucratic structures, and remedial programs for students who cannot pass the…

  4. Strategies for increasing the feasibility of performance assessments during competency-based education: Subjective and objective evaluations correlate in the operating room.

    Science.gov (United States)

    Szasz, Peter; Louridas, Marisa; Harris, Kenneth A; Grantcharov, Teodor P

    2017-08-01

    Competency-based education necessitates assessments that determine whether trainees have acquired specific competencies. The evidence on the ability of internal raters (staff surgeons) to provide accurate assessments is mixed; however, this has not yet been directly explored in the operating room. This study's objective is to compare the ratings given by internal raters vs an expert external rater (independent to the training process) in the operating room. Raters assessed general surgery residents during a laparoscopic cholecystectomy for their technical and nontechnical performance. Fifteen cases were observed. There was a moderately positive correlation (r s = .618, P = .014) for technical performance and a strong positive correlation (r s = .731, P = .002) for nontechnical performance. The internal raters were less stringent for technical (mean rank 3.33 vs 8.64, P = .007) and nontechnical (mean rank 3.83 vs 8.50, P = .01) performances. This study provides evidence to help operationalize competency-based assessments. Copyright © 2016 Elsevier Inc. All rights reserved.

  5. From Theory to Practice: Utilizing Competency-based Milestones to Assess Professional Growth and Development in the Foundational Science Blocks of a Pre-Clerkship Medical School Curriculum.

    Science.gov (United States)

    Pettepher, Cathleen C; Lomis, Kimberly D; Osheroff, Neil

    2016-09-01

    Physicians-in-training require skills and attitudes beyond medical knowledge in order to mature into successful clinicians. However, because assessments in pre-clerkship curricula historically have focused almost exclusively on medical knowledge, faculty contributions to early student development often have been limited. To address this challenge and enhance student progress, we re-designed our pre-clerkship curriculum to include settings in which diverse facets of student performance could be observed and fostered. Concurrently, we transitioned to an assessment strategy focused on competency-based milestones. The implementation of this strategy has allowed pre-clerkship science faculty to provide early-stage students with rich holistic feedback designed to stimulate their professional growth.

  6. Business Curriculum and Assessment Reform in Hong Kong Schools: A Critical Review from a Competence-Based Perspective

    Science.gov (United States)

    Yu, Christina Wai Mui

    2010-01-01

    From September 2009 onwards, a new business curriculum which focuses on three key business disciplines, namely management, accounting and finance, has been implemented in Hong Kong senior secondary schools. A new assessment guide has been also proposed in light of the new curriculum. Such business curriculum and assessment reform move in the…

  7. Investigating the Viability of a Competency-Based, Qualitative Laboratory Assessment Model in First-Year Undergraduate Chemistry

    Science.gov (United States)

    Pullen, Reyne; Thickett, Stuart C.; Bissember, Alex C.

    2018-01-01

    In chemistry curricula, both the role of the laboratory program and the method of assessment used are subject to scrutiny and debate. The ability to identify clearly defined competencies for the chemistry laboratory program is crucial, given the numerous other disciplines that rely on foundation-level chemistry knowledge and practical skills. In…

  8. Conceptualization and Pilot Testing of a Core Competency-Based Training Workshop in Suicide Risk Assessment and Management: Notes From the Field.

    Science.gov (United States)

    Cramer, Robert J; Bryson, Claire N; Eichorst, Morgam K; Keyes, Lee N; Ridge, Brittany E

    2017-03-01

    As professional psychology training programs and continuing education have moved toward competency based approaches, it has become equally important to develop uniform, evidence-based approaches for suicide risk assessment and management. The present article presents a workshop curriculum based on established core competencies in suicide risk assessment and management. Drawing on theories suicide risk formation, the workshop features an integration of didactic, process, and experiential components. We present pilot data from 2 small group workshops (n = 17): 1 from a clinical psychology doctoral program and 1 from a university counseling center. Workshop participation yielded increases in (a) the ability to recognize appropriate clinician responses to suicidal client statements, (b) self-perceptions of general capacity to interface with suicidal patients and mastery of the 10 core competencies, (c) factual knowledge concerning suicide risk assessment and management, and (d) the self-rated ability to assess and manage a suicidal patient. We discuss statistical and generalizability limitations as well as implications for future modification, implementation, and provision of this training method. © 2016 Wiley Periodicals, Inc.

  9. Creating an interactive environment for pediatric assessment.

    Science.gov (United States)

    de Armas Weber, D; Easley-Rosenberg, A

    2001-01-01

    An interactive assessment room (IAR) was conceived to explore the effect of a dynamic environment on the pediatric assessment process and subsequent individualized goal development. Selection of a central theme, creation of a multipurpose space, provision of multisensory experiences, maximization of environmental affordances, provision of effective motivators and opportunities for goal attainment, and facilitation of a transdisciplinary assessment were identified as integral to designing the IAR. A central farm theme was selected to create five task-oriented activity stations. The IAR offered a creative assessment environment for transdisciplinary, practice-based application of current motor development and behavioral models. In addition, the IAR facilitated exploratory play essential to promoting the client's optimal performance to arrive at the development of appropriate treatment goals.

  10. Development of Competency-Based Articulated Automotive Program. Big Bend Community College and Area High Schools. Final Report.

    Science.gov (United States)

    Buche, Fred; Cox, Charles

    A competency-based automotive mechanics curriculum was developed at Big Bend Community College (Washington) in order to provide the basis for an advanced placement procedure for high school graduates and experienced adults through a competency assessment. In order to create the curriculum, Big Bend Community College automotive mechanics…

  11. Competency-based continuing professional development.

    Science.gov (United States)

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

    2010-01-01

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

  12. Competency-based education in anesthesiology: history and challenges.

    Science.gov (United States)

    Ebert, Thomas J; Fox, Chris A

    2014-01-01

    The Accreditation Council for Graduate Medical Education is transitioning to a competency-based system with milestones to measure progress and define success of residents. The confines of the time-based residency will be relaxed. Curriculum must be redesigned and assessments will need to be precise and in-depth. Core anesthesiology faculty will be identified and will be the "trained observers" of the residents' progress. There will be logistic challenges requiring creative management by program directors. There may be residents who achieve "expert" status earlier than the required 36 months of clinical anesthesia education, whereas others may struggle to achieve acceptable status and will require additional education time. Faculty must accept both extremes without judgment. Innovative new educational opportunities will need to be created for fast learners. Finally, it will be important that residents embrace this change. This will require programs to clearly define the specific aims and measurement endpoints for advancement and success.

  13. Early Phonological Development: Creating an Assessment Test

    Science.gov (United States)

    Stoel-Gammon, Carol; Williams, A. Lynn

    2013-01-01

    This paper describes a new protocol for assessing the phonological systems of two-year-olds with typical development and older children with delays in vocabulary acquisition. The test (Profiles of Early Expressive Phonological Skills ("PEEPS"), Williams & Stoel-Gammon, in preparation) differs from currently available assessments in…

  14. Creating physicians of the 21st century: assessment of the clinical years

    Directory of Open Access Journals (Sweden)

    Vanderbilt AA

    2017-06-01

    Full Text Available Allison A Vanderbilt,1 Sara Q Perkins,2 Moriah K Muscaro,2 Thomas J Papadimos,3 Reginald F Baugh4 1Department of Family Medicine, 2College of Medicine and Life Sciences, University of Toledo, 3Department of Anesthesiology, 4Department of Surgery, College of Medicine and Life Sciences, University of Toledo, Toledo, OH, USA Abstract: Medical education has been under a constant state of revision for the past several years. The overarching theme of the curriculum revisions for medical schools across the USA has been creating better physicians for the 21st century, with the same end result: graduating medical students at the optimal performance level when entering residency. We propose a robust, thorough assessment process that will address the needs of clerkships, residents, students, and, most importantly, medical schools to best measure and improve clinical reasoning skills that are required for the learning outcomes of our future physicians. The Accreditation Council for Graduate Medical Education (ACGME evaluates and accredits medical school graduates based on competency-based outcomes and the assessment of specialty-specific milestones; however, there is some evidence that medical school graduates do not consistently meet the Level 1 milestones prior to entering/beginning residency, thus starting their internship year underprepared and overwhelmed. Medical schools should take on the responsibility to provide competency-based assessments for their students during the clinical years. These assessments should be geared toward preparing them with the cognitive competencies and skills needed to successfully transition to residency. Then, medical schools can produce students who will ultimately be prepared for transition to their residency programs to provide quality care. Keywords: ACGME Core Competencies, milestones, clerkships, medical education, evaluation 

  15. Competency Based Hospital Radiopharmacy Training

    International Nuclear Information System (INIS)

    2010-01-01

    Quality management systems in nuclear medicine are vital to a high level of nuclear medicine (NM) practice. Trained and competent staffs are essential for achieving high standards and growth in NM. One of the key bottlenecks for NM is the shortfall in human resources, especially of radiopharmacists. There is an acute shortage in most Member States and in some countries an absence of nationally registered pharmacists with radiopharmacy experience. Most nuclear medicine facilities operate their radiopharmacies (commonly referred to as the hot laboratories) with the support of technologists and radiographers. Recent surveys have found the level of training amongst technologists to be extremely variable. Most had little or no training in hot laboratory practices. The survey also indicated the poor state of hot laboratories in many countries. Basic quality systems in the hot laboratory could be improved significantly with better training. This competency-based education manual is designed with those radiopharmacy practitioners in mind. This competency-based trainer's manual provides trainers in each of the IAEA regions with the essentials of a training programme for all radiopharmacy practitioners. The competency-based training is a two week programme followed up with three months of practice achievements. The syllabus provides a standardized approach to lectures, practical sessions, and interactive workshops focusing on critical aspects of hot laboratory practices. The trainers, with the assistance of this manual, can deliver essential skills, competencies, and underpinning knowledge to operate safely and effectively in their hot laboratory. The course focuses on simple but practical steps that could be undertaken to improve staff performance. In addition, a basic framework of quality management principles related to radiopharmacy practices is also covered. Further, the syllabus can be adapted to the particular needs and characteristics of any training centre, country

  16. Competency-Based Education in Three Pilot Programs: Examining Implementation and Outcomes

    Science.gov (United States)

    Steele, Jennifer L.; Lewis, Matthew W.; Santibanez, Lucrecia; Faxon-Mills, Susannah; Rudnick, Mollie; Stecher, Brian M.; Hamilton, Laura S.

    2014-01-01

    In 2011, the Bill & Melinda Gates Foundation created the Project Mastery grant program to support competency-based education initiatives in large school systems that serve a high proportion of disadvantaged youth. Competency-based education meets students where they are academically, provides students with opportunities for choice, and awards…

  17. Competency-Based Business Degree. Issue Brief

    Science.gov (United States)

    Washington State Board for Community and Technical Colleges, 2014

    2014-01-01

    In January 2015, thirteen Washington community colleges launched an online, competency-based business transfer degree--the first in the state's community and technical college system. This issue brief provides answers to commonly asked questions about the new competency-based degree.

  18. Introducing competency-based postgraduate medical education in the Netherlands.

    Science.gov (United States)

    Scheele, Fedde; Teunissen, Pim; Van Luijk, Scheltus; Heineman, Erik; Fluit, Lia; Mulder, Hanneke; Meininger, Abe; Wijnen-Meijer, Marjo; Glas, Gerrit; Sluiter, Henk; Hummel, Thalia

    2008-01-01

    Medical boards around the world face the challenge of creating competency-based postgraduate training programs. Recent legislation requires that all postgraduate medical training programmes in The Netherlands be reformed. In this article the Dutch Advisory Board for Postgraduate Curriculum Development shares some of their experiences with guiding the design of specialist training programs, based on the Canadian Medical Educational Directives for Specialists (CanMEDS). All twenty-seven Dutch Medical Specialty Societies take three steps in designing a curriculum. First they divide the entire content of a specialty into logical units, so-called 'themes'. The second step is discussing, for each theme, for which tasks trainees have to be instructed, guided, and assessed. Finally, for each task an assessment method is chosen to focus on a limited number of CanMEDS roles. This leads to a three step training cycle: (i) based on their in-training assessment and practices, trainees will gather evidence on their development in a portfolio; (ii) this evidence stimulates the trainee and the supervisor to regularly reflect on a trainee's global development regarding the CanMEDS roles as well as on the performance in specific tasks; (iii) a personal development plan structures future learning goals and strategies. The experiences in the Netherlands are in line with international developments in postgraduate medical education and with the literature on workplace-based teaching and learning.

  19. 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…

  20. Competency-Based Instruction for Marketing Students.

    Science.gov (United States)

    Heath, Betty; Williams, Terry M.

    1982-01-01

    Which method of instruction is more effective for postsecondary students: competency-based or traditional? This study reveals that the effectiveness of one method over the other depends on work experience of the student. (Author)

  1. Guidelines for Developing Competency-Based Curriculum.

    Science.gov (United States)

    Goodson, Ludy

    1979-01-01

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

  2. [Concept analysis "Competency-based education"].

    Science.gov (United States)

    Loosli, Clarence

    2016-03-01

    Competency-based education (CBE) stands out at global level as the best educational practice. Indeed, CBE is supposed to improve the quality of care provided by newly graduated nurses. Yet, there is a dearth of knowledge in nursing literature regarding CBE concept's definition. CBE is implemented differently in each entity even inside the same discipline in a single country. What accounts for CBE in nursing education ? to clarify CBE concept meaning according to literature review in order to propose a definition. Wilson concept analysis method framed our literature review through two databases: CINHAL and ERIC. following the 11 Wilson techniques analysis, we identified CBE concept as a multidimensional concept clustering three dimensions : learning, teaching and assessment. nurses educators are accountable for providing performants newly graduated professional to the society. Schools should struggle for the visibility and the transparency of means they are using to accomplish their educational activities. This first attempt to understand CBE concept opens a matter of debate concerning further development and clarification of the concept. This first description of CBE concept is a step toward its identification and assessment.

  3. Creating

    DEFF Research Database (Denmark)

    Andersen, Kristina Vaarst; Lorenzen, Mark; Laursen, Stine

    2012-01-01

    This unique book reveals the procedural aspects of knowledge-based urban planning, development and assessment. Concentrating on major knowledge city building processes, and providing state-of-the-art experiences and perspectives, this important compendium explores innovative models, approaches an...

  4. A Competence-Based Curriculum Design for Entrepreneurship Study Program

    Directory of Open Access Journals (Sweden)

    Priska J.R. Siagian

    2011-08-01

    Full Text Available Indonesia is affected by global crisis. Increasing the number of entrepreneurs is one of many solutions to increase the economic growth in Indonesia. The number of entrepreneurs in Indonesia to leverage the economic growth is still limited. Entrepreneurs can be prepared through an Entrepreneurship Study Program. Entrepreneurship Study Program attempts to create qualified entrepreneurs who have relevant competences. In order to create a qualified entrepreneurs, the Entrepreneurial Studies Program requires a competency-based curriculum that will support the educational process and provide all the necessary to become future entrepreneurs who can survive through a global challenge. This research aims to design a competence-based curriculum for entrepreneurial study and uses Quality Function Deployment (QFD as the major tool to design the competence-based curriculum. From the QFD process, this research finds core and elective courses for the Entrepreneurship Study Program. The result shows the competences covered by the courses and sequence, credits, and teaching methods for each course. The competences prepared the potential entrepreneurs can be achieved through specific courses which can be acquired within 8 semesters.

  5. Productivity in public welfare services is changing: the standpoint of strategic competence-based management.

    Science.gov (United States)

    Ollila, Seija

    2013-01-01

    In Finland the municipal restructuring project was launched in 2005. Its goal is to create a system that ensures high-quality municipal welfare services for everyone, continuing into the future. The main focus of this research is to examine the tension between strategic competence-based management and productivity in public welfare services. The theoretical basis covers theories regarding strategic competence-based management and productivity. To guarantee services and quality it is important to strengthen the supply of employees, competence, development, leverage, and benefits in public organizations. Leadership has a significant role in strategic competence-based management.

  6. Origins of Competency-Based Training

    Science.gov (United States)

    McCowan, Richard J.

    1998-01-01

    This paper describes the theories and social factors that contributed to the development of competency-based training (CBT). These include behaviorism (Edward L. Thorndike), scientific management (Frederick Taylor), progressive education (John Dewey), and derivative theories including operant conditioning (B.F. Skinner), objectives-based…

  7. Competency-based continuing professional development

    NARCIS (Netherlands)

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

    2010-01-01

    Competence is traditionally viewed as the attainment of a static set of attributes rather than a dynamic process in which physicians continuously use their practice experiences to "progress in competence'' toward the attainment of expertise. A competency-based continuing professional development

  8. Competency based ophthalmology training curriculum for ...

    African Journals Online (AJOL)

    Background: The establishment of a credible, defensible and acceptable “formal competency based ophthalmology training curriculum for undergraduate medical and dental students” is fundamental to program recognition, monitoring and evaluation. The University of Zimbabwe College of Health Sciences (UZ-CHS) has ...

  9. Qualitative and quantitative feedback in the context of competency-based education.

    Science.gov (United States)

    Tekian, Ara; Watling, Christopher J; Roberts, Trudie E; Steinert, Yvonne; Norcini, John

    2017-12-01

    Research indicates the importance and usefulness of feedback, yet with the shift of medical curricula toward competencies, feedback is not well understood in this context. This paper attempts to identify how feedback fits within a competency-based curriculum. After careful consideration of the literature, the following conclusions are drawn: (1) Because feedback is predicated on assessment, the assessment should be designed to optimize and prevent inaccuracies in feedback; (2) Giving qualitative feedback in the form of a conversation would lend credibility to the feedback, address emotional obstacles and create a context in which feedback is comfortable; (3) Quantitative feedback in the form of individualized data could fulfill the demand for more feedback, help students devise strategies on how to improve, allow students to compare themselves to their peers, recognizing that big data have limitations; and (4) Faculty development needs to incorporate and promote cultural and systems changes with regard to feedback. A better understanding of the role of feedback in competency-based education could result in more efficient learning for students.

  10. CYBER FORENSICS COMPETENCY-BASED FRAMEWORK - AREVIEW

    OpenAIRE

    Elfadil Sabeil; Azizah Bt Abdul Manaf; Zuraini Ismail; Mohamed Abas

    2011-01-01

    Lack of Cyber Forensics experts is a huge challenge facing the world today. It comes due to the fancy of Cyber Forensics training or education. The multidisciplinary nature of Cyber Forensics proliferates to diverse training programmes, from a handful day‟s workshop to Postgraduate in Cyber Forensics. Consequently, this paper concentrates on analyzing the Cyber Forensics training programmes in terms of Competency-Based Framework. The study proves that Cyber Forensics training or education h...

  11. Adopsi Model Competency Based Training dalam Kewirausahaan

    OpenAIRE

    I Ketut Santra

    2009-01-01

    The aim of the research is improving the teaching method in entrepreneurship subject. This research adopted the competency based training (CBT) into the entrepreneurship. The major task in this research is formulated and designed the entrepreneurship competency. Entrepreneurship competency indicated by Personal, Strategic and Situational and Business competence. All of entrepreneurship competences are described into sub topic of competence. After designing and formulating the game and simulat...

  12. Competency-Based Education: A Framework for Measuring Quality Courses

    Science.gov (United States)

    Krause, Jackie; Dias, Laura Portolese; Schedler, Chris

    2015-01-01

    The growth of competency-based education in an online environment requires the development and measurement of quality competency-based courses. While quality measures for online courses have been developed and standardized, they do not directly align with emerging best practices and principles in the design of quality competency-based online…

  13. Creating Entrustable Professional Activities to Assess Internal Medicine Residents in Training: A Mixed-Methods Approach.

    Science.gov (United States)

    Taylor, David R; Park, Yoon Soo; Smith, Christopher A; Karpinski, Jolanta; Coke, William; Tekian, Ara

    2018-05-15

    Competency-based medical education has not advanced residency training as much as many observers expected. Some medical educators now advocate reorienting competency-based approaches to focus on a resident's ability to do authentic clinical work. To develop descriptions of clinical work for which internal medicine residents must gain proficiency to deliver meaningful patient care (for example, "Admit and manage a medical inpatient with a new acute problem"). A modified Delphi process involving clinical experts followed by a conference of educational experts. The Royal College of Physicians and Surgeons of Canada. In phase 1 of the project, members of the Specialty Committee for Internal Medicine participated in a modified Delphi process to identify activities in internal medicine that represent the scope of the specialty. In phase 2 of the project, 5 experts who were scholars and leaders in competency-based medical education reviewed the results. Phase 1 identified important activities, revised descriptions to improve accuracy and avoid overlap, and assigned activities to stages of training. Phase 2 compared proposed activity descriptions with published guidelines for their development and application in medical education. The project identified 29 activities that qualify as entrustable professional activities. The project also produced a detailed description of each activity and guidelines for using them to assess residents. These activities reflect the practice patterns of the developers and may not fully represent internal medicine practice in Canada. Identification of these activities is expected to facilitate modification of training and assessment programs for medical residents so that programs focus less on isolated skills and more on integrated tasks. Southeastern Ontario Academic Medical Organization Endowed Scholarship and Education Fund and Queen's University Department of Medicine Innovation Fund.

  14. Tactical medicine--competency-based guidelines.

    Science.gov (United States)

    Schwartz, Richard Bruce; McManus, John G; Croushorn, John; Piazza, Gina; Coule, Phillip L; Gibbons, Mark; Bollard, Glenn; Ledrick, David; Vecchio, Paul; Lerner, E Brooke

    2011-01-01

    Tactical emergency medical support (TEMS) is a rapidly growing area within the field of prehospital medicine. As TEMS has grown, multiple training programs have emerged. A review of the existing programs demonstrated a lack of competency-based education. To develop educational competencies for TEMS as a first step toward enhancing accountability. As an initial attempt to establish accepted outcome-based competencies, the National Tactical Officers Association (NTOA) convened a working group of subject matter experts. This working group drafted a competency-based educational matrix consisting of 18 educational domains. Each domain included competencies for four educational target audiences (operator, medic, team commander, and medical director). The matrix was presented to the American College of Emergency Physicians (ACEP) Tactical Emergency Medicine Section members. A modified Delphi technique was utilized for the NTOA and ACEP groups, which allowed for additional expert input and consensus development. The resultant matrix can serve as the basic educational standard around which TEMS training organizations can design programs of study for the four target audiences.

  15. Competency-Based Training and Simulation: Making a "Valid" Argument.

    Science.gov (United States)

    Noureldin, Yasser A; Lee, Jason Y; McDougall, Elspeth M; Sweet, Robert M

    2018-02-01

    The use of simulation as an assessment tool is much more controversial than is its utility as an educational tool. However, without valid simulation-based assessment tools, the ability to objectively assess technical skill competencies in a competency-based medical education framework will remain challenging. The current literature in urologic simulation-based training and assessment uses a definition and framework of validity that is now outdated. This is probably due to the absence of awareness rather than an absence of comprehension. The following review article provides the urologic community an updated taxonomy on validity theory as it relates to simulation-based training and assessments and translates our simulation literature to date into this framework. While the old taxonomy considered validity as distinct subcategories and focused on the simulator itself, the modern taxonomy, for which we translate the literature evidence, considers validity as a unitary construct with a focus on interpretation of simulator data/scores.

  16. A Comparative Study of Competency-Based Courses Demonstrating a Potential Measure of Course Quality and Student Success

    Science.gov (United States)

    Krause, Jackie; Dias, Laura Portolese; Schedler, Chris

    2015-01-01

    While competency-based education is growing, standardized tools for evaluating the unique characteristics of course design in this domain are still under development. This preliminary research study evaluated the effectiveness of a rubric developed for assessing course design of competency-based courses in an undergraduate Information Technology…

  17. Competency Based Hospital Radiopharmacy Training. Additional Information

    International Nuclear Information System (INIS)

    2010-01-01

    Quality management systems in nuclear medicine are vital to a high level of nuclear medicine (NM) practice. Trained and competent staffs are essential for achieving high standards and growth in NM. One of the key bottlenecks for NM is the shortfall in human resources, especially of radiopharmacists. There is an acute shortage in most Member States and in some countries an absence of nationally registered pharmacists with radiopharmacy experience. Most nuclear medicine facilities operate their radiopharmacies (commonly referred to as the hot laboratories) with the support of technologists and radiographers. Recent surveys have found the level of training amongst technologists to be extremely variable. Most had little or no training in hot laboratory practices. The survey also indicated the poor state of hot laboratories in many countries. Basic quality systems in the hot laboratory could be improved significantly with better training. This competency-based education manual is designed with those radiopharmacy practitioners in mind. This competency-based trainer's manual provides trainers in each of the IAEA regions with the essentials of a training programme for all radiopharmacy practitioners. The competency-based training is a two week programme followed up with three months of practice achievements. The syllabus provides a standardized approach to lectures, practical sessions, and interactive workshops focusing on critical aspects of hot laboratory practices. The trainers, with the assistance of this manual, can deliver essential skills, competencies, and underpinning knowledge to operate safely and effectively in their hot laboratory. The course focuses on simple but practical steps that could be undertaken to improve staff performance. In addition, a basic framework of quality management principles related to radiopharmacy practices is also covered. Further, the syllabus can be adapted to the particular needs and characteristics of any training centre, country

  18. The Council of Regional Accrediting Commissions Framework for Competency-Based Education: A Grounded Theory Study

    Science.gov (United States)

    Butland, Mark James

    2017-01-01

    Colleges facing pressures to increase student outcomes while reducing costs have shown an increasing interest in competency-based education (CBE) models. Regional accreditors created a joint policy on CBE evaluation. Two years later, through this grounded theory study, I sought to understand from experts the nature of this policy, its impact, and…

  19. Adopsi Model Competency Based Training dalam Kewirausahaan

    Directory of Open Access Journals (Sweden)

    I Ketut Santra

    2009-01-01

    Full Text Available The aim of the research is improving the teaching method in entrepreneurship subject. This research adopted the competency based training (CBT into the entrepreneurship. The major task in this research is formulated and designed the entrepreneurship competency. Entrepreneurship competency indicated by Personal, Strategic and Situational and Business competence. All of entrepreneurship competences are described into sub topic of competence. After designing and formulating the game and simulation the research continuing to implement the competency based training in the real class. The time consumed to implementing the CBT one semester, starting on September 2006 to early February 2007. The lesson learnt from the implementation period, the CBT could improve the student competence in Personal, Situational Strategic and Business. The three of the competencies are important for the success entrepreneur. It is a sign of application of “Kurikulum Berbasis Kompetensi”. There are many evidences to describe the achievement of the CBT in entrepreneurship subject. Firstly, physically achievement, that all of the student’s business plan could became the real business. The evidences are presented by picture of the student’s real business. Secondly theoretically achievement, that the Personal, Situational Strategic and Business competence statistically have significant relation with Business Plan even Real Business quality. The effect of the Personal, Situational Strategic and Business competence to Business Plan quality is 84.4%. and, to the Real Business quality 77.2%. The statistic’s evidence suggests that the redesign of the entrepreneurship subject is the right way. The content of the entrepreneur competence (Personal, Situational and Strategic and Business competence have impact to the student to conduct and running for own business.

  20. Implementation of Competency-Based Pharmacy Education (CBPE

    Directory of Open Access Journals (Sweden)

    Andries Koster

    2017-02-01

    Full Text Available Implementation of competency-based pharmacy education (CBPE is a time-consuming, complicated process, which requires agreement on the tasks of a pharmacist, commitment, institutional stability, and a goal-directed developmental perspective of all stakeholders involved. In this article the main steps in the development of a fully-developed competency-based pharmacy curriculum (bachelor, master are described and tips are given for a successful implementation. After the choice for entering into CBPE is made and a competency framework is adopted (step 1, intended learning outcomes are defined (step 2, followed by analyzing the required developmental trajectory (step 3 and the selection of appropriate assessment methods (step 4. Designing the teaching-learning environment involves the selection of learning activities, student experiences, and instructional methods (step 5. Finally, an iterative process of evaluation and adjustment of individual courses, and the curriculum as a whole, is entered (step 6. Successful implementation of CBPE requires a system of effective quality management and continuous professional development as a teacher. In this article suggestions for the organization of CBPE and references to more detailed literature are given, hoping to facilitate the implementation of CBPE.

  1. From Aggregation to Interpretation: How Assessors Judge Complex Data in a Competency-Based Portfolio

    Science.gov (United States)

    Oudkerk Pool, Andrea; Govaerts, Marjan J. B.; Jaarsma, Debbie A. D. C.; Driessen, Erik W.

    2018-01-01

    While portfolios are increasingly used to assess competence, the validity of such portfolio-based assessments has hitherto remained unconfirmed. The purpose of the present research is therefore to further our understanding of how assessors form judgments when interpreting the complex data included in a competency-based portfolio. Eighteen…

  2. Competency-based education: a new model for teaching orthopaedics.

    Science.gov (United States)

    Alman, Benjamin A; Ferguson, Peter; Kraemer, William; Nousiainen, Markku T; Reznick, Richard K

    2013-01-01

    The current methods used to train residents to become orthopaedic surgeons are based on tradition, not evidence-based models. Educators have only a limited ability to assess trainees for competency using validated tests in various domains. The reduction in resident work hours limits the time available for clinical training, which has resulted in some calls for lengthening the training process. Another approach to address limited training hours is to focus training in a program that allows residents to graduate from a rotation based on demonstrated competency rather than on time on a service. A pilot orthopaedic residency curriculum, which uses a competency-based framework of resident training and maximizes the use of available training hours, has been designed and is being implemented.

  3. 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. © 2014 American Academy

  4. Competence-Based Education and the Limitations of Critique

    Science.gov (United States)

    Edwards, Richard

    2016-01-01

    Drawing upon the work of Foucault and Latour, this article reflects on 25 years of critique of competence-based education and its continuing strength as a way of framing education and training. Using an example from England, it rehearses the argument from Foucault that, despite its student-centred discourse, competence-based education can be…

  5. Competence-based VET as seen by Dutch researchers

    NARCIS (Netherlands)

    Wesselink, R.; Biemans, H.J.A.; Mulder, M.; Elsen, van den E.

    2007-01-01

    The concept of competence is increasingly the basis for (re)designing VET. In competence-based VET academic disciplines are no longer starting points for curriculum development. Competence needed for working in practice, however, is. Competence-based learning is a dominant trend in VET in several

  6. Creating a Social Media Assessment Tool for Family Nursing.

    Science.gov (United States)

    Risling, Tracie; Risling, Derek; Holtslander, Lorraine

    2017-02-01

    The use of social media (SM) is contributing to an unprecedented state of global connectivity and occupying an increasingly prominent position in the lives of individuals and families. The more integrated these media become into society the more likely they are to play a role in overall health and family functioning, be it positively or negatively. Family systems theory provides an ideal lens through which to examine the effects of SM in today's family life. This article introduces a new SM assessment tool aligned with the principles of this foundational theory. Family nurses can use the proposed Social Media Assessment Package (SMAP) to gain an initial picture of usage patterns within a family as well as identify and support positive future SM choices. Practitioners may also use the SMAP in a personal evaluation of their practice as a means to maximize SM use in ongoing professional development.

  7. Creating scientists teaching and assessing science practice for the NGSS

    CERN Document Server

    Moore, Christopher

    2018-01-01

    Teach students to reason like scientists. This practical new book provides a clear framework for helping students develop scientific thinking so they are not just memorizing content but are becoming engaged in the real work scientists do. You'll learn how to teach students to analyse scientific testing, to understand if something caused something else, and to understand the value of evidence. The book offers ideas for lesson plans and assessments and also features reproducible tools and handouts that you can use in the classroom immediately.

  8. Creating Critical Objectives and Assessments Using a Critical Communication Pedagogical Framework

    Science.gov (United States)

    Kahl, David H., Jr.

    2018-01-01

    Courses: Instructional Communication, Graduate Teaching Assistant Training Programs. Objectives: Students will (1) understand critical communication pedagogy (CCP); (2) evaluate traditional and critical objectives and assessment procedures; and (3) create critical objectives and assessment procedures.

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

    Science.gov (United States)

    Coker, Homer; Coker, Joan G.

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

  10. Competency-Based, Time-Variable Education in the Health Professions: Crossroads.

    Science.gov (United States)

    Lucey, Catherine R; Thibault, George E; Ten Cate, Olle

    2018-03-01

    Health care systems around the world are transforming to align with the needs of 21st-century patients and populations. Transformation must also occur in the educational systems that prepare the health professionals who deliver care, advance discovery, and educate the next generation of physicians in these evolving systems. Competency-based, time-variable education, a comprehensive educational strategy guided by the roles and responsibilities that health professionals must assume to meet the needs of contemporary patients and communities, has the potential to catalyze optimization of educational and health care delivery systems. By designing educational and assessment programs that require learners to meet specific competencies before transitioning between the stages of formal education and into practice, this framework assures the public that every physician is capable of providing high-quality care. By engaging learners as partners in assessment, competency-based, time-variable education prepares graduates for careers as lifelong learners. While the medical education community has embraced the notion of competencies as a guiding framework for educational institutions, the structure and conduct of formal educational programs remain more aligned with a time-based, competency-variable paradigm.The authors outline the rationale behind this recommended shift to a competency-based, time-variable education system. They then introduce the other articles included in this supplement to Academic Medicine, which summarize the history of, theories behind, examples demonstrating, and challenges associated with competency-based, time-variable education in the health professions.

  11. Performance evaluation of nursing students following competency-based education.

    Science.gov (United States)

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

    2015-01-01

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

  12. Competency-based education: programme design and challenges to implementation.

    Science.gov (United States)

    Gruppen, Larry D; Burkhardt, John C; Fitzgerald, James T; Funnell, Martha; Haftel, Hilary M; Lypson, Monica L; Mullan, Patricia B; Santen, Sally A; Sheets, Kent J; Stalburg, Caren M; Vasquez, John A

    2016-05-01

    Competency-based education (CBE) has been widely cited as an educational framework for medical students and residents, and provides a framework for designing educational programmes that reflect four critical features: a focus on outcomes, an emphasis on abilities, a reduction of emphasis on time-based training, and promotion of learner centredness. Each of these features has implications and potential challenges for implementing CBE. As an experiment in CBE programme design and implementation, the University of Michigan Master of Health Professions Education (UM-MHPE) degree programme was examined for lessons to be learned when putting CBE into practice. The UM-MHPE identifies 12 educational competencies and 20 educational entrustable professional activities (EPAs) that serve as the vehicle for both learning and assessment. The programme also defines distinct roles of faculty members as assessors, mentors and subject-matter experts focused on highly individualised learning plans adapted to each learner. Early experience with implementing the UM-MHPE indicates that EPAs and competencies can provide a viable alternative to traditional courses and a vehicle for rigorous assessment. A high level of individualisation is feasible but carries with it significant costs and makes intentional community building essential. Most significantly, abandoning a time-based framework is a difficult innovation to implement in a university structure that is predicated on time-based education. © 2016 John Wiley & Sons Ltd.

  13. Issues and Options in Creating a National Assessment in World History

    Science.gov (United States)

    Bain, Robert B.; Shreiner, Tamara L.

    2005-01-01

    The National Assessment Governing Board (NAGB) is considering creating a National Assessment of Educational Progress (NAEP) for world history education. On the surface, a national assessment in world history appears to be a sensible and essentially unproblematic decision. However, problems lurk below the surface challenging the creation of a…

  14. Competency-based education and training in internal medicine.

    Science.gov (United States)

    Weinberger, Steven E; Pereira, Anne G; Iobst, William F; Mechaber, Alex J; Bronze, Michael S

    2010-12-07

    Recent efforts to improve medical education include adopting a new framework based on 6 broad competencies defined by the Accreditation Council for Graduate Medical Education. In this article, the Alliance for Academic Internal Medicine Education Redesign Task Force II examines the advantages and challenges of a competency-based educational framework for medical residents. Efforts to refine specific competencies by developing detailed milestones are described, and examples of training program initiatives using a competency-based approach are presented. Meeting the challenges of a competency-based framework and supporting these educational innovations require a robust faculty development program. Challenges to competency-based education include teaching and evaluating the competencies related to practice-based learning and improvement and systems-based practice, as well as implementing a flexible time frame to achieve competencies. However, the Alliance for Academic Internal Medicine Education Redesign Task Force II does not favor reducing internal medicine training to less than 36 months as part of competency-based education. Rather, the 36-month time frame should allow for remediation to address deficiencies in achieving competencies and for diverse enrichment experiences in such areas as quality of care and practice improvement for residents who have demonstrated skills in all required competencies.

  15. Taxonomy for competency-based dental curricula.

    Science.gov (United States)

    Beltrán-Neira, Roberto J; Beltrán-Aguilar, Eugenio D

    2004-09-01

    The objective of this article is to propose a classification of dental competencies. Interest in dental competencies has grown consistently during the last three decades. However, the dental education literature suggests that the term "competency" is understood and used differently by dental schools around the world. The taxonomic classification of dental competencies we propose follows a systematic approach starting at the highest level of complexity, i.e., the professional profile the teaching institution envisions for its graduates, and following in a decreasing degree of complexity to competency function, task, step, movement, and moment. This taxonomy has proved to be useful for more than thirty years in the Dental School of the Peruvian University Cayetano Heredia. Graduates of this school are successful practitioners, teachers, and researchers in Peru and other countries. The classification proposed here should clarify terms, facilitate curriculum design and learning assessment, stimulate further discussion on the matter, and facilitate communication among the dental education establishment.

  16. Developing competence based qualification system in the nuclear energy sector

    International Nuclear Information System (INIS)

    Ceclan, Mihail

    2016-01-01

    The Institute for Energy and Transport of the Joint Research Centre, European Commission, developed a strategy and road map for ECVET implementation. The JRC road map for European Credit System for Vocational Education and Training (ECVET) implementation has reached the stage of Competence-Based Qualification System development. The Competence-Based Qualification System can help bridge the gap between Human Resources demand and supply in the nuclear market by structuring qualifications in small independent parts. This very specific ECVET feature of a qualification, facilitates the process of competences accumulation and the lifelong learning, mobility and flexible learning pathways. New developments are presented about the Competence-Based Qualification System development for the nuclear energy sector.

  17. Developing competence based qualification system in the nuclear energy sector

    Energy Technology Data Exchange (ETDEWEB)

    Ceclan, Mihail [European Commission, Petten (Netherlands). Inst. for Energy and Transport

    2016-04-15

    The Institute for Energy and Transport of the Joint Research Centre, European Commission, developed a strategy and road map for ECVET implementation. The JRC road map for European Credit System for Vocational Education and Training (ECVET) implementation has reached the stage of Competence-Based Qualification System development. The Competence-Based Qualification System can help bridge the gap between Human Resources demand and supply in the nuclear market by structuring qualifications in small independent parts. This very specific ECVET feature of a qualification, facilitates the process of competences accumulation and the lifelong learning, mobility and flexible learning pathways. New developments are presented about the Competence-Based Qualification System development for the nuclear energy sector.

  18. Flexibility in competency-based workplace transition programs: an exploratory study of community child and family health nursing.

    Science.gov (United States)

    Cusack, Lynette; Gilbert, Sandra; Fereday, Jennifer

    2013-03-01

    Successful transition to practice programs that use competency-based assessment require the involvement of all staff, especially those undertaking the preceptor role. Qualitative data were collected using interview methods. Participants were 14 newly employed nurses and 7 preceptors in the child and family community health service in South Australia. Participant narratives were recorded electronically, transcribed, and thematically analyzed using the paradigm of critical social science. Five themes were identified that describe enablers as well as barriers to applying a flexible transition to practice program using competency-based assessment. These included flexibility in the program design, flexibility on the part of preceptors, flexibility to enable recognition of previous learning, flexibility in the assessment of competencies, and flexibility in workload. To ensure successful application of a transition to practice program using competency-based assessment, preceptors must understand the flexible arrangements built into the program design and have the confidence and competence to apply them. Copyright 2013, SLACK Incorporated.

  19. INFLATION OF THE COMPETENCE-BASED APPROACH IN THE RUSSIAN PEDAGOGICAL SCIENCE AND PRACTICAL TEACHING

    Directory of Open Access Journals (Sweden)

    A. P. Usol'tsev

    2017-01-01

     specialization which does not allow to be created to a complete picture of the world and leads to loss of fundamental nature of the general education. It is shown on concrete examples how the concept of competence of the Russian pedagogical science and practice «is degraded»: various common cultural, key, transparent and other competences become synonyms of the concepts "culture", «thinking», and «education». It is emphasized that the competence, which went beyond its subject domain and borders of educational process, loses the practical sense. The conclusion is drawn on inflation and insolvency of competence-based approach in modern education.Practical significance. It is offered to limit the use of category of competences only to those professional spheres which are connected with the performance of accurately algorithm-based actions that lead to receiving a concrete measurable product; or as an alternative to consider resulting educational effect as a product of independent activity of a student. Otherwise, further profanation of competence-based approach will be aggravated, and the quality of training of graduates of educational institutions of various levels will decrease.

  20. Game-Based Assessments: A Promising Way to Create Idiographic Perspectives

    Science.gov (United States)

    Walker, A. Adrienne; Engelhard, George, Jr.

    2014-01-01

    "Game-Based Assessments: A Promising Way to Create Idiographic Perspectives" (Adrienne Walker and George Englehard) comments on: "How Task Features Impact Evidence from Assessments Embedded in Simulations and Games" by Russell G. Almond, Yoon Jeon Kim, Gertrudes Velasquez, and Valerie J. Shute. Here, Walker and Englehard write…

  1. Milestones and Millennials: A Perfect Pairing-Competency-Based Medical Education and the Learning Preferences of Generation Y.

    Science.gov (United States)

    Desy, Janeve R; Reed, Darcy A; Wolanskyj, Alexandra P

    2017-02-01

    Millennials are quickly becoming the most prevalent generation of medical learners. These individuals have a unique outlook on education and have different preferences and expectations than their predecessors. As evidenced by its implementation by the Accreditation Council for Graduate Medical Education in the United States and the Royal College of Physicians and Surgeons in Canada, competency based medical education is rapidly gaining international acceptance. Characteristics of competency based medical education can be perfectly paired with Millennial educational needs in several dimensions including educational expectations, the educational process, attention to emotional quotient and professionalism, assessment, feedback, and intended outcomes. We propose that with its attention to transparency, personalized learning, and frequent formative assessment, competency based medical education is an ideal fit for the Millennial generation as it realigns education and assessment with the needs of these 21st century learners. Copyright © 2016 Mayo Foundation for Medical Education and Research. Published by Elsevier Inc. All rights reserved.

  2. Tree Identification. Competency Based Teaching Materials in Horticulture.

    Science.gov (United States)

    Legacy, Jim; And Others

    This competency-based curriculum unit on tree identification is one of five developed for classroom use in teaching the landscape/nursery area of horticulture. The three sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered include…

  3. Student Material for Competency-Based Education Curriculum for Welding.

    Science.gov (United States)

    Associated Educational Consultants, Inc., Pittsburgh, PA.

    This student welding competency-based education curriculum consists of six units dealing with general areas related to trade occupations and nine units covering specific aspects of working with welding equipment and performing welding operations. Topics covered in the first six units are welding opportunities, human relations, safety, basic…

  4. Competence-Based Education and Training– about Frequently Asked Questions

    NARCIS (Netherlands)

    Mulder, M.

    2012-01-01

    This article follows the author's previous piece on practical guidelines for the development of comprehensive competence-based education and training (Mulder, 2012). It is about the questions that have been and are still frequently asked in presentations, workshops and classes about the introduction

  5. Competence Models in Technology-enhanced Competence-based Learning

    NARCIS (Netherlands)

    Sampson, Demetrios; Fytros, Demetrios

    2008-01-01

    Please cite as: Sampson, D., & Fytros, D. (2008). Competence Models in Technology-enhanced Competence-based Learning. In H. H. Adelsberger, Kinshuk, J. M. Pawlowski & D. Sampson (Eds.), International Handbook on Information Technologies for Education and Training, 2nd Edition, Springer, June 2008

  6. Competence Based Educational Metadata for Supporting Lifelong Competence Development Programmes

    NARCIS (Netherlands)

    Sampson, Demetrios; Fytros, Demetrios

    2008-01-01

    Sampson, D., & Fytros, D. (2008). Competence Based Educational Metadata for Supporting Lifelong Competence Development Programmes. In P. Diaz, Kinshuk, I. Aedo & E. Mora (Eds.), Proceedings of the 8th IEEE International Conference on Advanced Learning Technologies (ICALT 2008), pp. 288-292. July,

  7. Discipline, Governmentality and 25 Years of Competency-Based Training

    Science.gov (United States)

    Hodge, Steven; Harris, Roger

    2012-01-01

    Among the many critiques of competency-based approaches to education and training (CBT) is a strain which draws on Foucault's analysis of "disciplinary" power and knowledge. Foucault offered an interpretation of modern institutions, such as prisons, armies and schools, which revealed subtle mechanisms of surveillance and systems of…

  8. Competency Based Modular Experiments in Polymer Science and Technology.

    Science.gov (United States)

    Pearce, Eli M; And Others

    1980-01-01

    Describes a competency-based, modular laboratory course emphasizing the synthesis and characterization of polymers and directed toward senior undergraduate and/or first-year graduate students in science and engineering. One module, free-radical polymerization kinetics by dilatometry, is included as a sample. (CS)

  9. Competency-Based Education and the World of Work.

    Science.gov (United States)

    Huff, Sheila M.

    Some issues in connection with competency-based education (CBE) and the world of work discussed by the author include the relevance of CBE programs to work, the changing attitudes of students and young workers toward work, "credentialism" or the continual upgrading of educational requirements for employment, underemployment and CBE, and others.…

  10. Competency Based Curriculum for Clothing Services and Production Sewing.

    Science.gov (United States)

    Blake, Charlotte

    Designed to meet individual needs and learning levels of high school and postsecondary students enrolled in vocational training for occupations in clothing services and production sewing, this competency-based curriculum teaches skills in alterations, dressmaking, and power sewing machine operations. Skills are organized into 13 units: Awareness…

  11. Competency-Based Education--What Is It?

    Science.gov (United States)

    Turney, Mildred; And Others

    This task force report defines competency-based education (CBE) as a system of education designed to develop competencies in those who are products of the system. A distinction is made between CBE and performance based education (PBE) in this report. Although the American Association of Colleges for Teacher Education Committee on Performance-Based…

  12. Health. Nevada Competency-Based Adult High School Diploma Project.

    Science.gov (United States)

    Nevada Univ., Las Vegas. Coll. of Education.

    This document is one of ten curriculum guides developed by the Nevada Competency-Based Adult High School Diploma (CBAHSD) Project. This curriculum guide on health is divided into ten topics. The topics included are Nutrition, Reproduction, Menstruation, Contraception, Alcohol Abuse, Tobacco, Immunization, Disease, Accident Prevention, and…

  13. INPO JTA application: developing a competency-based training program

    International Nuclear Information System (INIS)

    Patrick, P.W.

    1985-01-01

    Developing a competency-based training program requires the support of a strong curriculum development program. The major thrust of Arkansas Power and Light Company's competency-based curriculum development program is the identification of competencies using position task analysis data, panels, and INPO JTA data. Eight steps in the curriculum development approach provide the logic and rationale of the process: (1) establish competencies, (2) conduct competency verification, (3) develop competency tests, (4) develop curriculum, (5) develop instructional media, (6) validate curriculum and conduct field testing, (7) perform training effectiveness evaluation, and (8) revise the curriculum as needed. The processes describe how INPO JTA's and NRC procedures are cross-referenced to show that standards and requirements imposed or sanctioned by NRC and INPO are met. The competency-based approach to curriculum and training development eliminates the traditional scatterload approach to training and focuses on training to the competency. The primary benefits of competency-based training include accountability, minimal job training to meet job or position requirements, and a process to document an individual's job proficiency

  14. Building a Competency-Based Curriculum in Social Work Education

    Science.gov (United States)

    Bracy, Wanda

    2018-01-01

    The focus on competency in social work education makes the development of a competency-based curriculum critical. This article describes an approach to curriculum building taking into account the integration, coherency, and integrity of such a curriculum. A presentation of how performance outcomes are fundamental to the relationship between the…

  15. CNC Turning Technician. A Competency-Based Instructional System.

    Science.gov (United States)

    Sloan, Kelly; Hilley, Robert

    This competency-based curriculum guide for instructing students in using computer numerically controlled (CNC) turning machines is one of a series of instructional guides for the machinist field developed in Oklahoma. Although developed jointly with Baxter Technologies Corporation and oriented toward the Baxter Vo-Tec 2000 Future Builder CNC…

  16. College for America: Student-Centered, Competency-Based Education

    Science.gov (United States)

    Clerkin, Kris; Simon, Yvonne

    2014-01-01

    This article presents a new model of education that works with employers to help their employees gain the skills and credentials needed for promotions and career mobility. Southern New Hampshire University's College for America, a competency-based education model for working adults, increases their access to, and the convenience of higher…

  17. Employment Competence based Management to enhance Training Effectiveness

    NARCIS (Netherlands)

    Le Goff, Solenn; Ristol, Santi; Estévez, José Antonio

    2006-01-01

    Please, cite this publication as: Le Goff, S., Ristol, S., & Estévez, J.A. (2006). Employing Competence based Management to enhance Training Effectiveness. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. March 30th-31st,

  18. Competency-Based Blended Learning: Flipping Professional Practice Classes to Enhance Competence Development

    Directory of Open Access Journals (Sweden)

    Mark Ragg

    2017-08-01

    Full Text Available In the past decade, health and human service educational programs have transitioned to competence-based outcomes to enhance the quality of graduating professionals. While such outcomes are a critical step in ensuring professional quality, they require curricular and pedagogical adjustments that do not fit easily within university environments. Technology has eased many problems of fit through the development of hybrid and flipped courses that allow on-campus time to be better focused on developing professional skills. This study explored the question: Can flipped delivery improve competence-based outcomes in social work practice classes? The study assessed pedagogical adjustments that integrated competence-based learning principles with flipped classroom delivery. Principles of organizing the class to maximize competence development are explored and illustrated. Improved competence development and student satisfaction were demonstrated in three flipped practice courses with a combined sample size of 269 Bachelor of Social Work (BSW and Masters of Social Work (MSW students. Researchers concluded that using flipped-classroom methods enhanced the students’ capacity to apply concepts and develop skills. In particular, the ability to receive and process feedback on applied skills was improved.

  19. Nurse Educator Pathway Project: a competency-based intersectoral curriculum.

    Science.gov (United States)

    Young, Lynne; Frost, Linda J; Bigl, Julie; Clauson, Marion; McRae, Cora; Scarborough, Kathy S; Murphy, Sue; Jillings, Carol; Gillespie, Frank

    2010-01-01

    In this paper, we begin by providing an overview of the Educator Pathway Project (EPP), an education infrastructure that was developed in response to emerging critical nursing workplace issues, and the related demand for enhanced workplace education. We then describe the EPP competency-based curriculum designed to prepare nurses as preceptors, mentors, and educators to lead learning with diverse learner groups. This competency-based curriculum was developed through a collaboration of nurse leaders across practice, academic, and union sectors and drew from a widely embraced curriculum development model (Iwasiw, Goldenberg, & Andrusyzyn, 2005). The goal of the curriculum was to prepare nurses through a four-level career pathway model that contextualized practice and education theory to various education-related roles and levels of experience within the practice setting. Over 1,100 nurses participated in this innovative intersectoral nursing initiative.

  20. Improving Assessment: Creating a Culture of Assessment with a Change Management Approach

    Science.gov (United States)

    Lane, Michael R.; Lane, Peggy L.; Rich, John; Wheeling, Barbara

    2015-01-01

    For more than twenty years accrediting agencies have required assessment as part of their initial accreditation or reaffirmation processes. During that period of time thousands of institutions have successfully prepared plans to achieve or maintain their accreditation. Why then does a culture of assessment not exist? And why is assessment still an…

  1. Competency-based medical education: the discourse of infallibility.

    Science.gov (United States)

    Boyd, Victoria A; Whitehead, Cynthia R; Thille, Patricia; Ginsburg, Shiphra; Brydges, Ryan; Kuper, Ayelet

    2018-01-01

    Over the last two decades, competency-based frameworks have been internationally adopted as the primary educational approach in medicine. Yet competency-based medical education (CBME) remains contested in the academic literature. We look broadly at the nature of this debate to explore how it may shape scholars' understanding of CBME, and its implications for medical education research and practice. In doing so, we deconstruct unarticulated discourses and assumptions embedded in the CBME literature. We assembled an archive of literature focused on CBME. The archive dates from 1996, the publication year of the first CanMEDS Physician Competency Framework. We then conducted a Foucauldian critical discourse analysis (CDA) to delineate the dominant discourses underpinning the literature. CDA examines the intersections of language, social practices, knowledge and power relations to highlight how entrenched ways of thinking influence what can or cannot be said about a topic. Detractors of CBME have advanced an array of conceptual critiques. Proponents have often responded with a recurring discursive strategy that minimises these critiques and deflects attention from the underlying concept of the competency-based approach. As part of this process, conceptual concerns are reframed as two practical problems: implementation and interpretation. Yet the assertion that these are the construct's primary concerns was often unsupported by empirical evidence. These practices contribute to a discourse of infallibility of CBME. In uncovering the discourse of infallibility, we explore how it can silence critical voices and hinder a rigorous examination of the competency-based approach. These discursive practices strengthen CBME by constructing it as infallible in the literature. We propose re-approaching the dialogue surrounding CBME as a starting point for empirical investigation, driven by the aim to broaden scholars' understanding of its design, development and implementation in

  2. COMPETENCE-BASED APPROACH TO MODELLING STRUCTURES OF THE MAIN EDUCATIONAL PROGRAM

    Directory of Open Access Journals (Sweden)

    V. A. Gerasimova

    2015-01-01

    Full Text Available By the analysis results of scientific works in the field of competence-based approach in education authors proved need of computer support of the planning and development stage of the main educational program, they developed the main educational program structure automatic formation model on the graphs basis, offered the integrated criterion of an discipline assessment and developed a strategic map of a discipline complex assessment. The executed theoretical researches are a basis for creation of the main educational program planning and development support automated system.

  3. Learner-Centered SEM and Competency-Based Education: Exploring the Learning Frontier of Graduate Enrollment Futures

    Science.gov (United States)

    Snowden, Monique L.

    2014-01-01

    In March 2013, the US Department of Education issued guidance to institutions on how to attain approval for competency-based programs under the current title IV, Higher Education Act (HEA) regulations on direct assessment programs. This article considers the graduate enrollment futures of colleges and universities that have chosen and will elect…

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

    NARCIS (Netherlands)

    Vermeulen, M.I.; Tromp, F.; Zuithoff, N.P.; Pieters, R.H.; Damoiseaux, R.A.; Kuyvenhoven, M.M.

    2014-01-01

    Abstract Background: Historically, semi-structured interviews (SSI) have been the core of the Dutch selection for postgraduate general practice (GP) training. This paper describes a pilot study on a newly designed competency-based selection procedure that assesses whether candidates have the

  5. Competency-Based Approaches: Linking Theory and Practice in Professional Education with Particular Reference to Health Education

    Science.gov (United States)

    Gonczi, Andrew

    2013-01-01

    Paul Hager and I worked on a large number of research projects and publications throughout the 1990s. The focus of this work was on developing a competency-based approach to professional education and assessment. I review this work and its impact over the years. Notwithstanding the fact that most professional associations today have a competency…

  6. When Failure Is Not An Option: Designing Competency-Based Pathways for Next Generation Learning

    Science.gov (United States)

    Sturgis, Chris; Patrick, Susan

    2010-01-01

    This exploration into competency-based innovation at the school, district, and state levels suggests that competency-based pathways are a re-engineering of this nation's education system around learning--a re-engineering designed for success in which failure is no longer an option. Competency-based approaches build upon standards reforms, offering…

  7. Teacher interpersonal behaviour and student motivation in competence-based vocational education : Evidence from Indonesia

    NARCIS (Netherlands)

    Misbah, Zainun; Gulikers, Judith; Maulana, Ridwan; Mulder, Martin

    2015-01-01

    Competence-based education requires changing teacher roles probably affecting teacher–student interactions and student motivation. This study examines how students (N = 1469) from competence-based and less-competence-based vocational schools perceive their teachers' interpersonal behaviour and its

  8. Simulation for Teaching Orthopaedic Residents in a Competency-based Curriculum: Do the Benefits Justify the Increased Costs?

    Science.gov (United States)

    Nousiainen, Markku T; McQueen, Sydney A; Ferguson, Peter; Alman, Benjamin; Kraemer, William; Safir, Oleg; Reznick, Richard; Sonnadara, Ranil

    2016-04-01

    Although simulation-based training is becoming widespread in surgical education and research supports its use, one major limitation is cost. Until now, little has been published on the costs of simulation in residency training. At the University of Toronto, a novel competency-based curriculum in orthopaedic surgery has been implemented for training selected residents, which makes extensive use of simulation. Despite the benefits of this intensive approach to simulation, there is a need to consider its financial implications and demands on faculty time. This study presents a cost and faculty work-hours analysis of implementing simulation as a teaching and evaluation tool in the University of Toronto's novel competency-based curriculum program compared with the historic costs of using simulation in the residency training program. All invoices for simulation training were reviewed to determine the financial costs before and after implementation of the competency-based curriculum. Invoice items included costs for cadavers, artificial models, skills laboratory labor, associated materials, and standardized patients. Costs related to the surgical skills laboratory rental fees and orthopaedic implants were waived as a result of special arrangements with the skills laboratory and implant vendors. Although faculty time was not reimbursed, faculty hours dedicated to simulation were also evaluated. The academic year of 2008 to 2009 was chosen to represent an academic year that preceded the introduction of the competency-based curriculum. During this year, 12 residents used simulation for teaching. The academic year of 2010 to 2011 was chosen to represent an academic year when the competency-based curriculum training program was functioning parallel but separate from the regular stream of training. In this year, six residents used simulation for teaching and assessment. The academic year of 2012 to 2013 was chosen to represent an academic year when simulation was used equally

  9. Assessment of current practices in creating and using passwords as a control mechanism for information access

    Directory of Open Access Journals (Sweden)

    P. L. Wessels

    2007-11-01

    Full Text Available One of the critical issues in managing information within an organization is to ensure that proper controls exist and are applied in allowing people access to information. Passwords are used extensively as the main control mechanism to identify users wanting access to systems, applications, data files, network servers or personal information. In this article, the issues involved in selecting and using passwords are discussed and the current practices employed by users in creating and storing passwords to gain access to sensitive information are assessed. The results of this survey conclude that information managers cannot rely only on users to employ proper password control in order to protect sensitive information.

  10. Challenges in developing competency-based training curriculum for food safety regulators in India

    Directory of Open Access Journals (Sweden)

    Anitha Thippaiah

    2014-01-01

    Full Text Available Context: The Food Safety and Standards Act have redefined the roles and responsibilities of food regulatory workforce and calls for highly skilled human resources as it involves complex management procedures. Aims: 1 Identify the competencies needed among the food regulatory workforce in India. 2 Develop a competency-based training curriculum for food safety regulators in the country. 3 Develop training materials for use to train the food regulatory workforce. Settings and Design: The Indian Institute of Public Health, Hyderabad, led the development of training curriculum on food safety with technical assistance from the Royal Society for Public Health, UK and the National Institute of Nutrition, India. The exercise was to facilitate the implementation of new Act by undertaking capacity building through a comprehensive training program. Materials and Methods: A competency-based training needs assessment was conducted before undertaking the development of the training materials. Results: The training program for Food Safety Officers was designed to comprise of five modules to include: Food science and technology, Food safety management systems, Food safety legislation, Enforcement of food safety regulations, and Administrative functions. Each module has a facilitator guide for the tutor and a handbook for the participant. Essentials of Food Hygiene-I (Basic level, II and III (Retail/ Catering/ Manufacturing were primarily designed for training of food handlers and are part of essential reading for food safety regulators. Conclusion: The Food Safety and Standards Act calls for highly skilled human resources as it involves complex management procedures. Despite having developed a comprehensive competency-based training curriculum by joint efforts by the local, national, and international agencies, implementation remains a challenge in resource-limited setting.

  11. Competence-based demands made of senior physicians: an empirical study to evaluate leadership competencies.

    Science.gov (United States)

    Lehr, Bosco; Ostermann, Herwig; Schubert, Harald

    2011-01-01

    As a result of more economising in German hospitals, changes evolve in organising the deployment of senior medical staff. New demands are made of senior hospital management. Leadership competencies in the training and development of physicians are of prime importance to the successful perception of managerial responsibilities. The present study investigates the actual and targeted demands of leadership made of senior medical staff in terms of how these demands are perceived. To this end, the demands of leadership were surveyed using a competence-based questionnaire and investigated with a view to potentials in professional development by way of example of the senior management of psychiatric hospitals in Germany. In all, the results show high ratings in personal performance, the greatest significance being attributed to value-oriented competence in the actual assessment of demands on leadership. Besides gender-specific differences in the actual assessments of single fields of competence, the greatest differences between the targeted and the actual demands are, in all, shown to be in the competencies of self-management and communication. Competence-based core areas in leadership can be demonstrated for the professional development of physicians and an adaptive mode of procedure deduced. Copyright © 2010. Published by Elsevier GmbH.

  12. Higher specialty training in genitourinary medicine: A curriculum competencies-based approach.

    Science.gov (United States)

    Desai, Mitesh; Davies, Olubanke; Menon-Johansson, Anatole; Sethi, Gulshan Cindy

    2018-01-01

    Specialty trainees in genitourinary medicine (GUM) are required to attain competencies described in the GUM higher specialty training curriculum by the end of their training, but learning opportunities available may conflict with service delivery needs. In response to poor feedback on trainee satisfaction surveys, a four-year modular training programme was developed to achieve a curriculum competencies-based approach to training. We evaluated the clinical opportunities of the new programme to determine: (1) Whether opportunity cost of training to service delivery is justifiable; (2) Which competencies are inadequately addressed by direct clinical opportunities alone and (3) Trainee satisfaction. Local faculty and trainees assessed the 'usefulness' of the new modular programme to meet each curriculum competence. The annual General Medical Council (GMC) national training survey assessed trainee satisfaction. The clinical opportunities provided by the modular training programme were sufficiently useful for attaining many competencies. Trainee satisfaction as captured by the GMC survey improved from two reds pre- to nine greens post-intervention on a background of rising clinical activity in the department. The curriculum competencies-based approach to training offers an objective way to balance training with service provision and led to an improvement in GMC survey satisfaction.

  13. A Competence-Based Approach to Sustainable Innovation Teaching

    DEFF Research Database (Denmark)

    McAloone, Timothy Charles

    2007-01-01

    the object of a research exercise, to affect and observe various approaches to the teaching of design. Particular attention will be paid in this case to competencies, both initiated in the teaching and the evaluated in the students’ interpretation of the theoretical contents. The lessons learned from...... through educational curricula and research programmes. This paper presents an initiative from Denmark, showing new interpretations of industrial needs, research insights, educational ideas and identification of core innovative engineering competencies. The new Danish Master of Science engineering...... the first three years of this semester’s application and teaching to approximately 55 students per year are presented and discussed. After introducing the motivation and background for establishing the education programme, the consideration of competence-based education is described, in the context...

  14. Towards a Competency-based Vision for Construction Safety Education

    Science.gov (United States)

    Pedro, Akeem; Hai Chien, Pham; Park, Chan Sik

    2018-04-01

    Accidents still prevail in the construction industry, resulting in injuries and fatalities all over the world. Educational programs in construction should deliver safety knowledge and skills to students who will become responsible for ensuring safe construction work environments in the future. However, there is a gap between the competencies current pedagogical approaches target, and those required for safety in practice. This study contributes to addressing this issue in three steps. Firstly, a vision for competency-based construction safety education is conceived. Building upon this, a research scheme to achieve the vision is developed, and the first step of the scheme is initiated in this study. The critical competencies required for safety education are investigated through analyses of literature, and confirmed through surveys with construction and safety management professionals. Results from the study would be useful in establishing and orienting education programs towards current industry safety needs and requirements

  15. Competency-Based Postgraduate Medical Education: Past, Present and Future

    Directory of Open Access Journals (Sweden)

    ten Cate, Olle

    2017-11-01

    Full Text Available Since the turn of the twenty-first century, competency-based medical education (CBME has become a dominant approach to postgraduate medical education in many countries. CBME has a history dating back half a century and is rooted in general educational approaches such as outcome-based education and mastery learning. Despite controversies around the terminology and the CBME approach, important national medical regulatory bodies in Canada, the United States, and other countries have embraced CBME. CBME can be characterized as having two distinct features: a focus on specific domains of competence, and a relative independence of time in training, making it an individualized approach that is particularly applicable in workplace training. It is not the length of training that determines a person’s readiness for unsupervised practice, but the attained competence or competencies. This shift in focus makes CBME different from traditional training. In this contribution, definitions of CBME and related concepts are detailed.

  16. Nuclear engineering education: A competence based approach to curricula development

    International Nuclear Information System (INIS)

    2014-01-01

    Maintaining nuclear competencies in the nuclear industry is a one of the most critical challenges in the near future. With the development of a number of nuclear engineering educational programmes in several States, this publication provides guidance to decision makers in Member States on a competence based approach to curricula development, presenting the established practices and associated requirements for educational programmes in this field. It is a consolidation of best practices that will ensure sustainable, effective nuclear engineering programmes, contributing to the safe, efficient and economic operation of nuclear power plants. The information presented is drawn from a variety of recognized nuclear engineering programmes around the world and contributes to the main areas that are needed to ensure a viable and robust nuclear industry

  17. Workshop : ACPSEM/ARPS competency based standards project

    International Nuclear Information System (INIS)

    Collins, L.

    1996-01-01

    The ACPSEM together with the Australian Radiation Protection Society has been working for nearly two years now on a competency based standards project for the professions of medical and health physicists. Competencies are being used increasingly in industry and the professions as a means of determining skill levels. For example, all the medical radiation technology streams have a CBS system in the final stages of development, and our engineering colleagues have completed theirs. Last year there was a draft document sent to all members asking for feedback. Following a vote of funding by both bodies, a project offect (Dr David Waggett) has been appointed, and has produced a very much improved set of competency standards covering all significant subspecialties in our profession. This workshop will detail the work done so far, and preview the draft document. A healthy discussion will be encouraged, as the project steering group will shortly be arranging the next steps in process. (author)

  18. Impact of a competency based curriculum on quality improvement among internal medicine residents.

    Science.gov (United States)

    Fok, Mark C; Wong, Roger Y

    2014-11-28

    Teaching quality improvement (QI) principles during residency is an important component of promoting patient safety and improving quality of care. The literature on QI curricula for internal medicine residents is limited. We sought to evaluate the impact of a competency based curriculum on QI among internal medicine residents. This was a prospective, cohort study over four years (2007-2011) using pre-post curriculum comparison design in an internal medicine residency program in Canada. Overall 175 post-graduate year one internal medicine residents participated. A two-phase, competency based curriculum on QI was developed with didactic workshops and longitudinal, team-based QI projects. The main outcome measures included self-assessment, objective assessment using the Quality Improvement Knowledge Assessment Tool (QIKAT) scores to assess QI knowledge, and performance-based assessment via presentation of longitudinal QI projects. Overall 175 residents participated, with a response rate of 160/175 (91%) post-curriculum and 114/175 (65%) after conducting their longitudinal QI project. Residents' self-reported confidence in making changes to improve health increased and was sustained at twelve months post-curriculum. Self-assessment scores of QI skills improved significantly from pre-curriculum (53.4 to 69.2 percent post-curriculum [p-value 0.002]) and scores were sustained at twelve months after conducting their longitudinal QI projects (53.4 to 72.2 percent [p-value 0.005]). Objective scores using the QIKAT increased post-curriculum from 8.3 to 10.1 out of 15 (p-value for difference value for difference from pre-curriculum based assessment occurred via presentation of all projects at the annual QI Project Podium Presentation Day. The competency based curriculum on QI improved residents' QI knowledge and skills during residency training. Importantly, residents perceived that their QI knowledge improved after the curriculum and this also correlated to improved QIKAT

  19. Reliable and valid assessment of performance in thoracoscopy

    DEFF Research Database (Denmark)

    Konge, Lars; Lehnert, Per; Hansen, Henrik Jessen

    2012-01-01

    BACKGROUND: As we move toward competency-based education in medicine, we have lagged in developing competency-based evaluation methods. In the era of minimally invasive surgery, there is a need for a reliable and valid tool dedicated to measure competence in video-assisted thoracoscopic surgery....... The purpose of this study is to create such an assessment tool, and to explore its reliability and validity. METHODS: An expert group of physicians created an assessment tool consisting of 10 items rated on a five-point rating scale. The following factors were included: economy and confidence of movement...

  20. Developing reflection on competence-based learning: the Russian experience with the Tuning approach

    Directory of Open Access Journals (Sweden)

    Anna Serbati

    2014-07-01

    Full Text Available The paper focuses on the Tuning Russia project. It aims at providing an overview of the impact of the Tuning methodology and outcomes concerning University teaching, learning, and assessment activities. It identifies: the most relevant results and “lesson learnt” during the project; tools/concepts/experiences that involved teachers found most interesting; strengths and weaknesses; the usefulness of working with colleagues from different Russian universities; and the level of sharing of the Tuning methodology with other colleagues within participating Universities. The empirical data for the study were drawn from a qualitative questionnaire with open questions filled-in by the members of the subject area group “Social Work” involved in the Tuning Russia project. The respondents were six academic teachers from different Russian universities and two European Tuning experts. This reflection by academic teachers upon the initial implementation of the Tuning approach in Russia highlights the opportunities to explore methods of establishing and improving communities of practice in the field of competence-based higher education curriculum development. Results highlight the need to develop further work concerning both summative and formative evaluation in relation to competence-based curricula review in higher education

  1. Effectiveness of a Core-Competency-based Program on Residents' Learning and Experience.

    Science.gov (United States)

    Charles, Lesley; Triscott, Jean; Dobbs, Bonnie; Tian, Peter George; Babenko, Oksana

    2016-06-01

    The Care of the Elderly (COE) Diploma Program is a six-to-twelve-month enhanced skills program taken after two years of core residency training in Family Medicine. In 2010, we developed and implemented a core-competency-based COE Diploma program (CC), in lieu of one based on learning objectives (LO). This study assessed the effectiveness of the core-competency-based program on residents' learning and their training experience as compared to residents trained using learning objectives. The data from the 2007-2013 COE residents were used in the study, with nine and eight residents trained in the LO and CC programs, respectively. Residents' learning was measured using preceptors' evaluations of residents' skills/abilities throughout the program (118 evaluations in total). Residents' rating of training experience was measured using the Graduate's Questionnaire which residents completed after graduation. For residents' learning, overall, there was no significant difference between the two programs. However, when examined as a function of the four CanMEDS roles, there were significant increases in the CC residents' scores for two of the CanMEDS roles: Communicator/Collaborator/Manager and Scholar compared to residents in the LO program. With respect to residents' training experience, seven out of ten program components were rated by the CC residents higher than by the LO residents. The implementation of a COE CC program appears to facilitate resident learning and training experience.

  2. Development and implementation of a competency-based clinical evaluation tool for midwifery education.

    Science.gov (United States)

    Woeber, Kate

    2018-03-22

    The learning goals and evaluation strategies of competency-based midwifery programs must be explicit and well-defined. In the US, didactic learning is evaluated through a standardized certification examination, but standardized clinical competence evaluation is lacking. The Midwifery Competency Assessment Tool (MCAT) has been adapted from the International Confederation of Midwives' (ICM) "Essential Competencies" and from the American College of Nurse-Midwives' (ACNM) "Core Competencies", with student self-evaluation based on Benner's Novice-to-Expert theory. The MCAT allows for the measurement and monitoring of competence development in all domains of full-scope practice over the course of the midwifery program. Strengths of the MCAT are that it provides clear learning goals and performance evaluations for students, ensures and communicates content mapping across a curriculum, and highlights strengths and gaps in clinical opportunities at individual clinical sites and for entire programs. Challenges of the MCAT lie in balancing the number of competency items to be measured with the tedium of form completion, in ensuring the accuracy of student self-evaluation, and in determining "adequate" competence achievement when particular clinical opportunities are limited. Use of the MCAT with competency-based clinical education may facilitate a more standardized approach to clinical evaluation, as well as a more strategic approach to clinical site development and use. Copyright © 2018 Elsevier Ltd. All rights reserved.

  3. From aggregation to interpretation: how assessors judge complex data in a competency-based portfolio.

    Science.gov (United States)

    Oudkerk Pool, Andrea; Govaerts, Marjan J B; Jaarsma, Debbie A D C; Driessen, Erik W

    2018-05-01

    While portfolios are increasingly used to assess competence, the validity of such portfolio-based assessments has hitherto remained unconfirmed. The purpose of the present research is therefore to further our understanding of how assessors form judgments when interpreting the complex data included in a competency-based portfolio. Eighteen assessors appraised one of three competency-based mock portfolios while thinking aloud, before taking part in semi-structured interviews. A thematic analysis of the think-aloud protocols and interviews revealed that assessors reached judgments through a 3-phase cyclical cognitive process of acquiring, organizing, and integrating evidence. Upon conclusion of the first cycle, assessors reviewed the remaining portfolio evidence to look for confirming or disconfirming evidence. Assessors were inclined to stick to their initial judgments even when confronted with seemingly disconfirming evidence. Although assessors reached similar final (pass-fail) judgments of students' professional competence, they differed in their information-processing approaches and the reasoning behind their judgments. Differences sprung from assessors' divergent assessment beliefs, performance theories, and inferences about the student. Assessment beliefs refer to assessors' opinions about what kind of evidence gives the most valuable and trustworthy information about the student's competence, whereas assessors' performance theories concern their conceptualizations of what constitutes professional competence and competent performance. Even when using the same pieces of information, assessors furthermore differed with respect to inferences about the student as a person as well as a (future) professional. Our findings support the notion that assessors' reasoning in judgment and decision-making varies and is guided by their mental models of performance assessment, potentially impacting feedback and the credibility of decisions. Our findings also lend further

  4. The Art of Making Assessment Anti-Venom: Injecting Assessment in Small Doses to Create a Faculty Culture of Assessment

    Science.gov (United States)

    Kramer, Philip I.

    2009-01-01

    Many college faculty react to student outcomes assessment the way most people react when they see a rattlesnake within striking distance. Common faculty reactions to the perceived threat of assessment include metaphorically running away and throwing rocks or sticks at it. Like a hiker in the desert doing her best to avoid being struck when she…

  5. Rater Training to Support High-Stakes Simulation-Based Assessments

    Science.gov (United States)

    Feldman, Moshe; Lazzara, Elizabeth H.; Vanderbilt, Allison A.; DiazGranados, Deborah

    2012-01-01

    Competency-based assessment and an emphasis on obtaining higher-level outcomes that reflect physicians' ability to demonstrate their skills has created a need for more advanced assessment practices. Simulation-based assessments provide medical education planners with tools to better evaluate the 6 Accreditation Council for Graduate Medical…

  6. COMPETENCY-BASED TRAINING IN NURSING: LIMITS AND POSSIBILITIES

    Directory of Open Access Journals (Sweden)

    Silvia Franco da Rocha Tonhom

    2014-12-01

    Full Text Available Objective To analyze the possibilities and limits of competency-based training in nursing. Method An integrative review of the literature on the subject was carried out, and an analysis was made of the results of a survey evaluating a nursing course based on areas of competency. A dialog was then established between the review and the results of the research. Results On the question of which theoretical type of competency the articles from the literature relate to, there is a predominance of the constructivist perspective, followed by the functionalist approach and the dialog-based approach. In the dialog between the literature and the research, limits and possibilities were observed in the development of a training by areas of competency. Conclusion The dialog-based approach to competency is the proposition that most approximates to the profile defined by the National Curriculum Guidelines for training in nursing, and this was also identified in the evaluation survey that was studied. However, it is found that there are aspects on better work is needed, such as: partnership between school and the workplace, the role of the teacher, the role of the student, and the process of evaluation.

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

    Science.gov (United States)

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

    2017-01-01

    Objectives: Competency-based medical education (CBME) requires factual knowledge to be practically applied together with skills and attitudes. With the National Competence-Based Learning Objectives for Undergraduate Medical Education (NKLM) representing a strong official demand for competence-orientation, it is generally important to explicitly outline its characteristics and review its realisation in teacher trainings. Further requirements are given by the core competencies for medical teachers (KLM). As an example the MQ programme ("Medizindidaktische Qualifikation") in Baden-Wuerttemberg, a long established and well-accepted training, has been critically revised on this basis, concerning its suitability for the demands of CBME, its needs for adjustment and the efforts to be undertaken for its implementation. Methods: In a systematic quality management process the MQ curriculum and its organisational framing were analysed and further developed in a step-wise comprehensive approach, using the six-step cycle by Kern. The procedures included a thorough needs assessment (e.g. literature research, programme mapping), strategic decisions on structure and content, piloting and evaluation. During the process essential elements of project and change management were considered. Results: The experiences of the MQ example revealed helpful information for key factors to be considered in the pending change process any training provider will be confronted with. Guiding questions were developed related to the process phases. Our analyses showed persistent key points of proven value as stable foundation for change, as well as components needing special consideration to foster competence-oriented aims and transfer into practice: reflection, feedback, application-oriented methods and transparent competence development. These aspects have to be consciously perceived and experienced by participants. Taking this into account, we re-designed the course evidence-based. Besides

  8. Ultrasonography for rheumatologists: the development of specific competency based educational outcomes.

    Science.gov (United States)

    Brown, A K; O'Connor, P J; Roberts, T E; Wakefield, R J; Karim, Z; Emery, P

    2006-05-01

    A competency based approach to the education of rheumatologists in musculoskeletal ultrasonography (MSK US) ensures standards are documented, transparent, accountable, and defensible, with clear benefit to all stakeholders. Specific competency outcomes will facilitate informed development of a common curriculum and structured programme of training and assessment. To determine explicit competency based learning outcomes for rheumatologists undertaking MSK US. International experts in MSK US, satisfying specific selection criteria, were asked to define the minimum standards required by a rheumatologist to be judged competent in MSK US. They reviewed 115 MSK US skills, comprising bone and soft tissue pathology, in seven joints regions of the upper and lower limbs, and rated their relative importance according to specific criteria. These data are presented as specific educational outcomes within designated competency categories. 57 expert MSK US practitioners were identified and 35 took part in this study. Ten generic core competency outcomes were recognised including physics, anatomy, technique, and interpretation. Regarding specific regional competencies, 53% (61/115) were considered "must know" core learning outcomes, largely comprising inflammatory joint/tendon/bone pathology and guided procedures; 45% (52/115) were required at an intermediate/advanced level (18/115 "should know", 34/115 "could know"), and 2% (2/115) were deemed inappropriate/unnecessary for rheumatologist ultrasonographers. This is the first study to developing a competency model for the education of rheumatologists in MSK US based on the evidence of international experts. A specific set of learning outcomes has been defined, which will facilitate future informed education and practice development and provide a blueprint for a structured rheumatology MSK US curriculum and assessment process.

  9. When Success Is the Only Option: Designing Competency-Based Pathways for Next Generation Learning

    Science.gov (United States)

    Sturgis, Chris; Patrick, Susan

    2010-01-01

    This exploration into competency-based innovation at the school, district, and state levels suggests that competency-based pathways are a re-engineering of this nation's education system around learning--a re-engineering designed for success in which failure is no longer viable. This discussion draws on interviews and site visits with innovators…

  10. Competence-Based Education and Training--About Frequently Asked Questions

    Science.gov (United States)

    Mulder, Martin

    2012-01-01

    This article follows the author's previous piece on practical guidelines for the development of comprehensive competence-based education and training (Mulder, 2012). It is about the questions that have been and are still frequently asked in presentations, workshops and classes about the introduction of competence-based education. Here, the author…

  11. The Competency-Based Movement in Student Affairs: Implications for Curriculum and Professional Development

    Science.gov (United States)

    Eaton, Paul William

    2016-01-01

    This article examines the limitations and possibilities of the emerging competency-based movement in student affairs. Using complexity theory and postmodern educational theory as guiding frameworks, examination of the competency-based movement will raise questions about overapplication of competencies in graduate preparation programs and…

  12. Blending toward Competency. Early Patterns of Blended Learning and Competency-Based Education in New Hampshire

    Science.gov (United States)

    Freeland, Julia

    2014-01-01

    As the education field strives to differentiate and personalize learning to cater to each student, two related movements are gaining attention: competency-based education and blended learning. In competency-based models, students advance on the basis of mastery, rather than according to the traditional methods of counting progress in terms of time…

  13. The transition to competency-based pediatric training in the United Arab Emirates.

    Science.gov (United States)

    Ibrahim, Halah; Al Tatari, Hossam; Holmboe, Eric S

    2015-04-01

    Although competency-based medical education has become the standard for physician training in the West, many developing countries have not yet adopted competency-based training. In 2009 in the United Arab Emirates, the government regulatory and operational authorities for healthcare in Abu Dhabi mandated a wide-scale reform of the emirate's postgraduate residency programs to the competency-based framework of the newly formed Accreditation Council for Graduate Medical Education-International (ACGME-I). This article briefly describes the rationale for competency-based medical education and provides an overview of the transition from traditional, time-based residency training to competency-based postgraduate medical education for the Pediatrics residency programs in Abu Dhabi. We will provide data on the initial impact of this transition on resident performance and patient outcomes in a Pediatrics residency program in an academic medical center in the United Arab Emirates.

  14. Competency-based education: the essential basis of pre-service education for the professional midwifery workforce.

    Science.gov (United States)

    Fullerton, Judith T; Thompson, Joyce B; Johnson, Peter

    2013-10-01

    many articles published in the decade since promulgation of the Millennium Development Goals have acknowledged the distinct advantages to maternal and newborn health outcomes that can be achieved as a result of expanding access to skilled birth attendant (including midwifery) services. However, these advantages are often predicated on the assumption that the midwifery workforce shares a common definition and identity. Regrettably, a clear delineation of midwifery competencies is rarely addressed. A core set of midwifery competencies is essential to providing the high quality services that lead to the desirable health outcomes described in that body of research. Attribution of improved outcomes to access to midwifery cannot be made without a common understanding of a defined set of services provided to standard by the midwifery workforce across the inter-conceptional and childbearing time frame. The International Confederation of Midwives (ICM) has developed a clear list of competencies that delineate the domains of practice for the fully qualified, professional midwife. These domains frame the educational outcomes that must be conveyed within competency-based education programmes. this article explores the concept of competency-based education for midwives; first exploring the concept of competency itself, then providing examples of what is already known about competency-based approaches to curriculum design, teacher preparation, teacher support and assessment of student learning. These concepts are linked to the ICM competencies as the unifying construct for education of individuals who share a common definition and identity as midwives. © 2013 Elsevier Ltd. All rights reserved.

  15. Building a competency-based workplace curriculum around entrustable professional activities: The case of physician assistant training.

    Science.gov (United States)

    Mulder, Hanneke; Ten Cate, Olle; Daalder, Rieneke; Berkvens, Josephine

    2010-01-01

    Competency-based medical education (CBME) is increasingly dominating clinical training, but also poses questions as to its practical implementation. There is a need for practical guidelines to translate CBME to the clinical work floor. This article aims to provide a practical model, based on the concept of entrustable professional activities (EPAs) to make this translation, derived from curriculum building for physician assistants (PAs). For the training of PAs at the Utrecht University of Applied Sciences, a three-step model was developed to guide competency-based curriculum development, teaching and assessment. It includes specific guidelines for the identification, systematic description and planning of EPAs. The EPA concept appeared to be a useful tool to build competency-based clinical workplace curricula. Implementation of the curriculum requires use of trainee portfolios and progress interviews, statements of rewarded responsibility and training of supervisors. The individualised approach and flexibility that true CBME implies is brought into practice with this model. The model may also be transferred to other domains of clinical training, among which postgraduate training for medical specialties.

  16. The electronic residency application service application can predict accreditation council for graduate medical education competency-based surgical resident performance.

    Science.gov (United States)

    Tolan, Amy M; Kaji, Amy H; Quach, Chi; Hines, O Joe; de Virgilio, Christian

    2010-01-01

    Program directors often struggle to determine which factors in the Electronic Residency Application Service (ERAS) application are important in the residency selection process. With the establishment of the Accreditation Council for Graduate Medical Education (ACGME) competencies, it would be important to know whether information available in the ERAS application can predict subsequent competency-based performance of general surgery residents. This study is a retrospective correlation of data points found in the ERAS application with core competency-based clinical rotation evaluations. ACGME competency-based evaluations as well as technical skills assessment from all rotations during residency were collected. The overall competency score was defined as an average of all 6 competencies and technical skills. A total of77 residents from two (one university and one community based university-affiliate) general surgery residency programs were included in the analysis. Receiving honors for many of the third year clerkships and AOA membership were associated with a number of the individual competencies. USMLE scores were predictive only of Medical Knowledge (p = 0.004). Factors associated with higher overall competency were female gender (p = 0.02), AOA (p = 0.06), overall number of honors received (p = 0.04), and honors in Ob/Gyn (p = 0.03) and Pediatrics (p = 0.05). Multivariable analysis showed honors in Ob/Gyn, female gender, older age, and total number of honors to be predictive of a number of individual core competencies. USMLE scores were only predictive of Medical Knowledge. The ERAS application is useful for predicting subsequent competency based performance in surgical residents. Receiving honors in the surgery clerkship, which has traditionally carried weight when evaluating a potential surgery resident, may not be as strong a predictor of future success. Copyright © 2010 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights

  17. Qualitative assessment of precocious puberty-related user-created contents on YouTube

    Directory of Open Access Journals (Sweden)

    Hyo-Kyoung Nam

    2015-09-01

    Full Text Available PurposeUser-created content (UCC has provided a considerable amount of medical information and become an important source. We aimed to evaluate the quality and scientific accuracy of precocious puberty-related UCC on YouTube.MethodsThe keywords "precocious puberty", "early puberty", "sexual precocity", and "precocity" were searched for on YouTube during June and July 2014. More than 1,500 UCC matched the keywords. According to the information provider, UCC was classified as medical, oriental, or commercial & others. We evaluated the quality and scientific accuracy of the information provided in UCC using the DISCERN instrument and information scores, respectively.ResultsWe selected 51 UCC, which were categorized into three types: medical (n=17, oriental (n=17, or commercial & others (n=17. The overall quality score for medical UCC (3.4 was significantly higher relative to those of oriental and commercial & others UCC (2.8 and 2.3, respectively (P<0.001. In the assessment of scientific accuracy, the mean information score for medical UCC (30.7 was significantly higher than those of oriental and commercial & others UCC (15.9 and 5.1, respectively (P<0.001. The mean duration of oriental UCC was the longest (P<0.001, however, it was viewed less frequently among them (P=0.086.ConclusionThe quality and accuracy of precocious puberty-related health information in UCC were variable and often unreliable. The overall quality of UCC regarding precocious puberty was moderate. Only medical UCC provided scientifically accurate information. As UCC becomes a popular source of health information, it is important to provide reliable, scientifically accurate information.

  18. Creating dune landscapes for nature and housing - how to assess the designs?

    Science.gov (United States)

    van den Ancker, J.; Jungerius, P. D.; Hartman, J.

    2012-04-01

    Over the last decades landscape and nature organisations in The Netherlands initiated discussions about safeguarding characteristic historical landscapes, as well as improving nature and landscape quality. In these discussions they were supported by Dutch government agencies and newspapers. As a consequence, architects, landscape architects and building firms in the Netherlands try to upgrade the quality of houses and build-up areas by creating special landscape settings. Dunes are one of the landscapes that appeal to the designers, and several projects make use of dunes to create a quality living environment. Also nature manager construct dunes in what is called 'new nature'. This contribution evaluates several projects creating dune landscapes. Criteria for the evaluation are: - the subsequent geomorphology, - the materials used for construction, - the resulting internal structure, - the soil profile, - the relationship with the vegetation, - the historical integrity of the location. These examples indicate that engaging earth-scientific knowhow would substantially improve the authenticity of the designs.

  19. Creating standards: Creating illusions?

    DEFF Research Database (Denmark)

    Linneberg, Mai Skjøtt

    written standards may open up for the creation of illusions. These are created when written standards' content is not in accordance with the perception standard adopters and standard users have of the specific practice phenomenon's content. This general theoretical argument is exemplified by the specific...

  20. Competency-based evaluation tools for integrative medicine training in family medicine residency: a pilot study

    Directory of Open Access Journals (Sweden)

    Schneider Craig

    2007-04-01

    Full Text Available Abstract Background As more integrative medicine educational content is integrated into conventional family medicine teaching, the need for effective evaluation strategies grows. Through the Integrative Family Medicine program, a six site pilot program of a four year residency training model combining integrative medicine and family medicine training, we have developed and tested a set of competency-based evaluation tools to assess residents' skills in integrative medicine history-taking and treatment planning. This paper presents the results from the implementation of direct observation and treatment plan evaluation tools, as well as the results of two Objective Structured Clinical Examinations (OSCEs developed for the program. Methods The direct observation (DO and treatment plan (TP evaluation tools developed for the IFM program were implemented by faculty at each of the six sites during the PGY-4 year (n = 11 on DO and n = 8 on TP. The OSCE I was implemented first in 2005 (n = 6, revised and then implemented with a second class of IFM participants in 2006 (n = 7. OSCE II was implemented in fall 2005 with only one class of IFM participants (n = 6. Data from the initial implementation of these tools are described using descriptive statistics. Results Results from the implementation of these tools at the IFM sites suggest that we need more emphasis in our curriculum on incorporating spirituality into history-taking and treatment planning, and more training for IFM residents on effective assessment of readiness for change and strategies for delivering integrative medicine treatment recommendations. Focusing our OSCE assessment more narrowly on integrative medicine history-taking skills was much more effective in delineating strengths and weaknesses in our residents' performance than using the OSCE for both integrative and more basic communication competencies. Conclusion As these tools are refined further they will be of value both in improving

  1. Does Competency-Based Education Have a Role in Academic Pharmacy in the United States?

    Science.gov (United States)

    Medina, Melissa S.

    2017-01-01

    Competency-based Education (CBE) is an educational model that allows students to learn and demonstrate their abilities at their own pace. CBE is growing in popularity in undergraduate educational programs and its role in pharmacy education in the United States (US) is under review. In comparison, medical education is utilizing competency-based approaches (such as competencies and Entrustable Professional Activities) to ensure that students possess the required knowledge, skills, and attitudes prior to graduation or program completion. The concept of competency-based approaches is growing in use in pharmacy education in the US, but the future related to aspects of this concept (e.g., mandatory Entrustable Professional Activities) is not certain. A review of pharmacy education’s evolution in the US and a comparison of competency-related terms offers insight into the future use of competency-based approaches and CBE in pharmacy education in the US through the lens of benefits and challenges. PMID:28970425

  2. Teachers’ individual action theories about competence-based education: the value of the cognitive apprenticeship model

    NARCIS (Netherlands)

    Seezink, Audrey; Poell, Rob; Kirschner, Paul A.

    2009-01-01

    Seezink, A., Poell, R. F., & Kirschner, P. A. (2009). Teachers' individual action theories about competence-based education: The value of the cognitive apprenticeship model. Journal of Vocational Education & Training, 61, 203-215.

  3. Does Competency-Based Education Have a Role in Academic Pharmacy in the United States?

    Directory of Open Access Journals (Sweden)

    Melissa S. Medina

    2017-02-01

    Full Text Available Competency-based Education (CBE is an educational model that allows students to learn and demonstrate their abilities at their own pace. CBE is growing in popularity in undergraduate educational programs and its role in pharmacy education in the United States (US is under review. In comparison, medical education is utilizing competency-based approaches (such as competencies and Entrustable Professional Activities to ensure that students possess the required knowledge, skills, and attitudes prior to graduation or program completion. The concept of competency-based approaches is growing in use in pharmacy education in the US, but the future related to aspects of this concept (e.g., mandatory Entrustable Professional Activities is not certain. A review of pharmacy education’s evolution in the US and a comparison of competency-related terms offers insight into the future use of competency-based approaches and CBE in pharmacy education in the US through the lens of benefits and challenges.

  4. A single competency-based education and training and competency-based career framework for the Australian health workforce: discussing the potential value add

    Science.gov (United States)

    Brownie, Sharon Mary; Thomas, Janelle

    2014-01-01

    This brief discusses the policy implications of a research study commissioned by Health Workforce Australia (HWA) within its health workforce innovation and reform work program. The project explored conceptually complex and operationally problematic concepts related to developing a whole-of-workforce competency-based education and training and competency-based career framework for the Australian health workforce and culminated with the production of three reports published by HWA. The project raised important queries as to whether such a concept is desirable, feasible or implementable – in short what is the potential value add and is it achievable? In setting the scene for discussion, the foundation of the project’s genesis and focus of the study are highlighted. A summary of key definitions related to competency-based education and training frameworks and competency-based career frameworks are provided to further readers’ commonality of understanding. The nature of the problem to be solved is explored and the potential value-add for the Australian health workforce and its key constituents proposed. The paper concludes by discussing relevance and feasibility issues within Australia’s current and changing healthcare context along with the essential steps and implementation realities that would need to be considered and actioned if whole-of-workforce frameworks were to be developed and implemented. PMID:25279384

  5. Multi-Cultural Competency-Based Vocational Curricula. Food Service. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

    Science.gov (United States)

    Hepburn, Larry; Shin, Masako

    This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on food service. This program is designed to run 24 weeks and cover 15 instructional areas: orientation, sanitation, management/planning, preparing food for cooking, preparing beverages, cooking eggs, cooking meat, cooking vegetables,…

  6. Multi-Cultural Competency-Based Vocational Curricula. Automotive Mechanics. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

    Science.gov (United States)

    Hepburn, Larry; Shin, Masako

    This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on automotive mechanics. This program is designed to run 36 weeks and cover 10 instructional areas: the engine; drive trains--rear ends/drive shafts/manual transmission; carburetor; emission; ignition/tune-up; charging and starting;…

  7. Competence, competency-based education, and undergraduate dental education: a discussion paper.

    Science.gov (United States)

    Chuenjitwongsa, S; Oliver, R G; Bullock, A D

    2018-02-01

    The aim of undergraduate dental education is to provide competent dentists to serve societal needs and improve population oral healthcare. Competency-based education has influenced the development of dental education for decades but this term is problematic. This article explores components of competency-based undergraduate health professional education in order to help the dental profession have a better understanding of the context and purposes of undergraduate dental education. This is a discussion paper based on a wide reading of the literature on the education of health professionals with a specific focus on competency-based undergraduate education. Competence comprises an integration of knowledge, skills and attitudes indicating a capability to perform professional tasks safely and ethically. The process of becoming a competent practitioner is complex. Four characteristics of competency-based education are: curriculum components and content shaped by societal needs; focused on student-centred learning; learning achievement; and limited attention to time-based training and numerical targets. Alongside a competency-based approach, undergraduate dental education can be influenced by institutional features and external factors but these receive little consideration in the literature. Understanding competence, competency-based education, and institutional and external factors will help to improve educational quality, define roles and professional development for the dental educator, and inform further research. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  8. Creation of a competency-based professional development program for infection preventionists guided by the APIC Competency Model: steps in the process.

    Science.gov (United States)

    Bernard, Heather; Hackbarth, Diana; Olmsted, Russell N; Murphy, Denise

    2018-06-07

    Infection Preventionists have varying levels of educational preparation. Many have no prior experience in IP. The diversity makes design of professional development programs challenging. Recent surveys suggest that only about half of practicing IPs are board certified. There is an urgent need to employ competent IP's to drive improvement in patient outcomes. This is a project that utilized the APIC Competency Model to create a professional development program characterizing three career stages. Methods included a review of literature on professional development; a survey of IP competence; an assessment of job descriptions and performance evaluations; and a crosswalk of IP competencies. The professional development program includes competency - based IP job descriptions and performance evaluations for each career stage; a professional portfolio; and a toolkit for supervisors. Participants agreed that application of the model resulted in tools which are more closely aligned with current roles for IPs; and increased satisfaction and motivation with the new program. Competent and knowledgeable IP's are crucial to optimizing efficacy of IPC programs. A professional development program has the potential to guide staff orientation, improve satisfaction and retention, improve patient outcomes and promote a positive trajectory in advancing practice. Copyright © 2018 Association for Professionals in Infection Control and Epidemiology, Inc. Published by Elsevier Inc. All rights reserved.

  9. Creating a new paradigm for the role of the responsible party in natural resource damage assessments

    International Nuclear Information System (INIS)

    Hansen, I.K.

    1993-01-01

    The Texas Natural Resource Trustees are conducting a negotiated rulemaking with representative from environmental groups and the oil industry. The philosophy guiding these rules, which will apply to oil spills that impact coastal waters, is that each spill is a unique circumstance. The particular spill's impact should be objectively assessed through a field investigation. Reliance solely on models or compensation tables is discouraged. The observable environmental impact is an important factor in determining the type of assessment utilized. The negotiated rules will utilize federal rules as guidance and will emphasize inclusion of the responsible party in the decision to conduct an expedited or a comprehensive assessment. The rules will establish time limits for trustee decision and completion of the assessments. The time limits, which can be waived by the Commissioner of the General Land Office, are intended to encourage rapid initiation of restoration, rehabilitation, replacement and acquisition activities. The imposition of time limits will require a new paradigm for the role of the responsible party in natural resource damage assessments. The paradigm will develop through the use of joint assessments, sharing of information, and participation of the responsible party in trustee decisions. The paper will describe a joint assessment used in a recent oil spill

  10. CREATING AUDIO VISUAL DIALOGUE TASK AS STUDENTS’ SELF ASSESSMENT TO ENHANCE THEIR SPEAKING ABILITY

    Directory of Open Access Journals (Sweden)

    Novia Trisanti

    2017-04-01

    Full Text Available The study is about giving overview of employing audio visual dialogue task as students creativity task and self assessment in EFL speaking class of tertiary education to enhance the students speaking ability. The qualitative research was done in one of the speaking classes at English Department, Semarang State University, Central Java, Indonesia. The results that can be seen from the rubric of self assessment show that the oral performance through audio visual recorded tasks done by the students as their self assessment gave positive evidences. The audio visual dialogue task can be very beneficial since it can motivate the students learning and increase their learning experiences. The self-assessment can be a valuable additional means to improve their speaking ability since it is one of the motives that drive self- evaluatioan, along with self- verification and self- enhancement.

  11. MyPMFs: a simple tool for creating statistical potentials to assess protein structural models.

    Science.gov (United States)

    Postic, Guillaume; Hamelryck, Thomas; Chomilier, Jacques; Stratmann, Dirk

    2018-05-29

    Evaluating the model quality of protein structures that evolve in environments with particular physicochemical properties requires scoring functions that are adapted to their specific residue compositions and/or structural characteristics. Thus, computational methods developed for structures from the cytosol cannot work properly on membrane or secreted proteins. Here, we present MyPMFs, an easy-to-use tool that allows users to train statistical potentials of mean force (PMFs) on the protein structures of their choice, with all parameters being adjustable. We demonstrate its use by creating an accurate statistical potential for transmembrane protein domains. We also show its usefulness to study the influence of the physical environment on residue interactions within protein structures. Our open-source software is freely available for download at https://github.com/bibip-impmc/mypmfs. Copyright © 2018. Published by Elsevier B.V.

  12. Challenges in Creating Evidence in Environmental Health Risk Assessments: The Example of Second-Hand Smoke

    Directory of Open Access Journals (Sweden)

    Florian Fischer

    2016-01-01

    Full Text Available Public health interventions are directed to influence the (state of a risk factor, either by behavioral or environmental changes. Therefore, environmental health risk assessments are highly relevant for public health decision making and policy development. The credibility of an environmental health risk assessment depends, to a large extent, on the strength of the scientific evidence on which it is based. In this article, the main challenges for assessing the impact of a potential adverse health effect from an environmental pollutant are described. Second-hand smoke (SHS was chosen to illustrate the current state of evidence. The assessment of the impact of potential adverse health effects from environmental risk factors is dependent on several issues, such as the hypothesized health outcome, the nature of the exposure, the dose-response-relationship and the variability and susceptibility of the exposed population. The example of SHS exposure highlights the need for evidence-based public health. Several challenges in terms of study design, assessment methods, as well as data analysis and synthesis with respect to the stratification of results, and consideration of bias and confounding exist. Future research needs to take into account which methods and techniques will be used to generate evidence for population-level decisions.

  13. A content validity approach to creating an end-user computer skill assessment tool

    Directory of Open Access Journals (Sweden)

    Shirley Gibbs

    Full Text Available Practical assessment instruments are commonly used in the workplace and educational environments to assess a person\\'s level of digital literacy and end-user computer skill. However, it is often difficult to find statistical evidence of the actual validity of instruments being used. To ensure that the correct factors are being assessed for a particular purpose it is necessary to undertake some type of psychometric testing, and the first step is to study the content relevance of the measure. The purpose of this paper is to report on the rigorous judgment-quantification process using panels of experts in order to establish inter-rater reliability and agreement in the development of end-user instruments developed to measure workplace skills using spreadsheet and word-processing applications.

  14. Implementing competency-based medical education: What changes in curricular structure and processes are needed?

    Science.gov (United States)

    Nousiainen, Markku T; Caverzagie, Kelly J; Ferguson, Peter C; Frank, Jason R

    2017-06-01

    Medical educators must prepare for a number of challenges when they decide to implement a competency-based curriculum. Many of these challenges will pertain to three key aspects of implementation: organizing the structural changes that will be necessary to deliver new curricula and methods of assessment; modifying the processes of teaching and evaluation; and helping to change the culture of education so that the CBME paradigm gains acceptance. This paper focuses on nine key considerations that will support positive change in first two of these areas. Key considerations include: ensuring that educational continuity exists amongst all levels of medical education, altering how time is used in medical education, involving CBME in human health resources planning, ensuring that competent doctors work in competent health care systems, ensuring that information technology supports CBME, ensuring that faculty development is supported, ensuring that the rights and responsibilities of the learner are appropriately balanced in the workplace, preparing for the costs of change, and having appropriate leadership in order to achieve success in implementation.

  15. Types of Feedback in Competency-Based Predoctoral Orthodontics: Effects on Students' Attitudes and Confidence.

    Science.gov (United States)

    Lipp, Mitchell J; Cho, Kiyoung; Kim, Han Suk

    2017-05-01

    Feedback can exert a powerful influence on learning and achievement although its effect varies. The aim of this study was to investigate the effects of three types of feedback on dental students' attitudes and confidence in a competency-based course in predoctoral orthodontics at New York University College of Dentistry. In 2013-14, all 253 third-year students in a course using test-enhanced instructional methods received written feedback on formative assessments. The type of feedback varied across three groups: pass/fail grades (PF) N=77, emoticons (EM) N=90, or written comments (WC) N=86. At the end of the course, students completed surveys that included four statements addressing their attitudes toward course instruction and confidence in their abilities. The survey response rate ranged from 75% to 100% among groups. The lowest response rate (75%) was in the PF group. In attitudes toward course instruction and confidence in their abilities, the WC group trended to more positive responses than the other groups, while the PF group trended to negative responses. On two of the four statements, the trend for the WC group was significant (95% CI). In both statements concerning attitudes toward instruction, the PF group trended to negative responses that were significant (95% CI). These results support the effectiveness of descriptive written comments over pass/fail grades or emoticons in improving dental students' confidence in their abilities and their attitudes toward instruction.

  16. Assessing Creativity: Creating a Rubric to Effectively Evaluate Mediated Digital Portfolios

    Science.gov (United States)

    Smith, Jeffrey S.

    2017-01-01

    Objectively assessing student creative work in the fields associated with mass media can be problematic. Communicating expectations to students, as well as providing them with a clear yet flexible rubric for evaluation of copywriting, newswriting, audio production, video production, and web-design, requires examination of the relevant student…

  17. Context-Based Assessment: Creating Opportunities for Resonance between Classroom Fields and Societal Fields

    Science.gov (United States)

    Bellocchi, Alberto; King, Donna T.; Ritchie, Stephen M.

    2016-01-01

    There is on-going international interest in the relationships between assessment instruments, students' understanding of science concepts and context-based curriculum approaches. This study extends earlier research showing that students can develop connections between contexts and concepts--called "fluid transitions"--when studying…

  18. Initial Steps in Creating a Developmentally Valid Tool for Observing/Assessing Rope Jumping

    Science.gov (United States)

    Roberton, Mary Ann; Thompson, Gregory; Langendorfer, Stephen J.

    2017-01-01

    Background: Valid motor development sequences show the various behaviors that children display as they progress toward competence in specific motor skills. Teachers can use these sequences to observe informally or formally assess their students. While longitudinal study is ultimately required to validate developmental sequences, there are earlier,…

  19. Development of a Model Competency-Based Orientation Program

    Science.gov (United States)

    1988-05-01

    identified by participants; 3) marketing the program is simplified because there is a target audience; 4) one assessment may yield several programs; 5) greater...content areas 7. and utilizing teaching-learning startegies that suit each nurse’s learning style and needs (O’Connor, 1986; Tobin et al., 1979

  20. Creating a spatial multi-criteria decision support system for energy related integrated environmental impact assessment

    Energy Technology Data Exchange (ETDEWEB)

    Wanderer, Thomas, E-mail: thomas.wanderer@dlr.de; Herle, Stefan, E-mail: stefan.herle@rwth-aachen.de

    2015-04-15

    By their spatially very distributed nature, profitability and impacts of renewable energy resources are highly correlated with the geographic locations of power plant deployments. A web-based Spatial Decision Support System (SDSS) based on a Multi-Criteria Decision Analysis (MCDA) approach has been implemented for identifying preferable locations for solar power plants based on user preferences. The designated areas found serve for the input scenario development for a subsequent integrated Environmental Impact Assessment. The capabilities of the SDSS service get showcased for Concentrated Solar Power (CSP) plants in the region of Andalusia, Spain. The resulting spatial patterns of possible power plant sites are an important input to the procedural chain of assessing impacts of renewable energies in an integrated effort. The applied methodology and the implemented SDSS are applicable for other renewable technologies as well. - Highlights: • The proposed tool facilitates well-founded CSP plant siting decisions. • Spatial MCDA methods are implemented in a WebGIS environment. • GIS-based SDSS can contribute to a modern integrated impact assessment workflow. • The conducted case study proves the suitability of the methodology.

  1. Creating a spatial multi-criteria decision support system for energy related integrated environmental impact assessment

    International Nuclear Information System (INIS)

    Wanderer, Thomas; Herle, Stefan

    2015-01-01

    By their spatially very distributed nature, profitability and impacts of renewable energy resources are highly correlated with the geographic locations of power plant deployments. A web-based Spatial Decision Support System (SDSS) based on a Multi-Criteria Decision Analysis (MCDA) approach has been implemented for identifying preferable locations for solar power plants based on user preferences. The designated areas found serve for the input scenario development for a subsequent integrated Environmental Impact Assessment. The capabilities of the SDSS service get showcased for Concentrated Solar Power (CSP) plants in the region of Andalusia, Spain. The resulting spatial patterns of possible power plant sites are an important input to the procedural chain of assessing impacts of renewable energies in an integrated effort. The applied methodology and the implemented SDSS are applicable for other renewable technologies as well. - Highlights: • The proposed tool facilitates well-founded CSP plant siting decisions. • Spatial MCDA methods are implemented in a WebGIS environment. • GIS-based SDSS can contribute to a modern integrated impact assessment workflow. • The conducted case study proves the suitability of the methodology

  2. Development and evaluation of a questionnaire to measure the perceived implementation of the mission statement of a competency based curriculum.

    Science.gov (United States)

    Rotthoff, Thomas; Ostapczuk, Martin Stefan; de Bruin, Judith; Kröncke, Klaus-Dietrich; Decking, Ulrich; Schneider, Matthias; Ritz-Timme, Stefanie

    2012-11-07

    A mission statement (MS) sets out the long-term goals of an institution and is supposed to be suited for studying learning environments. Yet, hardly any study has tested this issue so far. The aim of the present study was the development and psychometric evaluation of an MS-Questionnaire (MSQ) focusing on explicit competencies. We investigated to what extent the MSQ captures the construct of learning environment and how well a faculty is following--in its perception--a competency orientation in a competency-based curriculum. A questionnaire was derived from the MS "teaching" (Medical Faculty, Heinrich-Heine University Düsseldorf) which was based on (inter-) nationally accepted goals and recommendations for a competency based medical education. The MSQ was administered together with the Dundee Ready Education Environment Measure (DREEM) to 1119 students and 258 teachers. Cronbach's alpha was used to analyze the internal consistency of the items. Explorative factor analyses were performed to analyze homogeneity of the items within subscales and factorial validity of the MSQ. Item discrimination was assessed by means of part-whole corrected discrimination indices, and convergent validity was analyzed with respect to DREEM. Demographic variations of the respondents were used to analyze the inter-group variations in their responses. Students and teachers perceived the MS implementation as "moderate" and on average, students differed significantly in their perception of the MS. They thought implementation of the MS was less successful than faculty did. Women had a more positive perception of educational climate than their male colleagues and clinical students perceived the implementation of the MS on all dimensions significantly worse than preclinical students. The psychometric properties of the MSQ were very satisfactory: Item discrimination was high. Similarly to DREEM, the MSQ was highly reliable among students (α = 0.92) and teachers (α = 0.93). In both groups

  3. Impact of competence-based training on employability of Technical and Vocational graduates in Ethiopia

    Directory of Open Access Journals (Sweden)

    Birhane Sime Geressu

    2017-11-01

    Full Text Available The purpose of this study is to critically examine the impact of competence based training on employability of technical and vocational college graduates in Ethiopia. Mixed methods of research design, predominantly concurrent nested strategy were employed to conduct the study. The study involved 162 instructors, 123 Level III automotive technology trainees, 87 department heads and 89 graduates, a total of 461 respondents as a sample. Moreover, 24 respondents (6 industry owners, 6 TVET college deans, 6 competence-based process owners and 6 industry trainers’ leaders were purposely selected for interview and focus group discussion. Under the study, the researcher used employability of graduates as dependent variable and competency based training as independent variable. Descriptive and inferential statistics were employed for data analysis. The study result showed that technical and vocational education and training (TVET colleges in Ethiopia have been performing below expectations in developing demand-based curriculum and implementing competence-based training in TVET colleges and industries. As a result, among the graduates nearly 50 percent are not employed in the past two years. Hence, it is recommended that constantly consulting and involving relevant stakeholders in setting study profile, identifying intended learning outcomes and strengthening competence based learning style are vital for graduates to demonstrate employability skill, knowledge and attitude into the job that consequentially lead to graduate employment.First published online: 30 November 2017

  4. Evaluation of clinical teaching quality in competency-based residency training in Lithuania.

    Science.gov (United States)

    Vaižgėlienė, Eglė; Padaiga, Žilvinas; Rastenytė, Daiva; Tamelis, Algimantas; Petrikonis, Kęstutis; Fluit, Cornelia

    2017-12-01

    In 2013, all residency programs at the Lithuanian University of Health Sciences were renewed into the competency-based medical education curriculum (CBME). In 2015, we implemented the validated EFFECT questionnaire together with the EFFECT-System for quality assessment of clinical teaching in residency training. The aim of this study was to investigate the influence of characteristics of the resident (year of training) and clinical teacher (gender, age, and type of academic position) on teaching quality, as well as to assess areas for teaching quality improvement. Residents from 7 different residency study programs filled out 333 EFFECT questionnaires evaluating 146 clinical teachers. We received 143 self-evaluations of clinical teachers using the same questionnaire. Items were scored on a 6-point Likert scale. Main outcome measures were residents' mean overall (MOS), mean subdomain (MSS) and clinical teachers' self-evaluation scores. The overall comparisons of MOS and MSS across study groups and subgroups were done using Student's t test and ANOVA for trend. The intraclass correlation coefficient (ICC) was calculated in order to see how residents' evaluations match with self-evaluations for every particular teacher. To indicate areas for quality improvement items were analyzed subtracting their mean score from the respective (sub)domain score. MOS for domains of "role modeling", "task allocation", "feedback", "teaching methodology" and "assessment" valued by residents were significantly higher than those valued by teachers (Pevaluation questionnaires were rated significantly higher by residents in role modeling subdomains (Phigher than the female teachers (Phigher (Pevaluations of clinical teachers are influenced by teachers' age, gender, year of residency training, type of teachers' academic position and whether or not a clinical teacher performed self-evaluation. Development of CBME should be focused on the continuous evaluation of quality, clinical teachers

  5. Assessments of ecosystem services and human well-being in Thailand build and create demand for coproductive capacity

    Directory of Open Access Journals (Sweden)

    Louis Lebel

    2015-03-01

    Full Text Available Assessments of ecosystem services have been proposed as one way of incorporating concerns about environmental change and ecosystem conditions into subnational development planning. In Thailand a policy window for such initiatives is opening because of a transition in national policy toward area-based planning combined with broader political reforms to expand public participation and encourage more evidence-based decision making. We explored three case studies in Thailand in which central and local government agencies and research organizations partnered to engage local communities and other stakeholders in assessments of ecosystem services and human well-being. The analysis focused on the role ecosystem assessments play in building and creating demand for coproductive capacity. By coproductive capacities we mean the ability to combine scientific resources and governance capabilities in ways that bring about informed social change. We found evidence that the assessments built capacities for governance actors to explore scientific and research-based evidence, to consult scientific experts, and then to evaluate existing policies and plans using this newly acquired information. At the same time, scientific experts also learned to explore public policy issues, to consult planners and decision makers in government, and based on this knowledge to evaluate scientific evidence and revise the scope and goals of their research and analytical activities to better meet policy needs and demands. Coproductive capacities were built when various stakeholders jointly engaged in compilation and interpretation of evidence. Doing so helped legitimize the assessment process with positive feedback on both governance and science capacities. We also found evidence, however, of significant cultural and institutional constraints to designing and making better use of ecosystem services assessments. These constraints included insufficient resources for both knowledge making

  6. Competence-based approach and the future sociohumanitarian education

    Directory of Open Access Journals (Sweden)

    Bryzgalina Elena Vladimirovna

    2013-02-01

    Full Text Available The article traces the relationship between the understanding of the purposes of higher education and assessment of educational outcomes. Inclination of our country to the continental variant of understanding of the educational goals, when the main contracting authority is the state, leads to the existence of standards as an expression of the conventional expectations of society in relation to the formation of a certain level and profile. Borrowing competence model of standards related to the adoption of pragmatic approach to education in Russia as a way to increment of human capital.

  7. Physicians' strikes and the competing bases of physicians' moral obligations.

    Science.gov (United States)

    MacDougall, D Robert

    2013-09-01

    Many authors have addressed the morality of physicians' strikes on the assumption that medical practice is morally different from other kinds of occupations. This article analyzes three prominent theoretical accounts that attempt to ground such special moral obligations for physicians--practice-based accounts, utilitarian accounts, and social contract accounts--and assesses their applicability to the problem of the morality of strikes. After critiquing these views, it offers a fourth view grounding special moral obligations in voluntary commitments, and explains why this is a preferable basis for understanding physicians' moral obligations in general and especially as pertaining to strikes.

  8. Library Assessment and Quality Assurance - Creating a Staff-Driven and User-Focused Development Process

    Directory of Open Access Journals (Sweden)

    Håkan Carlsson

    2016-09-01

    Full Text Available Objective – Gothenburg University Library has implemented a process with the goal to combine quality assurance and strategic planning activities. The process has bottom-up and top-down features designed to generate strong staff-involvement and long-term strategic stability. Methods – In 2008 the library started implementing a system in which each library team should state a number of improvement activities for the upcoming year. In order to focus the efforts, the system has gradually been improved by closely coupling a number of assessment activities, such as surveys and statistics, and connecting the activities to the long-term strategic plan of the library. Results – The activities of the library are now more systematically guided by both library staff and users. The system has resulted in increased understanding within different staff groups of changing external and internal demands, as well as the need for continuous change to library activities. Conclusion – Library assessment and external intelligence are important for tracking and improving library activities. Quality assurance and strategic planning are intricate parts in sustainable development of better and more effective services. The process becomes more effective when staff-driven and built upon systematic knowledge of present activities and users.

  9. Competence-based approaches to professional training and activities

    International Nuclear Information System (INIS)

    Ryzhov, S.B.; Shcheglov, V.A.; Savenkov, A.M.; Puzanova, O.V.

    2010-01-01

    The authors say that the personnel training system for the nuclear industry must represent a successive transition from one activity to another: from purely training activities to professional training activities to purely professional activities. Components of knowledge management include storage, transfer and efficiency of knowledge use. The competence of a specialist is determined by a combination of cognitive, functional and value and ethics components. In order to assure that the internship program is clearly structured, it must be comprised of a set of training modules. The examples of probation training modules for scientific and design organizations are given. Problems of assessing the quality of training of young specialists and building general professional competence are also discussed [ru

  10. Education in Pediatrics Across the Continuum (EPAC): First Steps Toward Realizing the Dream of Competency-Based Education.

    Science.gov (United States)

    Andrews, John S; Bale, James F; Soep, Jennifer B; Long, Michele; Carraccio, Carol; Englander, Robert; Powell, Deborah

    2018-03-01

    The Education in Pediatrics Across the Continuum (EPAC) Study Group is developing the first competency-based, time-variable progression from undergraduate medical education (UME) to graduate medical education (GME) in the history of medical education in the United States. EPAC, an innovation project sponsored by the Association of American Medical Colleges and supported by the Josiah Macy Jr. Foundation, was developed through a collaboration between five medical schools and multiple professional organizations with an interest in undergraduate and graduate medical education. The planning and implementation process demanded cooperatively addressing practical barriers such as education requirements for licensure and developing approaches to learner assessment that provided meaningful information about competency. Each participating school now has at least three cohorts of learners participating, and the program is transitioning its first cohort of students from UME to GME based on achievement of predetermined competencies that allow this transition. Members of the first cohort of learners in this program have begun their pediatric residency training at different times beginning in late 2016, confirming the feasibility of competency-based advancement from UME to GME in pediatrics. Although there is still much to learn about the outcomes of EPAC learners' professional development in residency training and beyond, EPAC has defined an operational approach to a different path through medical school and into residency training, based on the attainment of competence.

  11. Place shaping to create health and wellbeing using health impact assessment: health geography applied to develop evidence-based practice.

    Science.gov (United States)

    Learmonth, Alyson; Curtis, Sarah

    2013-11-01

    In a political milieu where there is pressure towards localised and participative decisionmaking, and an environment of global recession and environmental degradation, it is crucial that population health considerations inform strategic decisions. The paper puts forward 'place shaping to create health and wellbeing' as a strategic tool, drawing on ideas that are fundamental in health geography, and argues that this is an important emerging application of Health Impact Assessment (HIA), as part of evidence-based practice. These views developed primarily from case study work in the North East of England aiming to enhance health and wellbeing in a population with significant health disadvantages. © 2013 Elsevier Ltd. All rights reserved.

  12. [Design and implementation of a competency-based curriculum for medical education].

    Science.gov (United States)

    Risco de Domínguez, Graciela

    2014-01-01

    Competency-based education is a form of designing, developing, delivering and documenting instruction based on a set of objectives and results that have been recommended for medical education. This article describes the steps in the process of designing and implementing a competency-based curriculum at a new medical school in a Peruvian university. We present the process followed including context analysis, mission design, the professional profile, the content and organization of the curriculum as well as the evaluation and resources for the training. Finally, issues and challenges faced, as well as lessons learned are summarized.

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

    Science.gov (United States)

    Bryant, G A

    1997-01-01

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

  14. Creating a Global Building Inventory for Earthquake Loss Assessment and Risk Management

    Science.gov (United States)

    Jaiswal, Kishor; Wald, David J.

    2008-01-01

    Earthquakes have claimed approximately 8 million lives over the last 2,000 years (Dunbar, Lockridge and others, 1992) and fatality rates are likely to continue to rise with increased population and urbanizations of global settlements especially in developing countries. More than 75% of earthquake-related human casualties are caused by the collapse of buildings or structures (Coburn and Spence, 2002). It is disheartening to note that large fractions of the world's population still reside in informal, poorly-constructed & non-engineered dwellings which have high susceptibility to collapse during earthquakes. Moreover, with increasing urbanization half of world's population now lives in urban areas (United Nations, 2001), and half of these urban centers are located in earthquake-prone regions (Bilham, 2004). The poor performance of most building stocks during earthquakes remains a primary societal concern. However, despite this dark history and bleaker future trends, there are no comprehensive global building inventories of sufficient quality and coverage to adequately address and characterize future earthquake losses. Such an inventory is vital both for earthquake loss mitigation and for earthquake disaster response purposes. While the latter purpose is the motivation of this work, we hope that the global building inventory database described herein will find widespread use for other mitigation efforts as well. For a real-time earthquake impact alert system, such as U.S. Geological Survey's (USGS) Prompt Assessment of Global Earthquakes for Response (PAGER), (Wald, Earle and others, 2006), we seek to rapidly evaluate potential casualties associated with earthquake ground shaking for any region of the world. The casualty estimation is based primarily on (1) rapid estimation of the ground shaking hazard, (2) aggregating the population exposure within different building types, and (3) estimating the casualties from the collapse of vulnerable buildings. Thus, the

  15. Hands in medicine: understanding the impact of competency-based education on the formation of medical students' identities in the United States.

    Science.gov (United States)

    Gonsalves, Catherine; Zaidi, Zareen

    2016-01-01

    There have been critiques that competency training, which defines the roles of a physician by simple, discrete tasks or measurable competencies, can cause students to compartmentalize and focus mainly on being assessed without understanding how the interconnected competencies help shape their role as future physicians. Losing the meaning and interaction of competencies can result in a focus on 'doing the work of a physician' rather than identity formation and 'being a physician.' This study aims to understand how competency-based education impacts the development of a medical student's identity. Three ceramic models representing three core competencies 'medical knowledge,' 'patient care,' and 'professionalism' were used as sensitizing objects, while medical students reflected on the impact of competency-based education on identity formation. Qualitative analysis was used to identify common themes. Students across all four years of medical school related to the 'professionalism' competency domain (50%). They reflected that 'being an empathetic physician' was the most important competency. Overall, students agreed that competency-based education played a significant role in the formation of their identity. Some students reflected on having difficulty in visualizing the interconnectedness between competencies, while others did not. Students reported that the assessment structure deemphasized 'professionalism' as a competency. Students perceive 'professionalism' as a competency that impacts their identity formation in the social role of 'being a doctor,' albeit a competency they are less likely to be assessed on. High-stakes exams, including the United States Medical Licensing Exam clinical skills exam, promote this perception.

  16. Changes in Perceived Supervision Quality After Introduction of Competency-Based Orthopedic Residency Training: A National 6-Year Follow-Up Study.

    Science.gov (United States)

    van Vendeloo, Stefan N; Brand, Paul L P; Kollen, Boudewijn J; Verheyen, Cees C P M

    2018-04-27

    To evaluate the perceived quality of the learning environment, before and after introduction of competency-based postgraduate orthopedic education. From 2009 to 2014, we conducted annual surveys among Dutch orthopedic residents. The validated Dutch Residency Educational Climate Test (D-RECT, 50 items on 11 subscales) was used to assess the quality of the learning environment. Scores range from 1 (poor) to 5 (excellent). Dynamic cohort follow-up study. All Dutch orthopedic residents were surveyed during annual compulsory courses. Over the 6-year period, 641 responses were obtained (response rate 92%). Scores for "supervision" (95% CI for difference 0.06-0.28, p = 0.002) and "coaching and assessment" (95% CI 0.11-0.35, p < 0.001) improved significantly after introduction of competency-based training. There was no significant change in score on the other subscales of the D-RECT. After the introduction of some of the core components of competency-based postgraduate orthopedic education the perceived quality of "supervision" and "coaching and assessment" improved significantly. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  17. Occupational Home Economics Education Series. Fabrics and Textiles Merchandising. Competency Based Teaching Module.

    Science.gov (United States)

    Martin, Ruth

    This module, one of ten competency based modules developed for vocational home economics teachers, is based on a job cluster in fabric and textiles merchandising. It is designed for use with a variety of groups including grades 9-14 and adults. Focusing on the specific job title fabric and textiles salesperson, ten competencies and the student…

  18. Occupational Home Economics Education Series. Catering Services. Competency Based Teaching Module.

    Science.gov (United States)

    Lowe, Phyllis; And Others

    This module, one of ten competency based modules developed for vocational home economics teachers, is based on a job cluster in the catering industry. It is designed for use with a variety of levels of learners (secondary, postsecondary, adult) in both school and non-school educational settings. Focusing on two levels of employment, food caterer…

  19. Developing a Competency-Based Curriculum for a Dental Hygiene Program.

    Science.gov (United States)

    DeWald, Janice P.; McCann, Ann L.

    1999-01-01

    Describes the three-step process used to develop a competency-based curriculum at the Caruth School of Dental Hygiene (Texas A&M University). The process involved development of a competency document (detailing three domains, nine major competencies, and 54 supporting competencies), an evaluation plan, and a curriculum inventory which defined…

  20. Welding. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    Science.gov (United States)

    Browning, Terry

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  1. The Renewal of Competency-Based Education: A Review of the Literature

    Science.gov (United States)

    Burnette, Diane M.

    2016-01-01

    Although competency-based education (CBE) has existed since the early 1970s adult-focused degree programs, interest in CBE has spiked in recent years due to the increased attention on higher education affordability and accountability. This article reviews the extant literature on CBE to address the following questions: (a) What are the definitions…

  2. Cogenerating a Competency-based HRM Degree: A Model and Some Lessons from Experience.

    Science.gov (United States)

    Wooten, Kevin C.; Elden, Max

    2001-01-01

    A competency-based degree program in human resource management was co-generated by six groups of stakeholders who synthesized competency models using group decision support software. The program focuses on core human resource processes, general business management, strategic decision making and problem solving, change management, and personal…

  3. Competence-Based, Research-Related Lab Courses for Materials Modeling: The Case of Organic Photovoltaics

    Science.gov (United States)

    Schellhammer, Karl Sebastian; Cuniberti, Gianaurelio

    2017-01-01

    We are hereby presenting a didactic concept for an advanced lab course that focuses on the design of donor materials for organic solar cells. Its research-related and competence-based approach qualifies the students to independently and creatively apply computational methods and to profoundly and critically discuss the results obtained. The high…

  4. A Disciplinary Perspective of Competency-Based Training on the Acquisition of Employability Skills

    Science.gov (United States)

    Boahin, Peter; Hofman, Adriaan

    2013-01-01

    In the changing global economy, employability skills increasingly are the focus of vocational education and training institutions. This paper explores the effect of academic disciplines, students' background characteristics and industry training on the acquisition of employability skills through competency-based training. A significant…

  5. A competence-based and multi-dimensional operationalization and measurement of employability.

    NARCIS (Netherlands)

    van der Heijde, C.M.; van der Heijden, B.I.J.M.

    2006-01-01

    Employability is a critical requirement for enabling both sustained competitive advantage at the firm level and career success at the individual level. We propose a competence-based approach to employability derived from an expansion of the resource-based view of the firm. In this contribution, we

  6. A competence-based and multidimensional operationalization and measurement of employability

    NARCIS (Netherlands)

    van der Heijde, C.M.; van der Heijden, Beatrice

    2006-01-01

    Employability is a critical requirement for enabling both sustained competitive advantage at the firm level and career success at the individual level. We propose a competence-based approach to employability derived from an expansion of the resource-based view of the firm. In this contribution, we

  7. Competency Based Teaching of College Physics: The Philosophy and The Practice

    Science.gov (United States)

    Rajapaksha, Ajith; Hirsch, Andrew S.

    2017-01-01

    The practice of learning physics contributes to the development of many transdisciplinary skills learners are able to exercise independent of the physics discipline. However, the standard practices of physics instruction do not explicitly include the monitoring or evaluation of these skills. In a competency-based (CB) learning model, the skills…

  8. All Hands on Deck: Ten Lessons from Early Adopters of Competency-Based Education

    Science.gov (United States)

    Book, Patricia A.

    2014-01-01

    The perceived value of postsecondary education to economic competitiveness and individual success is driving innovation in higher education. Competency-based education (CBE) is the latest disruption that seeks to respond to the growing sense of national urgency to boost education attainment. The target audience generally includes those adult…

  9. Developing a Competency-Based Pan-European Accreditation Framework for Health Promotion

    Science.gov (United States)

    Battel-Kirk, Barbara; Van der Zanden, Gerard; Schipperen, Marielle; Contu, Paolo; Gallardo, Carmen; Martinez, Ana; Garcia de Sola, Silvia; Sotgiu, Alessandra; Zaagsma, Miriam; Barry, Margaret M.

    2012-01-01

    Background: The CompHP Pan-European Accreditation Framework for Health Promotion was developed as part of the CompHP Project that aimed to develop competency-based standards and an accreditation system for health promotion practice, education, and training in Europe. Method: A phased, multiple-method approach was employed to facilitate consensus…

  10. Entrepreneur Program. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    Science.gov (United States)

    De Maria, Richard

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The document consists of matrices that describe the relationship of vocational skills to basic communication, mathematics, and science skills within the entrepreneur…

  11. An Old Chestnut Revisited: Teachers' Opinions and Attitudes toward Grading within a Competency Based Training Framework

    Science.gov (United States)

    Richards, James

    2014-01-01

    The purpose of this study was to explore teachers' opinions with regard to the value and process of grading within a competency based training (CBT) framework, following the introduction of a formalised grading system at a specialist Technical and Further Education centre for hospitality and tourism training The data were gathered using a 16-item…

  12. Design science research approach a way for implementing competence based internships

    NARCIS (Netherlands)

    Wouter van Rennes; Josephine Lappia

    2006-01-01

    Since 2000, all Dutch Universities of Professional Education are confronted with three major renewals. The first was the European agreement to implement the Bachelor-Master system in Higher Education. The second was the strong tendence to renew eduction towards Competence Based Education. The third

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

    Science.gov (United States)

    Cave, Julie; And Others

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

  14. American Government. Nevada Competency-Based Adult High School Diploma Project.

    Science.gov (United States)

    Nevada Univ., Las Vegas. Coll. of Education.

    This document is one of ten curriculum guides developed by the Nevada Competency-Based Adult High School Diploma (CBAHSD) Project. This curriculum guide on American government is divided into fourteen topics. The topics included are: definition of "State"; left to right political spectrum; Dictatorship vs. Democracy; Capitalism,…

  15. Competence-Based Blended Learning in Building Automation: Towards a EU Curriculum in "Domotica"

    Science.gov (United States)

    Sommaruga, L.; De Angelis, E.

    2007-01-01

    A competence-based approach was applied to a blended learning on line distance training in the Euroinno EU project aimed at vocational training in building automation. The current paper describes the experience gathered during the learning process and the definition of the curriculum. A number of issues emerged during the sessions concerning…

  16. Teachers' Individual Action Theories about Competence-Based Education: The Value of the Cognitive Apprenticeship Model

    Science.gov (United States)

    Seezink, Audrey; Poell, Rob F.; Kirschner, Paul A.

    2009-01-01

    Dutch prevocational secondary schools are reforming their educational programmes to make them more competence-based. This reform has substantial implications for the roles played by teachers. Yet, little empirical research has been conducted on teachers' processes of competence development in vocational settings. This study explores teachers'…

  17. Retailing. Instructor's Guide Sheets and Instructor's Package, Modules R 1-45. Competency-Based Education.

    Science.gov (United States)

    Kentucky State Dept. of Education, Frankfort.

    This package contains instructor's guide sheets and student task assignment sheets for Modules R 1-45 of the competency-based curriculum in retailing developed for use in secondary and postsecondary schools in Kentucky. Some of the topics covered in the modules include the following: retailing--past, present, and future; retailing occupations;…

  18. Fashion Merchandising. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    Science.gov (United States)

    Williams, Edwina

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  19. Can Competency-Based Training Fly?: An Overview of Key Issues for "Ab Initio" Pilot Training

    Science.gov (United States)

    Franks, Peter; Hay, Stephen; Mavin, Tim

    2014-01-01

    Competency-based training (CBT) for pilots was formally introduced in 1999 by the Civil Aviation Safety Authority (CASA) for training leading to the issue of aeroplane private and commercial pilot licences. This initiative followed the Australian government's introduction of CBT policy for vocational and workplace training in the late 1980's.…

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

    Science.gov (United States)

    Luzerne County Community Coll., Nanticoke, PA.

    The project described in this report was conducted at the Community College of Luzerne County (Pennsylvania) to develop, in conjunction with area vocational-technical schools, the second year of a competency-based curriculum in automated systems/robotics technology. During the project, a task force of teachers from the area schools and the college…

  1. Teachers' individual action theories about competence-based education: the value of the cognitive apprenticeship model

    NARCIS (Netherlands)

    Prof. Dr. Paul A. Kirschner; Dr. Audrey Seezink; Prof. Dr. Rob F. Poell

    2009-01-01

    Dutch prevocational secondary schools are reforming their educational programmes to make them more competence-based. This reform has substantial implications for the roles played by teachers. Yet, little empirical research has been conducted on teachers' processes of competence development in

  2. The Domain Five Observation Instrument: A Competency-Based Coach Evaluation Tool

    Science.gov (United States)

    Shangraw, Rebecca

    2017-01-01

    The Domain Five Observation Instrument (DFOI) is a competency-based observation instrument recommended for sport leaders or researchers who wish to evaluate coaches' instructional behaviors. The DFOI includes 10 behavior categories and four timed categories that encompass 34 observable instructional benchmarks outlined in domain five of the…

  3. Development of Articulated Competency-Based Curriculum in Laser/Electro-Optics Technology. Final Report.

    Science.gov (United States)

    Luzerne County Community Coll., Nanticoke, PA.

    A project was conducted at the Community College of Luzerne County (Pennsylvania) to develop, in cooperation with area vocational-technical schools, the first year of a competency-based curriculum in laser/electro-optics technology. Existing programs were reviewed and private sector input was sought in developing the curriculum and identifying…

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

    Science.gov (United States)

    Fioroni, John J.

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

  5. The Effect of Virtual versus Traditional Learning in Achieving Competency-Based Skills

    Science.gov (United States)

    Mosalanejad, Leili; Shahsavari, Sakine; Sobhanian, Saeed; Dastpak, Mehdi

    2012-01-01

    Background: By rapid developing of the network technology, the internet-based learning methods are substituting the traditional classrooms making them expand to the virtual network learning environment. The purpose of this study was to determine the effectiveness of virtual systems on competency-based skills of first-year nursing students.…

  6. Building a Competency-Based Curriculum Architecture to Educate 21st-Century Business Practitioners

    Science.gov (United States)

    Chyung, Seung Youn; Stepich, Donald; Cox, David

    2006-01-01

    Competency-based instruction can be applied to a military setting, an academic program, or a corporate environment with a focus on producing performance-based learning outcomes. In this article, the authors provide theoretical and practical information about underlying characteristics of competencies and explain how the Department of Instructional…

  7. Implementing Competency-Based Education: Challenges, Strategies, and a Decision-Making Framework

    Science.gov (United States)

    Dragoo, Amie; Barrows, Richard

    2016-01-01

    The number of competency-based education (CBE) degree programs has increased rapidly over the past five years, yet there is little research on CBE program development. This study utilized conceptual models of higher education change and a qualitative methodology to analyze the strategies and challenges in implementing CBE business degree programs…

  8. 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

  9. Moving towards Freirean Critical Pedagogy: Redefining Competence-based Curricula through Participatory Action Research as Resistance to the Neoliberalization of Higher Education in Spain

    Directory of Open Access Journals (Sweden)

    Ana Fernández-Aballí Altamirano

    2015-07-01

    Full Text Available The neoliberalization of higher education in Spain has been consolidating through its integration process to the European Higher Education Area. In this context, competence-based curricula have become an instrument to create a model of education and citizenship in which market values override solidarity, justice and community well-being. There is, however, still room to shift the teaching-learning space. Using Freirean critical pedagogy to redefine the curriculum through the implementation of Participatory Action Research (PAR in the classroom provides a methodological approach within and despite current EHEA policies to revert the neoliberalization of higher education.

  10. 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.

  11. Enhancing Technical and Vocational Education and Training (TVET) in Nigeria for Sustainable Development: Competency-Based Training (CBT) Approach

    Science.gov (United States)

    Okoye, K. R. E.; Michael, Ofonmbuk Isaac

    2015-01-01

    This paper attempts to examine the concept of Competency-Based Training (CBT) as a veritable mode of delivery of Technical and Vocational Education and Training (TVET) and at the same time highlights some of the strengths and weaknesses of implementing competency-base training. The characteristics, principles and benefits of CBT were also x-rayed.…

  12. Evaluating Program Effectiveness or, If the Program is Competency-Based, How Come the Evaluation Is Costing So Much?

    Science.gov (United States)

    Scriven, Michael

    The concern with competency-based education is not whether it is any different from the more traditional approaches but whether it is worth the considerable effort it involves. There are several aspects of a competency-based program to be considered in its evaluation. The first is whether or not there is a justifiable need for the specified…

  13. Development of a competency-based formative progress test with student-generated MCQs: Results from a multi-centre pilot study

    Directory of Open Access Journals (Sweden)

    Wagener, Stefan

    2015-10-01

    Full Text Available Introduction: Progress tests provide students feedback on their level of proficiency over the course of their medical studies. Peer-assisted learning and competency-based education have become increasingly important in medical education. Although progress tests have been proven to be useful as a longitudinal feedback instrument, there are currently no progress tests that have been created in cooperation with students or that focus on competency in medical education.In this study, we investigated the extent to which students can be included in the development of a progress test and demonstrated that aspects of knowledge related to competency can be represented on a competency-based progress test.Methods: A two-dimensional blueprint for 144 multiple-choice questions (MCQs covering groups of medical subjects and groups of competency areas was generated by three expert groups for developing the competency-based progress test. A total of 31 students from seven medical schools in Germany actively participated in this exercise. After completing an intensive and comprehensive training programme, the students generated and reviewed the test questions for the competency-based progress test using a separate platform of the ItemManagementSystem (IMS. This test was administered as a formative test to 469 students in a pilot study in November 2013 at eight medical schools in Germany. The scores were analysed for the overall test and differentiated according to the subject groups and competency areas.Results: A pool of more than 200 MCQs was compiled by the students for pilot use, of which 118 student-generated MCQs were used in the progress test. University instructors supplemented this pool with 26 MCQs, which primarily addressed the area of scientific skills. The post-review showed that student-generated MCQs were of high quality with regard to test statistic criteria and content. Overall, the progress test displayed a very high reliability. When the

  14. The learner as co-creator: A new peer review and self-assessment feedback form created by student nurses.

    Science.gov (United States)

    Duers, Lorraine E

    2017-11-01

    Engagement with peer review and self-assessment is not always regarded by student nurses as an activity that results in a positive learning experience. Literature indicates that withdrawal from the learning process becomes attractive to individuals affected by a negative experience of peer review. Literature also provides examples of student nurses' feeling 'torn to shreds' during the process of peer review, resulting in loss of confidence and self-esteem. An influencing factor in such situations appears to be the absence of specific learner-driven criteria against which student nurses can assess peer and self-performance. The idea was thus ignited, that creation and utilisation of a learner-driven feedback form might potentially prevent, or at least minimise, the possibility of negative peer review experience. Set within the context of a pre-registration nursing programme, within a Higher Education institution, student nurses (n=25), created a peer review/self-assessment feedback form. Its potential cross-discipline, global applicability is reasonably speculated. Purposive sampling, followed by Stratified Random sampling, maximised participant variation. Data collection took place on 34 occasions, utilising focus group discussions using Nominal Group Technique, a practical task which was video recorded for mediating artefact purposes, and individual interviews. Analysis was concept and theme driven. The study found that participants desired a new feedback form that specifically asks the evaluator to judge human qualities, such as 'compassion' and 'kindness', in addition to the skills and knowledge criteria that any peer review or self-assessment form used currently had incorporated. Providing the participants with the opportunity to develop criteria, against which performance could be measured, with emphasis being afforded to student inclusivity and resultant shift in power balance from the educator to the learner, embraces the idea of teaching and learning in the

  15. Applying the competence-based approach to management in the aerospace industry

    Directory of Open Access Journals (Sweden)

    Arpentieva Mariam

    2018-01-01

    Full Text Available Problems of management in aerospace manufacturing are similar to those we observe in other sectors, the main of which is the flattening of strategic management. The main reason lies in the attitude towards human resource of the organization. In the aerospace industry employs 250 thousand people, who need individual approach. The individual approach can offer competence-based approach to management. The purpose of the study is proof of the benefits of the competency approach to human resource management in context strategic management of the aerospace organization. To achieve this goal it is possible to obtain the method of comparative analysis. The article compares two approaches to personnel management. The transition to competence-based human resource management means (a a different understanding of the object of management; (b involvement in all functions of human resource management «knowledge – skills – abilities» of the employee; (c to change the approach to strategic management aerospace industry.

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

    Science.gov (United States)

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

    2014-12-01

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

  17. Applying the competence-based approach to management in the aerospace industry

    OpenAIRE

    Arpentieva Mariam; Duvalina Olga; Braitseva Svetlana; Gorelova Irina; Rozhnova Anna

    2018-01-01

    Problems of management in aerospace manufacturing are similar to those we observe in other sectors, the main of which is the flattening of strategic management. The main reason lies in the attitude towards human resource of the organization. In the aerospace industry employs 250 thousand people, who need individual approach. The individual approach can offer competence-based approach to management. The purpose of the study is proof of the benefits of the competency approach to human resource ...

  18. Evaluation of competence-based teaching in higher education: From theory to practice.

    Science.gov (United States)

    Bergsmann, Evelyn; Schultes, Marie-Therese; Winter, Petra; Schober, Barbara; Spiel, Christiane

    2015-10-01

    Competence-based teaching in higher education institutions and its evaluation have become a prevalent topic especially in the European Union. However, evaluation instruments are often limited, for example to single student competencies or specific elements of the teaching process. The present paper provides a more comprehensive evaluation concept that contributes to sustainable improvement of competence-based teaching in higher education institutions. The evaluation concept considers competence research developments as well as the participatory evaluation approach. The evaluation concept consists of three stages. The first stage evaluates whether the competencies students are supposed to acquire within the curriculum (ideal situation) are well defined. The second stage evaluates the teaching process and the competencies students have actually acquired (real situation). The third stage evaluates concrete aspects of the teaching process. Additionally, an implementation strategy is introduced to support the transfer from the theoretical evaluation concept to practice. The evaluation concept and its implementation strategy are designed for internal evaluations in higher education and primarily address higher education institutions that have already developed and conducted a competence-based curriculum. Copyright © 2015 Elsevier Ltd. All rights reserved.

  19. Perspectives on competency-based medical education from the learning sciences.

    Science.gov (United States)

    Swing, Susan R

    2010-01-01

    A central component of competency-based medical education is a framework of higher-order and more fundamental competencies whose purpose is to focus instruction and learning. In the language of the learning sciences, many of these competencies are complex cognitive-perceptual or cognitive-motor skills. Competency-based medical education has been criticized for being reductionistic, that is, for focusing on atomistic skills and failing to capture the essence of professional activities as manifested by complex, integrated capabilities. The value of identifying fundamental skill components is supported by theory and evidence from the learning sciences, however. Complex skills are constructed from fundamental, component skills. Proficient performance of the former is achieved as components are refined and integrated during repeated performance of the skill in a realistic context and as feedback on performance is provided. Competency-based medical education does not propose specific methods for teaching competencies. The learning and instructional sciences, however, posit a number of conditions for learning that support the acquisition of simple skills and their flexible integration into complex capabilities. Learners' motivation and self-regulation skills will also have an impact on the extent to which they engage in learning processes that result in the integration of knowledge and skills into complex competencies.

  20. Are all certified EHRs created equal? Assessing the relationship between EHR vendor and hospital meaningful use performance.

    Science.gov (United States)

    Holmgren, A Jay; Adler-Milstein, Julia; McCullough, Jeffrey

    2017-11-24

    The federal electronic health record (EHR) certification process was intended to ensure a baseline level of system quality and the ability to support meaningful use criteria. We sought to assess whether there was variation across EHR vendors in the degree to which hospitals using products from those vendors were able to achieve high levels of performance on meaningful use criteria. We created a cross-sectional national hospital sample from the Office of the National Coordinator for Health Information Technology EHR Products Used for Meaningful Use Attestation public use file and the Centers for Medicare & Medicaid Services Medicare EHR Incentive Program Eligible Hospitals public use file. We used regression models to assess the relationship between vendor and hospital performance on 6 Stage 2 Meaningful Use criteria, controlling for hospital characteristics. We also calculated how much variation in performance is explained by vendor choice. We found significant associations between specific vendor and level of hospital performance for all 6 meaningful use criteria. Epic was associated with significantly higher performance on 5 of the 6 criteria; relationships for other vendors were mixed, with some associated with significantly worse performance on multiple criteria. EHR vendor choice accounted for between 7% and 34% of performance variation across the 6 criteria. A nontrivial proportion of variation in hospital meaningful use performance is explained by vendor choice, and certain vendors are more often associated with better meaningful use performance than others. Our results suggest that policy-makers should improve the certification process by including more "real-world" scenario testing and provider feedback or ratings to reduce this variation. Hospitals can use these results to guide interactions with vendors. Vendor choice accounts for a meaningful proportion of variation in hospital meaningful use performance, and specific vendors are consistently associated

  1. Creating a Positive Prior Learning Assessment (PLA Experience: A Step-by-Step Look at University PLA

    Directory of Open Access Journals (Sweden)

    Sara M. Leiste

    2011-01-01

    Full Text Available A prior learning assessment (PLA can be an intimidating process for adult learners. Capella University’s PLA team has developed best practices, resources, and tools to foster a positive experience and to remove barriers in PLA and uses three criteria to determine how to best administer the assessment. First, a PLA must be motivating, as described by the ARCS model. Second, it must enable success. Finally, it must use available resources efficiently. The tools and resources developed according to these criteria fall into two categories: staff and online resources. PLA programs can use both to ensure that all departments provide consistent communication to learners about the PLA process, which will foster a positive experience. The PLA online lab houses centralized resources and offers one-on-one interaction with a facilitator to assist learners step-by-step in the development of their petitions. Each unit contains resources, examples, and optional assignments that help learners to develop specific aspects of the petition. By following the examples and recommendations, learners are able to submit polished petitions after they complete the units. The lab facilitator supports learners throughout the units by answering questions and providing recommendations. When learners submit their petitions, the facilitator reviews it entirely and provides feedback to strengthen the final submission that goes to a faculty reviewer for an official evaluation. All of these individuals and tools work together to help create a positive experience for learners who submit a PLA petition. This article shares these resources with the goal of strengthening PLA as a field.

  2. The Haiti Medical Education Project: development and analysis of a competency based continuing medical education course in Haiti through distance learning.

    Science.gov (United States)

    Battat, Robert; Jhonson, Marc; Wiseblatt, Lorne; Renard, Cruff; Habib, Laura; Normil, Manouchka; Remillard, Brian; Brewer, Timothy F; Sacajiu, Galit

    2016-10-19

    Recent calls for reform in healthcare training emphasize using competency-based curricula and information technology-empowered learning. Continuing Medical Education programs are essential in maintaining physician accreditation. Haitian physicians have expressed a lack access to these activities. The Haiti Medical Education Project works in alliance with Haitian medical leadership, faculty and students to support the Country's medical education system. We present the creation, delivery and evaluation of a competency-based continuing medical education curriculum for physicians in rural Haiti. Real time lectures from local and international institutions were teleconferenced to physicians in remote Haitian sites using VidyoConferencing™ technology. With American Academy of Family Physicians (AAFP) and College of Family Physicians Canada (CFPC) guidelines as references, a competency-derived syllabus was created for a Haitian continuing medical education program. The resulting educational goals were reviewed by a committee of Haitian and North American physician/medical education practitioners to reflect local needs. All authors reviewed lectures and then conferred to establish agreement on competencies presented for each lecture. Sixty-seven lectures were delivered. Human immunodeficiency virus/Acquired Immunodeficiency Syndrome, ophthalmologic, infectious diseases, renal and endocrine competencies were well-represented, with more than 50 % of the joint AAFP and CFPC recommended competencies outlined. Areas under-represented included allergy and immunology, cardiology, surgery, pain management, gastroenterology, neurology, pulmonology, men's health and rheumatology; these topics accounted for less than 25 % of AAFP/CFPC recommended competencies. Areas not covered included geriatrics, nutrition, occupational health and women's health. Within practice-based lectures, only disaster medicine, health promotion and information management were included, but only partially

  3. Hands in medicine: understanding the impact of competency-based education on the formation of medical students’ identities in the United States

    Science.gov (United States)

    2016-01-01

    Purpose There have been critiques that competency training, which defines the roles of a physician by simple, discrete tasks or measurable competencies, can cause students to compartmentalize and focus mainly on being assessed without understanding how the interconnected competencies help shape their role as future physicians. Losing the meaning and interaction of competencies can result in a focus on ‘doing the work of a physician’ rather than identity formation and ‘being a physician.’ This study aims to understand how competency-based education impacts the development of a medical student’s identity. Methods Three ceramic models representing three core competencies ‘medical knowledge,’ ‘patient care,’ and ‘professionalism’ were used as sensitizing objects, while medical students reflected on the impact of competency-based education on identity formation. Qualitative analysis was used to identify common themes. Results Students across all four years of medical school related to the ‘professionalism’ competency domain (50%). They reflected that ‘being an empathetic physician’ was the most important competency. Overall, students agreed that competency-based education played a significant role in the formation of their identity. Some students reflected on having difficulty in visualizing the interconnectedness between competencies, while others did not. Students reported that the assessment structure deemphasized ‘professionalism’ as a competency. Conclusion Students perceive ‘professionalism’ as a competency that impacts their identity formation in the social role of ‘being a doctor,’ albeit a competency they are less likely to be assessed on. High-stakes exams, including the United States Medical Licensing Exam clinical skills exam, promote this perception. PMID:27572244

  4. Hands in medicine: understanding the impact of competency-based education on the formation of medical students’ identities in the United States

    Directory of Open Access Journals (Sweden)

    Catherine Gonsalves

    2016-08-01

    Full Text Available Purpose There have been critiques that competency training, which defines the roles of a physician by simple, discrete tasks or measurable competencies, can cause students to compartmentalize and focus mainly on being assessed without understanding how the interconnected competencies help shape their role as future physicians. Losing the meaning and interaction of competencies can result in a focus on ‘doing the work of a physician’ rather than identity formation and ‘being a physician.’ This study aims to understand how competency-based education impacts the development of a medical student’s identity. Methods Three ceramic models representing three core competencies ‘medical knowledge,’ ‘patient care,’ and ‘professionalism’ were used as sensitizing objects, while medical students reflected on the impact of competency-based education on identity formation. Qualitative analysis was used to identify common themes. Results Students across all four years of medical school related to the ‘professionalism’ competency domain (50%. They reflected that ‘being an empathetic physician’ was the most important competency. Overall, students agreed that competency-based education played a significant role in the formation of their identity. Some students reflected on having difficulty in visualizing the interconnectedness between competencies, while others did not. Students reported that the assessment structure deemphasized ‘professionalism’ as a competency. Conclusion Students perceive ‘professionalism’ as a competency that impacts their identity formation in the social role of ‘being a doctor,’ albeit a competency they are less likely to be assessed on. High-stakes exams, including the United States Medical Licensing Exam clinical skills exam, promote this perception.

  5. Evaluation of Teaching Performance: Considerations from the Competency-Based Approach

    Directory of Open Access Journals (Sweden)

    Mario Rueda Beltrán

    2009-11-01

    Full Text Available The article gives an overview of the main arguments and characteristics attributed to the Competency-based Approach in education, so as to analyze the various definitions available and some of the proposals on the subject of teaching skills. Approaches and strategies are suggested for developing teacher-evaluation programs in the context of a generalized environment in the educational sector which is adopting the model of competencies for school reform, curriculum redesign, modifications in teaching strategies, and manners and functions of evaluation.

  6. Developing a higher specialist training programme in renal medicine in the era of competence-based training.

    Science.gov (United States)

    Kamesh, Lavanya; Clapham, Mike; Foggensteiner, Lukas

    2012-08-01

    Renal specialty medical training in the UK was reformed in August 2007, with an emphasis placed on competency-based training and the publication of a new curriculum and assessment blueprint. This model of training places additional time demands on both trainees and trainers, with implications for job planning and service delivery. We evaluated the resource requirements and impact on service delivery of implementing a high-quality training programme in renal medicine. Each trainee maintained a portfolio containing details of workplace-based assessments. The change in educational environment led to improved trainee satisfaction. The mean total consultant time involved in implementing the training programme was 0.7 programmed activities (PAs) per trainee per week in the first year, which decreased to 0.5 PAs per trainee per week in the second year. This pilot study indicates that it is possible to integrate successful and high-quality specialty training in a busy clinical environment. The model outlined could form a template for postgraduate specialist training delivery in a variety of medical specialties.

  7. Simulation training: a systematic review of simulation in arthroscopy and proposal of a new competency-based training framework.

    Science.gov (United States)

    Tay, Charison; Khajuria, Ankur; Gupte, Chinmay

    2014-01-01

    Traditional orthopaedic training has followed an apprenticeship model whereby trainees enhance their skills by operating under guidance. However the introduction of limitations on training hours and shorter training programmes mean that alternative training strategies are required. To perform a literature review on simulation training in arthroscopy and devise a framework that structures different simulation techniques that could be used in arthroscopic training. A systematic search of Medline, Embase, Google Scholar and the Cochrane Databases were performed. Search terms included "virtual reality OR simulator OR simulation" and "arthroscopy OR arthroscopic". 14 studies evaluating simulators in knee, shoulder and hip arthroplasty were included. The majority of the studies demonstrated construct and transference validity but only one showed concurrent validity. More studies are required to assess its potential as a training and assessment tool, skills transference between simulators and to determine the extent of skills decay from prolonged delays in training. We also devised a "ladder of arthroscopic simulation" that provides a competency-based framework to implement different simulation strategies. The incorporation of simulation into an orthopaedic curriculum will depend on a coordinated approach between many bodies. But the successful integration of simulators in other areas of surgery supports a possible role for simulation in advancing orthopaedic education. Copyright © 2014 Surgical Associates Ltd. Published by Elsevier Ltd. All rights reserved.

  8. Developing a Competence-Based Addiction Medicine Curriculum in Indonesia: The Training Needs Assessment

    NARCIS (Netherlands)

    Pinxten, W.J.L.; Jong, C.A.J. de; Hidayat, T.; Istiqomah, A.N.; Achmad, T.H.; Raya, R.P.; Norviatin, D.; Siregar, I.M.P.

    2011-01-01

    Indonesia has one of the fastest growing, injecting drugs user-driven, human immunodeficiency virus (HIV) epidemics in Asia. Coverage of needle and syringe programs (NSPs), opioid substitution therapy (OST), and antiretroviral treatment (ART) is increasing, but is still low, whereas professional

  9. Developing a Competence-Based Addiction Medicine Curriculum in Indonesia: The Training Needs Assessment

    Science.gov (United States)

    Pinxten, W. J. L.; De Jong, C.; Hidayat, T.; Istiqomah, A. N.; Achmad, Y. M.; Raya, R. P.; Norviatin, D.; Siregar, I. M. P.

    2011-01-01

    Indonesia has one of the fastest growing, injecting drugs user-driven, human immunodeficiency virus (HIV) epidemics in Asia. Coverage of needle and syringe programs (NSPs), opioid substitution therapy (OST), and antiretroviral treatment (ART) is increasing, but is still low, whereas professional training in addiction medicine is not yet…

  10. Competency-based veterinary education - An integrative approach to learning and assessment in the clinical workplace

    NARCIS (Netherlands)

    Bok, G.J.

    2014-01-01

    When graduating from veterinary school, veterinary professionals must be ready to enter the complex veterinary profession. Therefore, one of the major responsibilities of any veterinary school is to develop training programmes that support students’ competency development on the trajectory from

  11. Formative Competence-Based-Assessment through blogs. A project carried out in six Catalan universities

    Directory of Open Access Journals (Sweden)

    Elena Cano Garcia

    2013-06-01

    Full Text Available Academic programs in Design have always faced the challenge of providing the best education in a sphere so changing as Design discipline itself. This is especially true within the current renewal of curricula derived from the implementation of the European Higher Education Area (EHEA and, to a much more general level, the adaptation of the discipline of Design to the new challenges posed by the Knowledge Society. In this context, we present the educational experience of a serious games design workshop, which has been conducted at the University of Barcelona's Design BA. This pedagogical activity emphazises on three aspects which we believe are fundamental to the current pedagogy of design: to give a more transverse view of this discipline; to value the role of Design as a means of innovation in today's Knowledge Society; and to rethink the social function of Design.

  12. COMPUTER EVALUATION OF SKILLS FORMATION QUALITY IN THE IMPLEMENTATION OF COMPETENCE-BASED APPROACH TO LEARNING

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    Vitalia A. Zhuravleva

    2014-01-01

    Full Text Available The article deals with the problem of effective organization of skills forming as an important part of the competence approach in education, implemented via educational standards of new generation. The solution of the problem suggests using of computer tools to assess the quality of skills formation and abilities based on the proposed model of the problem. This paper proposes an approach to creating an assessing model of the level of skills formation in knowledge management systems based on mathematical modeling methods. Attention is paid to the evaluation strategy and technology of assessment, which is based on the use of rules of fuzzy mathematics. Algorithmic implementation of the proposed model of evaluation of the quality of skills development is shown as well. 

  13. LHC Create

    CERN Multimedia

    CERN. Geneva

    2017-01-01

    LHC Create is an upcoming 2-day workshop held at IdeaSquare in November. Participants from CERN and IPAC school of design will compete to design an exhibit that explains why CERN does what it does. The winner will have their exhibit fully realised and made available to experiments, institutes, and tourism agencies around the world.

  14. Creating Poetry.

    Science.gov (United States)

    Drury, John

    Encouraging exploration and practice, this book offers hundreds of exercises and numerous tips covering every step involved in creating poetry. Each chapter is a self-contained unit offering an overview of material in the chapter, a definition of terms, and poetry examples from well-known authors designed to supplement the numerous exercises.…

  15. Neoliberalism and the government of nursing through competency-based education.

    Science.gov (United States)

    Foth, Thomas; Holmes, Dave

    2017-04-01

    Competency has become a key concept in education in general over the last four decades. This article examines the development of the competency-based movement with a particular focus on the significance it has had for nursing education. Our hypothesis is that the competency movement can only adequately be understood if it is analyzed in relation to the broad societal transformation of the last decades-often summarized under the catchword neoliberalism-and with it the emergence of managerial models for Human Resource Management (HRM) for the reorganization of social services. Classical professions, which were characterized under welfarism by an esoteric knowledge based on ethical norms, have now become marketable commodities that can be evaluated in the same way as other commodities. We want to underline that while this development is still under way, it is the concept of competency that was the decisive political instrument enabling this profound change. With the widespread implementation of competency-based education that now governs nursing knowledge, the development of a critical, oppositional perspective becomes more challenging, if not entirely impossible. We will be focusing primarily on nursing education in Canada, although we maintain that it has relevance for nursing internationally. © 2016 John Wiley & Sons Ltd.

  16. Facilitating students’ motivation and learning through competence-based didactic units

    Directory of Open Access Journals (Sweden)

    Makovec-Radovan Danijela

    2015-01-01

    Full Text Available The purpose of the present study was to examine the influence of the “Competence-based didactic units” in vocational education on students’ motivation and self-regulated learning. The sample consisted of 115 males and 133 females (n=250 who were attending secondary vocational or technical schools in Slovenia. The students were included in an experimental project that introduced a “competence- based didactic unit” (CBDU in vocational schools’ curricula. In our study, the introduction of the CBDU was used to measure changes in the motivational, cognitive, and metacognitive aspects of self-regulated learning and to examine how they were subsequently related to other students characteristists, such as gender, school performance and time spent on school work. The results show the importance of CBDUs, on the one hand, on motivational factors such as intrinsic goal orientation, task value, and self-efficacy, and, on the other hand, differences in gender and grade level. The findings are discussed in terms of how teaching strategies in vocational education can contribute to the development of individuals’ motivation.

  17. [Competency-based training and work world: from grading to employability].

    Science.gov (United States)

    Estrada, John H M

    2012-06-01

    Considered as an element of business discourse, the competence-based education emerges associated with processes of productive restructuring influencing the economy since 1970. These processes arise as a consequence of the crisis of the accumulation model based on mass production and consumption following the principles of taylorism and fordism. In the last decades, the State has been unable to solve the periodic crisis that afflicts late capitalism. Because of this, the State moves away from its economic mission, promotes marketing mechanisms and, in the meantime, it tries to manage the motivational crisis of the population. This challenge forces the State to take interest in the vital world of individuals trying to solve the legitimacy crisis through educational reforms that affect the world of work. The relationship between the vertiginous changes of working world and a new educational formation is explicit. This educational formation must consider (at the same time) the management capacity, learning capacity, teamwork capacity and self-training. Based on this situation, there is a direct relationship between technologic advances, the structural crisis of capitalism and work organization. Besides, the "qualification" term is replaced with "competency-based education".

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

    Science.gov (United States)

    Röhrig, R; Stausberg, J; Dugas, M

    2013-01-01

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

  19. Creating a Statewide Educational Data System for Accountability and Improvement: A Comprehensive Information and Assessment System for Making Evidence-Based Change at School, District, and Policy Levels

    Science.gov (United States)

    Felner, Robert D.; Bolton, Natalie; Seitsinger, Anne M.; Brand, Stephen; Burns, Amy

    2008-01-01

    This article reports on one ongoing statewide effort to create a high-quality data reporting and utilization system (i.e., High-Performance Learning Community [HiPlaces] Assessment) to inform educational accountability and improvement efforts system. This effort has undergoing refinement for more than a decade. The article describes the features…

  20. Learning by doing – creating competences in engineering students on how and when to perform and use life cycle assessments

    DEFF Research Database (Denmark)

    Hauschild, Michael Zwicky

    2003-01-01

    The course Life cycle assessment of products and systems has been given for eight consecutive years at the Technical University of Denmark. From the beginning, the course has been a targeted on life cycle assessment with a strong emphasis on the performance and use of life cycle assessment...... as decision support to industry and authorities. While different applications of life cycle assessments are introduced in lectures during the course, the main focus is on how to do an LCA....

  1. Self-Assessment of the Use of Plagiarism Avoiding Techniques to Create Ethical Scholarship Among Research Students

    OpenAIRE

    Saeed Ahmad; Ahsan Ullah

    2015-01-01

    The use of plagiarism avoiding techniques can be helpful to maintain academic integrity, a better learning environment and intellectual honesty. This explored the use of plagiarism avoiding techniques for creating ethical scholarship among research students. It also measured the association between the frequency of using plagiarism avoiding techniques and the satisfaction about knowledge of plagiarism. Data were collected from seven universities through an online self-struct...

  2. Findings and recommendations of the competency based standards project for radiography

    International Nuclear Information System (INIS)

    Egan, Ingrid

    1993-01-01

    In February 1992, the National Office of Overseas Skills Recognition funded a $150,000 research project for the development of Competency Based Standards for the professions of Medical Radiation Science (MRS). The four professions of MRS are now considered to be: Radiography, Radiation Therapy, Nuclear Medicine Science and Sonography. The four national documents have aimed at describing the performances of the MRS practitioner at entry level to the profession. Findings from survey and interviews indicate that the existing structure of the undergraduate courses should be reviewed with emphasis on: problem solving skills, theater radiography, paediatric radiography, image interpretation or radiography pathology as well as venepuncture, if accepted nationally. . 5 refs., 1 tab., 5 figs

  3. Psychological first aid: a consensus-derived, empirically supported, competency-based training model.

    Science.gov (United States)

    McCabe, O Lee; Everly, George S; Brown, Lisa M; Wendelboe, Aaron M; Abd Hamid, Nor Hashidah; Tallchief, Vicki L; Links, Jonathan M

    2014-04-01

    Surges in demand for professional mental health services occasioned by disasters represent a major public health challenge. To build response capacity, numerous psychological first aid (PFA) training models for professional and lay audiences have been developed that, although often concurring on broad intervention aims, have not systematically addressed pedagogical elements necessary for optimal learning or teaching. We describe a competency-based model of PFA training developed under the auspices of the Centers for Disease Control and Prevention and the Association of Schools of Public Health. We explain the approach used for developing and refining the competency set and summarize the observable knowledge, skills, and attitudes underlying the 6 core competency domains. We discuss the strategies for model dissemination, validation, and adoption in professional and lay communities.

  4. THE DEVELOPMENT OF ENGLISH LANGUAGE TEACHING (ELT COMPETENCY-BASED SYLLABUS IN SENIOR HIGH SCHOOL

    Directory of Open Access Journals (Sweden)

    Besral Besral

    2012-07-01

    Full Text Available Although competency has long been the major concern in ELT either in the EFL or ESL contexts, the rise of competency-based syllabus launched by the Ministry of National Education (2006 brought about significant issue among the English teachers in the country. One of the crucial issues is that how to transfer the concepts of competences into the syllabus design.  Since a syllabus does not only contain a list of subject content, but also how curriculum planners (teachers reflect their understanding and belief about nature of language and of language teaching and learning, the ELT must be carried out to achieve communicative competence. Current investigation on the practices of ELT, however, indicates that English teachers are still walking in place, leaving the CC as a big slogan in their jobs.

  5. Effects of mobile and digital support for a structured, competency-based curriculum in neurosurgery residency education.

    Science.gov (United States)

    Gonzalez, Nestor R; Dusick, Joshua R; Martin, Neil A

    2012-07-01

    Changes in neurosurgical practice and graduate medical education impose new challenges for training programs. We present our experience providing neurosurgical residents with digital and mobile educational resources in support of the departmental academic activities. A weekly mandatory conference program for all clinical residents based on the Accreditation Council for Graduate Medical Education competencies, held in protected time, was introduced. Topics were taught through didactic sessions and case discussions. Faculty and residents prepare high-quality presentations, equivalent to peer-review leading papers or case reports. Presentations are videorecorded, stored in a digital library, and broadcasted through our Website and iTunes U. Residents received mobile tablet devices with remote access to the digital library, applications for document/video management, and interactive teaching tools. Residents responded to an anonymous survey, and performances on the Self-Assessment in Neurological Surgery examination before and after the intervention were compared. Ninety-two percent reported increased time used to study outside the hospital and attributed the habit change to the introduction of mobile devices; 67% used the electronic tablets as the primary tool to access the digital library, followed by 17% hospital computers, 8% home computers, and 8% personal laptops. Forty-two percent have submitted operative videos, cases, and documents to the library. One year after introducing the program, results of the Congress of Neurological Surgeons-Self-Assessment in Neurological Surgery examination showed a statistically significant improvement in global scoring and improvement in 16 of the 18 individual areas evaluated, 6 of which reached statistical significance. A structured, competency-based neurosurgical education program supported with digital and mobile resources improved reading habits among residents and performance on the Congress of Neurological Surgeons-Self-Assessment

  6. Dispatches from the front: emergency medicine teachers' perceptions of competency-based education.

    Science.gov (United States)

    Bandiera, Glen; Lendrum, David

    2011-05-01

    Controversy exists regarding the applicability of competency-based education during clinical rotations in emergency medicine (EM). Little has been written about the perceptions of front-line teachers regarding one such competency-based education paradigm, the CanMEDS framework. We undertook to determine 1) what perceptions exist among front-line teachers at two academic health science emergency departments (EDs) regarding the use of the CanMEDS roles to frame what residents should learn on ED rotations and 2) how those same teachers envision practically incorporating the CanMEDS roles into feedback provided to residents. Teachers at two sites volunteered for a semistructured focus group study. Focus groups were moderated by an experienced qualitative researcher, and verbatim transcriptions were coded by two independent reviewers. The codes were merged into final themes. The final focus group was used to further explore issues raised and test assumptions made in the preceding groups. In five focus groups involving 21 participants, the Medical Expert and Professional roles were seen as most relevant to an EM rotation, whereas the Health Advocate, Manager, Scholar, and Collaborator roles were least relevant. On further exploration, however, faculty identified highly relevant components of each role that they could envision teaching in an ED. Participants also felt that the framework helped highlight the breadth of physician competencies and provided structure for teaching and feedback. EM faculty find the CanMEDS framework helpful for structuring teaching and learning and that many elements of the roles, when defined, are feasible to integrate into a clinical rotation.

  7. Rethinking Assessments: Creating a New Tool Using the Zone Of Proximal Development within a Cultural-Historical Framework

    Directory of Open Access Journals (Sweden)

    Minson V.,

    2016-12-01

    Full Text Available This paper presents a picture of the current theoretical positions and methods used to assess children’s development. A maturational understanding of development is seen to be predominately used to inform the assessment tools which track how children develop across the 0—5 age group. This paper proposes that with the movement towards a cultural-historical understanding of development, a tool following from this standpoint should be developed. It is envisaged that a new assessment tool will be developed from this analysis. A theoretical rationale is given to support why the Zone of Proximal Development can be used to identify the indicators of children’s actual and potential levels of development, moving away from age/level based testing. Developing an assessment tool aligned to the principles of the ZPD can offer alternative method to assess children’s development in a theoretically robust way, providing empirical evidence to rethink the methodologies of child development assessments.

  8. Conceptualization of competency based curricula in pre-service nursing and midwifery education: A grounded theory approach.

    Science.gov (United States)

    Muraraneza, Claudine; Mtshali, Gloria Ntombifikile

    2018-01-01

    In health professional education, the competency-based curriculum concept has been an important driver of reform in the training of competent graduates for the 21st century. In African countries, although there has been implementing it in pre-service nursing and midwifery education and the literature reports a lack of understanding of what is it on the part of the implementers. This article explores the meaning of competency based curriculum in pre-service nursing and midwifery education in Rwanda. A grounded theory approach, following Corbin and Strauss, was used. Following ethical clearance by the university ethical committee, data was collected from 17 participants through in-depth individual interviews of staff. Four categories emerged: (a) transformation, (b) tool for primary health care philosophy, (c) technological approach to education, (d) and modular system. Competency-based curriculum is confirmed as an appropriate educational tool in producing competent graduates for today and the future. Copyright © 2017 Elsevier Ltd. All rights reserved.

  9. Value creation with life cycle assessment: an approach to contextualize the application of life cycle assessment in chemical companies to create sustainable value

    NARCIS (Netherlands)

    Manda, B.M. Krishna; Bosch, Henk; Karanam, Sreepadaraj; Beers, Heidi; Bosman, Harrie; Rietveld, Eelco; Worrell, Ernst; Patel, Martin K.

    2016-01-01

    Businesses have a responsibility to shareholders and other stakeholders. By establishing a direct link between sustainability and shareholder value, businesses can successfully include sustainability considerations in managerial decisions and create sustainable value. The value creation

  10. Lessons learned from a community-academic initiative: the development of a core competency-based training for community-academic initiative community health workers.

    Science.gov (United States)

    Ruiz, Yumary; Matos, Sergio; Kapadia, Smiti; Islam, Nadia; Cusack, Arthur; Kwong, Sylvia; Trinh-Shevrin, Chau

    2012-12-01

    Despite the importance of community health workers (CHWs) in strategies to reduce health disparities and the call to enhance their roles in research, little information exists on how to prepare CHWs involved in community-academic initiatives (CAIs). Therefore, the New York University Prevention Research Center piloted a CAI-CHW training program. We applied a core competency framework to an existing CHW curriculum and bolstered the curriculum to include research-specific sessions. We employed diverse training methods, guided by adult learning principles and popular education philosophy. Evaluation instruments assessed changes related to confidence, intention to use learned skills, usefulness of sessions, and satisfaction with the training. Results demonstrated that a core competency-based training can successfully affect CHWs' perceived confidence and intentions to apply learned content, and can provide a larger social justice context of their role and work. This program demonstrates that a core competency-based framework coupled with CAI-research-specific skill sessions (1) provides skills that CAI-CHWs intend to use, (2) builds confidence, and (3) provides participants with a more contextualized view of client needs and CHW roles.

  11. Self-Assessment of the Use of Plagiarism Avoiding Techniques to Create Ethical Scholarship Among Research Students

    Directory of Open Access Journals (Sweden)

    Saeed Ahmad

    2015-11-01

    Full Text Available The use of plagiarism avoiding techniques can be helpful to maintain academic integrity, a better learning environment and intellectual honesty. This explored the use of plagiarism avoiding techniques for creating ethical scholarship among research students. It also measured the association between the frequency of using plagiarism avoiding techniques and the satisfaction about knowledge of plagiarism. Data were collected from seven universities through an online self-structured questionnaire. Ordinal logistic regression analysis was used to explore the variance. The association between the frequency of using plagiarism avoiding techniques and satisfaction about knowledge of plagiarism was indicated. Differences were also found on the basis of gender, discipline, level and stage of study.

  12. Indicator development methodology for volunteer tourism in host communities: creating a low-cost, locally applicable, rapid assessment tool

    Science.gov (United States)

    Christopher A. Lupoli; Wayde C. Morse; Conner Bailey; John Schelhas

    2015-01-01

    Two prominent critiques of volunteer tourism are that it is a top-down imposed form of development treating host communities as passive recipients of international aid, and that the impacts of volunteer tourism in host communities are not systematically evaluated. To address this we identified a pre-existing participatory methodology for assessing community...

  13. Creating a Safe Space: A Case Study of Complex Trauma and a Call for Proactive Comprehensive Psychoeducational Assessments and Reviews

    Science.gov (United States)

    Mainwaring, Debra J.

    2015-01-01

    This article advocates for proactive, dynamic and comprehensive psycho-educational assessments for children and young people who have a history of complex trauma, because of its known effects on development and learning. A case study is shared of a young woman with a history of complex trauma because of exposure to parental neglect, multiple…

  14. Vaccination: Developing and implementing a competency-based-curriculum at the Medical Faculty of LMU Munich

    Directory of Open Access Journals (Sweden)

    Vogel, B.

    2016-02-01

    Full Text Available Background: In Germany medical students should gain proficiency and specific skills in the vaccination field. Especially important is the efficient communication of scientific results about vaccinations to the community, in order to give professional counseling with a complete overview about therapeutic options.Aim of the project: The aim of this project is to set up a vaccination-related curriculum in the Medical Faculty at the Ludwig-Maximilians-University in Munich. The structure of the curriculum is based on the National catalogue for competency-based learning objectives in the field of vaccination (Nationaler Kompetenzbasierter Lernzielekatalog Medizin NKLM. Through this curriculum, the students will not only acquire the classical educational skills concerning vaccination in theory and practice, but they will also learn how to become independent in the decision-making process and counseling. Moreover, the students will become aware of consequences of action related to this specific topic.Methods: According to defined guidelines, an analysis was performed on courses, which are currently offered by the university. A separate analysis of the NKLM was carried out. Both analyses identified the active courses related to the topic of vaccination as well as the NKLM learning objectives. The match between the topics taught in current courses and the NKLM learning objectives identified gaps concerning the teaching of specific content. Courses were modified in order to implement the missing NKLM learning objectives.Results: These analyses identified 24 vaccination-related courses, which are currently taught at the University. Meanwhile, 35 learning objectives on vaccination were identified in the NKLM catalogue. Four of which were identified as not yet part of the teaching program. In summary, this interdisciplinary work enabled the development of a new vaccination-related curriculum, including 35 learning objectives, which are now implemented in

  15. Implementation of a competency-based medical education approach in public health and epidemiology training of medical students

    Directory of Open Access Journals (Sweden)

    Rachel Dankner

    2018-02-01

    Full Text Available Abstract Background There is increasing agreement among medical educators regarding the importance of improving the integration between public health and clinical education, understanding and implementation of epidemiological methods, and the ability to critically appraise medical literature. The Sackler School of Medicine at Tel-Aviv University revised its public health and preventive medicine curriculum, during 2013–2014, according to the competency-based medical education (CBME approach in training medical students. We describe the revised curriculum, which aimed to strengthen competencies in quantitative research methods, epidemiology, public health and preventive medicine, and health service organization and delivery. Methods We report the process undertaken to establish a relevant 6-year longitudinal curriculum and describe its contents, implementation, and continuous assessment and evaluation. Results Central competencies included: epidemiology and statistics for appraisal of the literature and implementation of research; the application of health promotion principles and health education strategies in disease prevention; the use of an evidence-based approach in clinical and public health decision making; the examination and analysis of disease trends at the population level; and knowledge of the structure of health systems and the role of the physician in these systems. Two new courses, in health promotion, and in public health, were added to the curriculum, and the courses in statistics and epidemiology were joined. Annual evaluation of each course results in continuous revisions of the syllabi as needed, while we continue to monitor the whole curriculum. Conclusions The described revision in a 6 year-medical school training curriculum addresses the currently identified needs in public health. Ongoing feedback from students, and re-evaluation of syllabus by courses teams are held annually. Analysis of student’s written feedbacks

  16. Recreational Vehicle Maintenance and Repair. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    Science.gov (United States)

    Felice, Michael

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  17. A Competence-Based Science Learning Framework Illustrated through the Study of Natural Hazards and Disaster Risk Reduction

    Science.gov (United States)

    Oyao, Sheila G.; Holbrook, Jack; Rannikmäe, Miia; Pagunsan, Marmon M.

    2015-01-01

    This article proposes a competence-based learning framework for science teaching, applied to the study of "big ideas", in this case to the study of natural hazards and disaster risk reduction (NH&DRR). The framework focuses on new visions of competence, placing emphasis on nurturing connectedness and behavioral actions toward…

  18. From the Analysis of Work-Processes to Designing Competence-Based Occupational Standards and Vocational Curricula

    Science.gov (United States)

    Tutlys, Vidmantas; Spöttl, Georg

    2017-01-01

    Purpose: This paper aims to explore methodological and institutional challenges on application of the work-process analysis approach in the design and development of competence-based occupational standards for Lithuania. Design/methodology/approach: The theoretical analysis is based on the review of scientific literature and the analysis of…

  19. Goal, Objectives, and Responsibilities. Competency-Based Education (CBE): Pathways to College, Career, and Life Ready Graduates

    Science.gov (United States)

    Iowa Department of Education, 2018

    2018-01-01

    In 2012 Senate File 2284 approved competency-based education (CBE). In 2013 House File 215 provided $100,000 to be used as grants to districts/schools participating in a collaborative effort toward CBE pathways for their students and a framework toward statewide implementation. The Iowa CBE Collaborative will engage in collaborative inquiry to…

  20. Building an Evaluation Framework for a Competency-Based Graduate Program at the University Of Southern Mississippi

    Science.gov (United States)

    Gaudet, Cyndi H.; Annulis, Heather M.; Kmiec, John J., Jr.

    2008-01-01

    This article describes an ongoing project to build a comprehensive evaluation framework for the competency-based Master of Science in Workforce Training and Development (MSWTD) program at The University of Southern Mississippi (USM). First, it discusses some trends and issues in evaluating the performance of higher education programs in the United…

  1. Acceptance of Competency-Based Workplace e-Learning Systems: Effects of Individual and Peer Learning Support

    Science.gov (United States)

    Cheng, Bo; Wang, Minhong; Yang, Stephen J. H.; Kinshuk; Peng, Jun

    2011-01-01

    Current endeavors to integrate competency-based learning approaches with e-learning systems designed for delivery of training to adult learners in the workplace are growing. However, academic efforts in examining learners' perceptions of, and reactions toward, this technology-delivered pedagogical innovation are limited. Drawing together…

  2. Developing eLearning Technologies to Implement Competency Based Medical Education: Experiences from Muhimbili University of Health and Allied Sciences

    Science.gov (United States)

    Nagunwa, Thomas; Lwoga, Edda

    2012-01-01

    This paper provides the practical experience of developing an eLearning technology as a tool to implement Competency-based Medical Education (CBME) in Tanzania medical universities, with a specific focus on Muhimbili University of Health and Allied Sciences. The paper provides a background to eLearning and the early attempt to adopt it in 2006 at…

  3. Development and Field Test of Competency Based Instructional Material for a Career Mobility Program for Licensed Practical Nurses. Final Report.

    Science.gov (United States)

    Bergen Community Coll., Paramus, NJ.

    The Associate Degree Nursing Program at Bergen Community College developed and field tested competency-based instructional modules in a program designed to allow licensed practical nurses to qualify to take the certification examination for registered nurses after a year of study. Thirteen licensed practical nurses were enrolled in the first class…

  4. Automotive and Diesel Engine Rebuilding. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    Science.gov (United States)

    Salvatore, Gerald

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  5. Students' goal orientations, information processing strategies and knowledge development in competence-based pre-vocational secondary education

    NARCIS (Netherlands)

    Koopman, M.

    2010-01-01

    In this study, learning processes of students in competence-based Pre-Vocational Secondary Education (PVSE; in Dutch vmbo) were investigated. The study aimed at describing the relation between goal orientations, information processing strategies and the development of knowledge of these students.

  6. Competency-Based Education in Three Pilot Programs: What It Is, How It's Implemented, and How It's Working. Brief

    Science.gov (United States)

    Steele, Jennifer L.; Lewis, Matthew W.; Santibanez, Lucrecia; Faxon-Mills, Susannah; Rudnick, Mollie; Stecher, Brian M.; Hamilton, Laura S.

    2014-01-01

    In 2011, the Bill & Melinda Gates Foundation extended grants to three educational organizations working to develop or enhance competency-based approaches in large, urbanized school systems. The grant initiative, called Project Mastery, funded the development of technology-enhanced tools, including curriculum materials and online learning…

  7. The Development of a Competency Based Food Preparations Curriculum for High School Special Needs Students in New Castle County, Delaware.

    Science.gov (United States)

    Stewart, Richard Lee

    A competency-based culinary arts food preparation curriculum for Delaware high school students with special needs was developed during a project that included the following activities: review of the state's existing culinary arts curriculum for regular education students; incumbent worker survey administered to 24 restaurant…

  8. Competency-Based Evaluation in Higher Education--Design and Use of Competence Rubrics by University Educators

    Science.gov (United States)

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

    2018-01-01

    Competency-based learning requires making changes in the higher education model in response to current socio-educational demands. Rubrics are an innovative educational tool for competence evaluation, for both students and educators. Ever since arriving at the university systems, the application of rubrics in evaluation programs has grown…

  9. Students’ personal professional theories in competence-based vocational education: the construction of personal knowledge through internalisation and socialisation

    NARCIS (Netherlands)

    Schaap, Harmen; De Bruijn, Elly; Van der Schaaf, Marieke; Kirschner, Paul A.

    2009-01-01

    Schaap, H., De Bruijn, E., Van der Schaaf, M. F., & Kirschner, P. A. (2009). Students' personal professional theories in competence-based vocational education: the construction of personal knowledge through internalisation and socialisation. Journal of Vocational Education & Training, 61(4),

  10. Students' Personal Professional Theories in Competence-Based Vocational Education: The Construction of Personal Knowledge through Internalisation and Socialisation

    Science.gov (United States)

    Schaap, H.; de Bruijn, E.; Van der Schaaf, M. F.; Kirschner, P. A.

    2009-01-01

    Competence-based vocational education is based on a constructivist learning paradigm, where the development of students' personal professional knowledge is emphasised. However, there is a lack of insight into how students construct their own professional knowledge and what the content and nature of personal professional knowledge is. This article…

  11. State Policies to Support Competency-Based Education for Overage, Under-Credited Students. Ask the CCRS Center

    Science.gov (United States)

    Tomasello, Jenna; Brand, Betsy

    2016-01-01

    How can states ensure that students who are overage or under-credit (OA/UC) not only graduate high school but are prepared for college or the workforce? Competency-based education (CBE) is one emerging strategy for addressing the needs of at-risk youth. CBE can address the needs of at-risk students because it is personalized to individual…

  12. The Constraints of Ghanaian Polytechnics in Adopting Competency Based Training (CBT): The Case of a Pilot-Tested Programme

    Science.gov (United States)

    Alhassan, Munkaila; Habib, Abdallah Mohammed

    2016-01-01

    Polytechnics in Ghana view Competency Based Training (CBT) as a major intervention to the perennial constraints confronting its education and training. On the basis of this, and by government policy, a pilot programme of CBT was instituted in all the 10 polytechnics of Ghana, and was pilot tested in, at least, one department. Agricultural…

  13. Implementation of a competency-based residency curriculum : experiences from a resource-limited environment in the Caribbean

    NARCIS (Netherlands)

    Busari, Jamiu O.; Verhagen, Eduard A. A.; Muskiet, Fred D.; Duits, Ashley J.

    2008-01-01

    Background: The introduction of competency-based curricula in institutions situated in resource-limited environments is likely to pose new challenges for the implementation process. The St. Elisabeth Hospital (SEHOS) in Curacao, Dutch Caribbean, is affiliated to university teaching hospitals in the

  14. Competency-based medical education and continuing professional development: A conceptualization for change.

    Science.gov (United States)

    Lockyer, Jocelyn; Bursey, Ford; Richardson, Denyse; Frank, Jason R; Snell, Linda; Campbell, Craig

    2017-06-01

    Competency-based medical education (CBME) is as important in continuing professional development (CPD) as at any other stage of a physician's career. Principles of CBME have the potential to revolutionize CPD. Transitioning to CBME-based CPD will require a cultural change to gain commitment from physicians, their employers and institutions, CPD providers, professional organizations, and medical regulators. It will require learning to be aligned with professional and workplace standards. Practitioners will need to develop the expertise to systematically examine their own clinical performance data, identify performance improvement opportunities and possibilities, and develop a plan to address areas of concern. Health care facilities and systems will need to produce data on a regular basis and to develop and train CPD educators who can work with physician groups. Stakeholders, such as medical regulatory authorities who are responsible for licensing physicians and other standard-setting bodies that credential and develop maintenance-of-certification systems, will need to change their paradigm of competency enhancement through CPD.

  15. A test of the California competency-based differentiated role model.

    Science.gov (United States)

    Keating, Sarah B; Rutledge, Dana N; Sargent, Arlene; Walker, Polly

    2003-01-01

    To address the incongruence between the expectations of nursing service and education in California, the Education Industry Interface Task Force of the California Strategic Planning Committee for Nursing developed descriptions to assist employers and educators in clearly differentiating practice and educational competencies. The completion of the Competency-Based Role Differentiation Model resulted in the need to test the model for its utility in the service setting, in education, and for career planning for nurses. Three alpha demonstration sites were selected based on representative geographical regions of California. The sites were composed of tri-partnerships consisting of a medical center, an associate degree in nursing program, and a baccalaureate nursing program. Observers rated senior students and new graduates in medical-surgical units on their behaviors in teacher and leadership care provider and care coordinator roles. The alpha demonstration study results were as expected. That is, senior students practice predominantly at a novice level in teacher and management/leadership care provider functions and new graduates practice predominately at the competent level. New graduates are more likely to take on novice and competent care coordinator roles. The CBRDM may be useful for practice and education settings to evaluate student and nurse performance, to define role expectations, and to identify the preparation necessary for the roles. It is useful for all of nursing as it continues to define its levels of practice and their relationship to on-the-job performance, curriculum development, and carrier planning.

  16. Competency based teaching of college physics: The philosophy and the practice

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    Rajapaksha, Ajith; Hirsch, Andrew S.

    2017-12-01

    The practice of learning physics contributes to the development of many transdisciplinary skills learners are able to exercise independent of the physics discipline. However, the standard practices of physics instruction do not explicitly include the monitoring or evaluation of these skills. In a competency-based (CB) learning model, the skills (competencies) are clearly defined and evaluated. We envisioned that a CB approach, where the underlying competencies are highlighted within the instructional process, would be more suitable to teaching physics to learners with diversified disciplinary interests. A model CB course curriculum was developed and practiced at Purdue University to teach introductory college physics to learners who were majoring in the technology disciplines. The experiment took place from the spring semester in 2015 until the spring semester in 2017. The practice provided a means to monitor and evaluate a set of developmental transdisciplinary competencies that underlie the learning of force and motion concepts in classical physics. Additionally, the CB practice contributed to produce substantial physics learning outcomes among learners who were underprepared to learn physics in college.

  17. Competency based teaching of college physics: The philosophy and the practice

    Directory of Open Access Journals (Sweden)

    Ajith Rajapaksha

    2017-11-01

    Full Text Available The practice of learning physics contributes to the development of many transdisciplinary skills learners are able to exercise independent of the physics discipline. However, the standard practices of physics instruction do not explicitly include the monitoring or evaluation of these skills. In a competency-based (CB learning model, the skills (competencies are clearly defined and evaluated. We envisioned that a CB approach, where the underlying competencies are highlighted within the instructional process, would be more suitable to teaching physics to learners with diversified disciplinary interests. A model CB course curriculum was developed and practiced at Purdue University to teach introductory college physics to learners who were majoring in the technology disciplines. The experiment took place from the spring semester in 2015 until the spring semester in 2017. The practice provided a means to monitor and evaluate a set of developmental transdisciplinary competencies that underlie the learning of force and motion concepts in classical physics. Additionally, the CB practice contributed to produce substantial physics learning outcomes among learners who were underprepared to learn physics in college.

  18. Implementing competency based admissions at the Albert Einstein College of Medicine.

    Science.gov (United States)

    Kerrigan, Noreen; Akabas, Myles H; Betzler, Thomas F; Castaldi, Maria; Kelly, Mary S; Levy, Adam S; Reichgott, Michael J; Ruberman, Louise; Dolan, Siobhan M

    2016-01-01

    The Albert Einstein College of Medicine (Einstein) was founded in 1955 during an era of limited access to medical school for women, racial minorities, and many religious and ethnic groups. Located in the Bronx, NY, Einstein seeks to educate physicians in an environment of state-of-the-art scientific inquiry while simultaneously fulfilling a deep commitment to serve its community by providing the highest quality clinical care. A founding principle of Einstein, the basis upon which Professor Einstein agreed to allow the use of his name, was that admission to the student body would be based entirely on merit. To accomplish this, Einstein has long used a 'holistic' approach to the evaluation of its applicants, actively seeking a diverse student body. More recently, in order to improve its ability to identify students with the potential to be outstanding physicians, who will both advance medical knowledge and serve the pressing health needs of a diverse community, the Committee on Admissions reexamined and restructured the requirements for admission. These have now been categorized as four 'Admissions Competencies' that an applicant must demonstrate. They include: 1) cocurricular activities and relevant experiences; 2) communication skills; 3) personal and professional development; and 4) knowledge. The purpose of this article is to describe the process that resulted in the introduction and implementation of this competency based approach to the admission process.

  19. Competency-based training model for human resource management and development in public sector

    Science.gov (United States)

    Prabawati, I.; Meirinawati; AOktariyanda, T.

    2018-01-01

    Human Resources (HR) is a very important factor in an organization so that human resources are required to have the ability, skill or competence in order to be able to carry out the vision and mission of the organization. Competence includes a number of attributes attached to the individual which is a combination of knowledge, skills, and behaviors that can be used as a mean to improve performance. Concerned to the demands of human resources that should have the knowledge, skills or abilities, it is necessary to the development of human resources in public organizations. One form of human resource development is Competency-Based Training (CBT). CBT focuses on three issues, namely skills, competencies, and competency standard. There are 5 (five) strategies in the implementation of CBT, namely: organizational scanning, strategic planning, competency profiling, competency gap analysis, and competency development. Finally, through CBT the employees within the organization can reduce or eliminate the differences between existing performance with a potential performance that can improve the knowledge, expertise, and skills that are very supportive in achieving the vision and mission of the organization.

  20. Using Informatics to Create a New Triangular Array of e-Assessment Tools through an International Synergy between Education and Business

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    Gary R. Tucker

    2010-10-01

    Full Text Available The increased power of the Internet, advances in authoring software, and the availability of sophisticated content management systems (CMS have enabled instructional designers, educators, and teachers, to create flexible learning environments that use advanced pedagogies based on active learning, collaboration, multiple perspectives and knowledge building. As the new learning environments gain ground instruction there is an increased emphasis in what is called "authentic assessment." Due to the difficulty with translating authentic assessment into grades faculty are not being provided the information technology support systems that they need. This is a report on three assessment tools developed to address this need that came about due to the synergy of an international partnership.

  1. Assessing twenty-first century skills through a teacher created video game for high school biology students

    Science.gov (United States)

    Annetta, Leonard A.; Cheng, Meng-Tzu; Holmes, Shawn

    2010-07-01

    As twenty-first century skills become a greater focus in K-12 education, an infusion of technology that meets the needs of today's students is paramount. This study looks at the design and creation of a Multiplayer Educational Gaming Application (MEGA) for high school biology students. The quasi-experimental, qualitative design assessed the twenty-first century skills of digital age literacy, inventive thinking, high productivity, and effective communication techniques of the students exposed to a MEGA. Three factors, as they pertained to these skills, emerged from classroom observations. Interaction with the teacher, discussion with peers, and engagement/time-on-task while playing the MEGA suggested that students playing an educational video game exhibited all of the projected twenty-first century skills while being engrossed in the embedded science content.

  2. Needs Assessment for Creating a Patient-Centered, Community-Engaged Health Program for Homeless Pregnant Women

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    Tegan Ake

    2018-01-01

    Full Text Available Purpose: Women who experience homelessness during pregnancy have poorer birth outcomes than the general population. This exploratory research describes the needs assessment of homeless women currently living at a shelter in Milwaukee, Wisconsin, to identify unmet needs related to maternal and infant perinatal health as the first step in designing a mutually beneficial patient-centered service-learning program for medical students to address these needs. Methods: Two 1-hour focus groups were held at a shelter for women who are homeless and/or victims of domestic violence. A total of 13 women participated in each session; four medical students and a physician served as facilitators and scribes at each session. The facilitators alternated asking predetermined open- and close-ended questions, followed by discussion among participants. Questions elicited experiences during pregnancy, what went well, what women living in the shelter struggled with, and what support they wished for but did not have. Scribes captured the conversation through hand-written notes and used content analysis in order of frequency. Results: Thirteen themes were identified. The 5 most frequently identified themes were a need for pregnancy education, access/transportation, baby care, advocacy, and material necessities. Participating shelter residents and the medical students expressed interest in working with one another and forming a long-term partnership with the shelter. Conclusions: Results of this needs assessment will inform the creation of a new shelter-based medical education program that will meet homeless women’s needs while preparing medical students for patient-centered, community-responsive care.

  3. Avaliando Sistemas de Remumeração Baseados em Habilidades e Competências: a visão dos profissionais de gestão de pessoasAssessing Skills and Competency Based Pay Systems: the view of human resourcesEvaluando Sistemas de Remuneración Basados en Habilidades y Competencias: la visión de los profesionales de gestión de personas

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    CARDOSO, Roberto Luiz

    2006-05-01

    Full Text Available RESUMOO objetivo do presente artigo é aprofundar o conhecimento sobre sistemas de remuneração baseados em habilidades e competências implantados em empresas brasileiras, confrontando-os com os fundamentos apresentados na literatura pertinente e investigando-se a efetividade dos seus resultados. Para tanto, foi realizada uma pesquisa junto a sete empresas (São Paulo, Rio de Janeiro e Paraná, entrevistando-se os gerentes de Remuneração ou de Gestão de Pessoas sobre suas opiniões a respeito das principais dificuldades, objetivos iniciais, deficiências e fatores restritivos à adoção de sistemas de remuneração dessa natureza, configurando-se uma metodologia de casos múltiplos. Os resultados não só confirmam as principais recomendações teóricas e cuidados a serem observados na concepção e implantação desses sistemas, mas também apontaram para qual sentido os esforços de melhoria, aperfeiçoamento e ampliação devem se voltar, caso se deseje aumentar a eficácia dessa abordagem para a determinação da remuneração de profissionais detentores de conhecimento nas organizações.ABSTRACTTThis article is aimed at deepening the knowledge about skill and competence pay systems implemented by Brazilian organizations, comparing them to assumptions underlying current literature and looking for research findings about their effectiveness. A field research was conducted in seven major organizations (located at the states of Sao Paulo, Rio de Janeiro and Paraná in which Compensation or Human Resources managers were interviewed on their perceptions and opinions about the main difficulties, intended purposes, problems during implementation as well as barriers for the adoption of this kind of pay systems, characterizing a study methodology based on multiple cases. Results not only confirm major theoretical recommendations and key aspects to be observed during the creation and implementation of skills and competence based pay systems

  4. Competency Assessment in Family Medicine Residency: Observations, Knowledge-Based Examinations, and Advancement.

    Science.gov (United States)

    Mainous, Arch G; Fang, Bo; Peterson, Lars E

    2017-12-01

    The Family Medicine (FM) Milestones are competency-based assessments of residents in key dimensions relevant to practice in the specialty. Residency programs use the milestones in semiannual reviews of resident performance from the time of entry into the program to graduation. Using a national sample, we investigated the relationship of FM competency-based assessments to resident progress and the complementarity of milestones with knowledge-based assessments in FM residencies. We used midyear and end-of-year milestone ratings for all FM residents in Accreditation Council for Graduate Medical Education-accredited programs during academic years 2014-2015 and 2015-2016. The milestones contain 22 items across 6 competencies. We created a summative index across the milestones. The American Board of Family Medicine database provided resident demographics and in-training examination (ITE) scores. We linked information to the milestone data. The sample encompassed 6630 FM residents. The summative milestone index increased, on average, for each cohort (postgraduate year 1 [PGY-1] to PGY-2 and PGY-2 to PGY-3) at each assessment. The correlation between the milestone index that excluded the medical knowledge milestone and ITE scores was r  = .195 ( P  ITE scores and composite milestone assessments were higher for residents who advanced than for those who did not. Competency-based assessment using the milestones for FM residents seems to be a viable multidimensional tool to assess the successful progression of residents.

  5. Creating a Competitive Advantage by Developing an Innovative Tool to Assess Suppliers in Agri-Food Complex

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    Dedina Daniel

    2013-09-01

    Full Text Available The main aim of this paper is to introduce a new certified applied methodology for Assessing Suppliers in Agri-Food Complex as a tool for company competitiveness. The work is based on the results obtained in the research project NAZV QG60148/2005 funded by the Czech Ministry of Agriculture and on the requirements of agricultural practice. The novelty lies in the use of practices of the worldwide respected GLOBALG.A.P. standard (formerly EUREPGAP as yet not well known in our country. Based on the practical experience of the authors with the application of food safety standards in the food manufacturing industry and application of GLOBALG. A.P. standard in agricultural primary production, risk and hazard analysis was developed for the product group of fruit and vegetables. Subsequently, a checklist was designed for the implementation of the suppliers’ audit. The result is a methodology for food manufacturers based on the identification of sources of risks in primary production, which can threaten food safety. As part of the introduced methodology are proposed methodological criteria for evaluating suppliers of fruit and vegetables, including rating scales and the possibilities of its implementation. Different variations of the introduction of this approach are discussed from the management, time, and financial viewpoints. The use of this procedure in practice aims to reduce the likelihood of hygiene and health hazards of the basic input raw material according to the principles of the certified standards and thus strengthen the competitiveness of a given manufacturer on the market.

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

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    Robert Cooney

    2017-05-01

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

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

    Science.gov (United States)

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

    2017-06-01

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

  8. Development of the competency-based medical curriculum for the new Augsburg University Medical School

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    Härtl, Anja

    2017-05-01

    Full Text Available Aim: With the resolution from April 28, 2014, the Bavarian state government in Germany decided to found a new medical school at Augsburg University, thereby requiring the development of a competency-based medical curriculum.Methods: Two interdisciplinary groups developed a spiral curriculum (following Harden employing the model of Thumser-Dauth & Öchsner. The curriculum focuses on specifically defined competencies: medical expertise, independent scientific reasoning, argumentation and scholarship, as well as communication skills.Results: The spiral curriculum was developed as a hybrid curriculum. Its modular structure incorporates the mandatory subjects required by the German regulations for medical licensure (Approbationsordnung into organ- and system-centered blocks which are integrated both horizontally and vertically. Basic preclinical sciences are covered in the blocks “Movement,” “Balance” and “Contact.” The clinical sciences are organized according to six pillars (conservative medicine, surgical medicine, men’s-women’s-children’s medicine, the senses, the nervous system and the mind, and general medicine which students revisit three times each over the course of the program. A longitudinal clinical course incorporates interdisciplinary education. A particular focus is on scientific education encompassing a longitudinal course in the sciences (including interdisciplinary classes with other university departments, block practicums, and two scientific projects.Conclusion: It is not only the degree of integration und intensity of the Augsburg University undergraduate medical degree program, but also its targeted advancement of academic, social and communication skills that have not yet been realized to such an extent elsewhere in Germany. On July 8, 2016, the German Council of Science and Humanities unanimously gave this concept a positive evaluation. Future research will examine and evaluate the Augsburg medical curriculum

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

    Science.gov (United States)

    Lutz, Kristina; Yazdani, Arjang; Ross, Douglas

    2015-01-01

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

  10. A consortium approach to competency-based undergraduate medical education in Uganda: process, opportunities and challenges.

    Science.gov (United States)

    Kiguli, Sarah; Mubuuke, Roy; Baingana, Rhona; Kijjambu, Stephen; Maling, Samuel; Waako, Paul; Obua, Celestino; Ovuga, Emilio; Kaawa-Mafigiri, David; Nshaho, Jonathan; Kiguli-Malwadde, Elsie; Bollinger, Robert; Sewankambo, Nelson

    2014-01-01

    Uganda, like the rest of Africa, is faced with serious health challenges including human immunodeficiency virus infection/acquired immunodeficiency syndrome (HIV/AIDS), other infectious diseases and increasing non-communicable diseases, yet it has a significant shortage of health workers. Even the few health workers available may lack desired competencies required to address current and future health challenges. Reducing Uganda's disease burden and addressing health challenges requires Ugandan medical schools to produce health workers with the necessary competencies. This study describes the process which a consortium of Ugandan medical schools and the Medical Education Partnership for Equitable Services to all Ugandans (MESAU) undertook to define the required competencies of graduating doctors in Uganda and implement competency-based medical education (CBME). A retrospective qualitative study was conducted in which document analysis was used to collect data employing pre-defined checklists, in a desktop or secondary review of various documents. These included reports of MESAU meetings and workshops, reports from individual institutions as well as medical undergraduate curricula of the different institutions. Thematic analysis was used to extract patterns from the collected data. MESAU initiated the process of developing competencies for medical graduates in 2011 using a participatory approach of all stakeholders. The process involved consultative deliberations to identify priority health needs of Uganda and develop competencies to address these needs. Nine competence domain areas were collaboratively identified and agreed upon, and competencies developed in these domains. Key successes from the process include institutional collaboration, faculty development in CBME and initiating the implementation of CBME. The consortium approach strengthened institutional collaboration that led to the development of common competencies desired of all medical graduates to

  11. Kicking ASSessment: Using Information Fluency Assessment to Expand Librarian Roles, Engage in High-Impact Practices, and Create Sustained Contact with Online Learners

    Science.gov (United States)

    Adams, Katherine; Wiley, Paula

    2017-01-01

    Iowa Wesleyan University (IW) has historically struggled with both assessment and supporting online students. Newly-appointed librarians and an impending re-accreditation visit prompted an increase in involvement and presence with assessment. In an attempt to expand the library's influence on campus, librarians took on a nontraditional role in the…

  12. Creating a brief rating scale for the assessment of learning disabilities using reliability and true score estimates of the scale's items based on the Rasch model.

    Science.gov (United States)

    Sideridis, Georgios; Padeliadu, Susana

    2013-01-01

    The purpose of the present studies was to provide the means to create brief versions of instruments that can aid the diagnosis and classification of students with learning disabilities and comorbid disorders (e.g., attention-deficit/hyperactivity disorder). A sample of 1,108 students with and without a diagnosis of learning disabilities took part in study 1. Using information from modern theory methods (i.e., the Rasch model), a scale was created that included fewer than one third of the original battery items designed to assess reading skills. This best item synthesis was then evaluated for its predictive and criterion validity with a valid external reading battery (study 2). Using a sample of 232 students with and without learning disabilities, results indicated that the brief version of the scale was equally effective as the original scale in predicting reading achievement. Analysis of the content of the brief scale indicated that the best item synthesis involved items from cognition, motivation, strategy use, and advanced reading skills. It is suggested that multiple psychometric criteria be employed in evaluating the psychometric adequacy of scales used for the assessment and identification of learning disabilities and comorbid disorders.

  13. Changing the culture of medical training: An important step toward the implementation of competency-based medical education.

    Science.gov (United States)

    Ferguson, Peter C; Caverzagie, Kelly J; Nousiainen, Markku T; Snell, Linda

    2017-06-01

    The current medical education system is steeped in tradition and has been shaped by many long-held beliefs and convictions about the essential components of training. The objective of this article is to propose initiatives to overcome biases against competency-based medical education (CBME) in the culture of medical education. At a retreat of the International Competency Based Medical Education (ICBME) Collaborators group, an intensive brainstorming session was held to determine potential barriers to adoption of CBME in the culture of medical education. This was supplemented with a review of the literature on the topic. There continues to exist significant key barriers to the widespread adoption of CBME. Change in educational culture must be embraced by all components of the medical education hierarchy. Research is essential to provide convincing evidence of the benefit of CBME. The widespread adoption of CBME will require a change in the professional, institutional, and organizational culture surrounding the training of medical professionals.

  14. Licensed physicians – competent physicians?: The new German licensure law as a basis for competency-based curricula

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    Öchsner, Wolfgang

    2005-01-01

    Full Text Available Background: Competency-based curricula define their educational goals according to profession-specific roles and competencies. Thus, this type of curricula is outcome-oriented, in contrast to the traditional German curricula, which are mainly procedure-oriented. This study investigates the new licensure legislation in Germany, mandatory for all medical faculties, to see if it allows the development of competency-based curricula.Methods: For the first step we clustered all demands to roles. In step two we transformed the procedure-oriented demands into outcome-oriented competencies, according to the 6 roles found, pursuing strictly the wording of the law.Results: Although the principal goals in the new German licensure law are outcome-oriented, namely three abilities of a certified physician, still the majority of requirements and demands remain procedure-oriented. Clustering resulted in the following six roles: medical expert, health advocate, teamworker, manager, representative of the medical profession and, life-long learner. The relevant competencies for the six roles, we could derive from the standards set by the law.Conclusion: We were able to show that the new German licensure order comprises a useful framework for the development of outcome-oriented, competency-based curricula.

  15. A digital platform as a facilitator for assessing innovation potential and creating business models: a case study from the i3 project

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    Bellini Francesco

    2017-07-01

    Full Text Available Many ideas flow into the innovation funnel but only 1 out 3000 becomes a successful new product. There are many variables that interact in this complex process and investors decisions are often based on experience and feeling rather than a comprehensive evaluation of the social, economic and technological factors. The innovation potential, the innovator capability, the accessibility of the technology as well as the social acceptance and the chosen business model are the some of the critical factors of a successful innovation strategy. In the broad sense, a business model is the approach of doing business through which a company can sustain itself and generate profits in the long term. Digital platforms can help manage and facilitate the complexity of value propositions and provide an immediate feedback to the entrepreneur. Creating value is necessary, but not sufficient, for an organization to profit from its business model. It is important to see the whole picture of the business that is why the business models are so important for a good start of the business. However, innovation assessment and business model development sometimes are not an easy task and ICT can make this process easier. Then, the aim of this paper is to explore the role of digital platforms as facilitators for the techno-socio-economic impact assessment and the development of sustainable business models through the analysis of a case study from the EU Horizon 2020 “i3 project”.

  16. Implementing the competences-based students-centered learning approach in Architectural Design Education. The case of the T MEDA Pilot Architectural Program at the Hashemite University (Jordan

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    Ahmad A. S. Al Husban

    2016-11-01

    Full Text Available Higher educational systems become increasingly oriented towards the competences-based student-centered learning and outcome approach. Worldwide, these systems are focusing on the students as a whole: focusing on their dimensional, intellectual, professional, psychological, moral, and spiritual. This research was conducted in an attempt to answer the main research question: how can the architectural design courses be designed based on the required competences and how can the teaching, learning activities and assessment methods be structured and aligned in order to allow students to achieve and reach the intended learning outcomes? This research used a case study driven best practice research method to answer the research questions based on the T MEDA pilot architectural program that was implemented at the Hashemite University, Jordan. This research found that it is important for architectural education to adapt the students-centered learning method. Such approach increases the effectiveness of teaching and learning methods, enhances the design studio environment, and focuses on students’ engagement to develop their design process and product. Moreover, this research found that using different assessment methods in architectural design courses help students to develop their learning outcomes; and inform teachers about the effectiveness of their teaching process. Furthermore, the involvement of students in assessment produces effective learning and enhances their design motivation. However, applying competences-based students-centered learning and outcome approach needs more time and staff to apply. Another problem is that some instructors resist changing to the new methods or approaches because they prefer to use their old and traditional systems. The application for this method at the first time needs intensive recourses, more time, and good cooperation between different instructors and course coordinator. However, within the time this method

  17. First Steps Toward a Quality of Climate Finance Scorecard (QUODA-CF): Creating a Comparative Index to Assess International Climate Finance Contributions

    Energy Technology Data Exchange (ETDEWEB)

    Sierra, Katherine; Roberts, Timmons; de Nevers, Michele; Langley, Claire; Smith, Cory

    2013-06-15

    Are climate finance contributor countries, multilateral aid agencies and specialized funds using widely accepted best practices in foreign assistance? How is it possible to measure and compare international climate finance contributions when there are as yet no established metrics or agreed definitions of the quality of climate finance? As a subjective metric, quality can mean different things to different stakeholders, while of donor countries, recipients and institutional actors may place quality across a broad spectrum of objectives. This subjectivity makes the assessment of the quality of climate finance contributions a useful and necessary exercise, but one that has many challenges. This work seeks to enhance the development of common definitions and metrics of the quality of climate finance, to understand what we can about those areas where climate finance information is available and shine a light on the areas where there is a severe dearth of data. Allowing for comparisons of the use of best practices across funding institutions in the climate sector could begin a process of benchmarking performance, fostering learning across institutions and driving improvements when incorporated in internal evaluation protocols of those institutions. In the medium term, this kind of benchmarking and transparency could support fundraising in contributor countries and help build trust with recipient countries. As a feasibility study, this paper attempts to outline the importance of assessing international climate finance contributions while describing the difficulties in arriving at universally agreed measurements and indicators for assessment. In many cases, data are neither readily available nor complete, and there is no consensus on what should be included. A number of indicators are proposed in this study as a starting point with which to analyze voluntary contributions, but in some cases their methodologies are not complete, and further research is required for a

  18. Exploring Talent Management through Competency-based Profiling Model for More Effective Training and Development Planning – Case Herman IT

    OpenAIRE

    Nguyen Hong, Hanh

    2016-01-01

    Human resource management is a pivotal part in driving a company to success. This stands true for all companies in every industry, including the currently booming technology industry. Herman IT - a Kajaani-based technology company - is planning to establish its own human resource management (HRM) department and needs of a competency-based talent management model as a guideline for its HRM. The purpose of this research is to explore Herman IT’s current talent management and compare it to a com...

  19. Competence-based coaching supervision: based on the project to develop a Russian National coaching professional Standard

    OpenAIRE

    Airey, Sally-anne

    2014-01-01

    My article is essentially a reflection of an experience I shared with an audience of around 80 Russian coaches in Moscow, in March this year. I was a guest of the Association of Russian Coaches, who had invited me to demonstrate a 30-minute coaching session at one of their weekly competence-based coaching supervision events. These events are organized by a volunteer working group, who have tasked themselves to develop the “Standard for the Russian Coaching Profession”. These particular events...

  20. Application of acoustic telemetry to assess residency and movements of rockfish and lingcod at created and natural habitats in Prince William Sound.

    Directory of Open Access Journals (Sweden)

    Brad F Reynolds

    Full Text Available Loss and/or degradation of nearshore habitats have led to increased efforts to restore or enhance many of these habitats, particularly those that are deemed essential for marine fishes. Copper rockfish (Sebastes caurinus and lingcod (Ophiodon enlongatus are dominant members of the typical reef fish community that inhabit rocky and high-relief substrates along the Pacific Northwest. We used acoustic telemetry to document their residency and movements in the nearshore waters of Prince William Sound, Alaska in order to assess use of created reef habitat in an individual-based manner. A total of 57 fish were surgically implanted with acoustic transmitters. Forty-five fish were captured and monitored in three habitats: artificial reef, low-relief natural reef, and patchy high-relief natural reef. Within each habitat, both rockfish and lingcod exhibited long periods of residency with limited movements. Twelve rockfish were captured at the natural reefs and displaced a distance of 4.0 km to the artificial reef. Five of the 12 rockfish returned within 10 d of their release to their initial capture site. Another five of the 12 displaced fish established residency at the artificial reef through the duration of our study. Our results suggest the potential for artificial reefs to provide rockfish habitat in the event of disturbances to natural habitat.

  1. To assess and create awareness among anesthetists regarding prevention and management of injuries to the teeth and their associated structures during general anesthesia

    Directory of Open Access Journals (Sweden)

    Amita M Tiku

    2014-01-01

    Full Text Available Aims: The aim of this study was to assess the awareness among anesthetists regarding prevention and management of injuries to the teeth and their associated structures during anesthesia. Study design, Materials and Methods: Fifty anesthetists practicing in various hospitals in Mumbai participated in this study. A questionnaire was devised and distributed among them. The completion of the questionnaire by the respondents was taken as their consent to participate in the study. Statistical analysis: The data thus collected was analyzed using statistical package Medcalc (Version 12.7.0.0. Results: The results showed that the injury to the oro-dental tissues is a common finding during anesthesia. The maxillary incisors underwent injuries more commonly than the mandibular incisors. Padding of the teeth was the most common precaution taken to prevent injuries to the teeth which, however, is not adequate. The management for such injuries was inadequate and in many cases, the patients′ referral to a dentist was not considered post-operatively. Conclusion: Pediatric dentists can play a major role in creating the awareness among the anesthesia providers regarding prevention of oro-dental injuries during anesthesia.

  2. Competence-based and integrity-based trust as predictors of acceptance of carbon dioxide capture and storage (CCS).

    Science.gov (United States)

    Terwel, Bart W; Harinck, Fieke; Ellemers, Naomi; Daamen, Dancker D L

    2009-08-01

    Public trust in organizations that are involved in the management and use of new technologies affects lay judgments about the risks and benefits associated with these technologies. In turn, judgments about risks and benefits influence lay attitudes toward these technologies. The validity of this (indirect) effect of trust on lay attitudes toward new technologies, which is referred to as the causal chain account of trust, has up till now only been examined in correlational research. The two studies reported in this article used an experimental approach to more specifically test the causal chain account of trust in the context of carbon dioxide capture and storage technology (CCS). Complementing existing literature, the current studies explicitly distinguished between two different types of trust in organizations: competence-based trust (Study 1) and integrity-based trust (Study 2). In line with predictions, results showed that the organizational position regarding CCS implementation (pro versus con) more strongly affected people's risk and benefit perceptions and their subsequent acceptance of CCS when competence-based trust was high rather than low. In contrast, the organizational position had a greater impact on people's level of CCS acceptance when integrity-based trust was low rather than high.

  3. Identification of the Most Commonly Used Laboratory Techniques in Regenerative Medicine: A Roadmap for Developing a Competency Based Education Curriculum

    Directory of Open Access Journals (Sweden)

    Stephen L. Rego

    2016-01-01

    Full Text Available Here, we are proposing and testing the use of literature reviews as a method to identify essential competencies for specific fields. This has implications in how educators develop and structure both traditional and competency based curricula. Our focus will be on utilizing this method to identify the most relevant and commonly used techniques in the field of regenerative medicine. This publication review method may be used to develop competency based education (CBE programs that focus on commonly utilized skills. CBE is an emerging trend in higher education that will greatly enhance student learning experiences. CBE works by providing students with field specific skills and knowledge; thus, it is imperative for educators to identify the most essential competencies in a given field. Therefore, we reason that a literature review of the techniques performed in studies published in prevalent peer reviewed journals for a given field offers an ideal method to identify and rank competencies that should be delivered to students by a respective curriculum. Here, we reviewed recent articles published on topics in the field of regenerative medicine as a proof of concept for the use of literature reviews as a guide for the development of a regenerative medicine CBE curriculum.

  4. Flexibility in individualized, competency-based workplace curricula with EPAs: Analyzing four cohorts of physician assistants in training.

    Science.gov (United States)

    Wiersma, Fraukje; Berkvens, Josephine; Ten Cate, Olle

    2017-05-01

    Entrustable professional activities (EPAs) were introduced as a principle for individualized physician assistant (PA) workplace curricula at the University of Applied Sciences (UAS) Utrecht in 2008. We studied how the focus on EPAs served the competency-based flexibility intention of the program. We analyzed data of those 119 students who enrolled in the program 2010 through 2013, and completed the program before April 2016. We analyzed the number of EPAs per student at start and end of the program, number changed during training and the reasons for change. Data of 101 students were suitable for evaluation. Excluded were 16 students ending the program prematurely and two with study delay. Mean number of EPAs per student at the start was 6.8 (range 4-12) and at the end 6.6 (range 3-13). On average 1.5 EPAs were altered (range 0-13). Reasons included extension of the EPA package during training (n = 10), lack of proficiency at planned moments of summative entrustment decisions (n = 9) and procedures not being suitable for PAs at closer look (n = 6). All changes resulted in a curriculum meeting the school's standards for graduation. The flexibility of the EPA concept enabled changes in the individualized curriculum of students, according to the intended competency-based nature of the educational program.

  5. Three-Dimensional Computer Simulation as an Important Competence Based Aspect of a Modern Mining Professional

    Science.gov (United States)

    Aksenova, Olesya; Pachkina, Anna

    2017-11-01

    The article deals with the problem of necessity of educational process transformation to meet the requirements of modern miming industry; cooperative developing of new educational programs and implementation of educational process taking into account modern manufacturability. The paper proves the idea of introduction into mining professionals learning process studying of three-dimensional models of surface technological complex, ore reserves and underground digging complex as well as creating these models in different graphic editors and working with the information analysis model obtained on the basis of these three-dimensional models. The technological process of manless coal mining at the premises of the mine Polysaevskaya controlled by the information analysis models built on the basis of three-dimensional models of individual objects and technological process as a whole, and at the same time requiring the staff able to use the programs of three-dimensional positioning in the miners and equipment global frame of reference is covered.

  6. Introducing a competency based Fellowship programme for psychiatry in Australia and New Zealand.

    Science.gov (United States)

    Jurd, Stephen; de Beer, Wayne; Aimer, Margaret; Fletcher, Scott; Halley, Elaine; Schapper, Cathy; Orkin, Michelle

    2015-12-01

    The aim of this paper is to summarise the new psychiatry Fellowship programme and its rationale, highlighting the new inclusions, revised assessment structure, the benefits and structure of the programme. The 2012 Fellowship programme is based on the CanMEDs educational framework. The Royal Australian and New Zealand College of Psychiatrists (RANZCP) underwent a comprehensive process, adapting the CanMEDs competencies to a psychiatric framework and mapping the curriculum to Fellowship competencies, learning outcomes and developmental descriptors of the various stages of training. The 2012 Fellowship programme introduced summative entrustable professional activities (EPAs), formative workplace-based assessments (WBAs) and revised external assessments. © The Royal Australian and New Zealand College of Psychiatrists 2015.

  7. Entrustable professional activities in post-licensure training in primary care pediatrics: Necessity, development and implementation of a competency-based post-graduate curriculum

    Directory of Open Access Journals (Sweden)

    Fehr, Folkert

    2017-11-01

    Full Text Available There is an absence of broad-based and binding curricular requirements for structured competency-based post-graduate medical training in Germany, and thus no basis for comparing the competencies of physicians undergoing training in a medical specialty (. In response, the German Society of Primary Care Pediatrics’ working group on post-graduate education (DGAAP has identified realistic entrustable professional activities (EPAs in primary care, defined their number, scope and content, selected competency domains, specified required knowledge and skills, and described appropriate assessment methods. These guidelines are referred to as and can be accessed electronically by educators in pediatric medicine; the use and effectiveness of these guidelines are monitored by the German Association for Medical Education’s committee on post-graduate education (GMA. Teaching and training in pediatric medicine should take EPAs into consideration. To accomplish this, phases dedicated to primary care should be integrated into formal medical specialty training. Primary care pediatrics must enhance the sites where such training takes place into learning environments that prepare physicians trainees and turn the practicing specialists into mentoring educators.

  8. Migrating a professional field of study in a multi-institutional partnership: facilitators’ experience in the competence-based curriculum development process

    Directory of Open Access Journals (Sweden)

    Proscovia Namubiru Ssentamu

    2014-07-01

    Full Text Available With the urge to Africanise the curriculum following colonisation, many African countries are still wary of the educational initiatives from the developed countries. However, with the clear curriculum design and development guidelines provided by various national Quality Assurance bodies, African countries need not fear migrating curricula from developed countries. Drawing from the workshop experiences, authors of this paper illustrate the steps involved in migrating, contextualising and adapting a professional field of study in a multi-institutional partnership, with particular focus on the competence-based curriculum design and development process. The process of migrating higher education (HE Administration, Leadership and Management curriculum taught at the University of Tampere (Finland to a Postgraduate Diploma in Higher Education Leadership and Management (PGDHELM curriculum at Uganda Management Institute (UMI in partnership with the Makerere University and the University of Helsinki involved undertaking a needs assessment, training of trainers and adapting the programme to the UMI context. The training of trainers provided opportunity for the trainees to reflect and generate information on the status of HE leadership and management in Uganda. The curriculum was institutionalised by aligning it to the vision, mission and profile of UMI in the context of the existing internal and external Quality Assurance frameworks. This paper underscores the importance of involving stakeholders, taking into account national and institutional requirements in all the steps when migrating an academic curriculum.

  9. The scholar role in the National Competence Based Catalogues of Learning Objectives for Undergraduate Medical Education (NKLM) compared to other international frameworks.

    Science.gov (United States)

    Hautz, Stefanie C; Hautz, Wolf E; Keller, Niklas; Feufel, Markus A; Spies, Claudia

    2015-01-01

    In Germany, a national competence based catalogue of learning objectives in medicine (NKLM) was developed by the Society for Medical Education and the Council of Medical Faculties. As many of its international counterparts the NKLM describes the qualifications of medical school graduates. The definition of such outcome frameworks indents to make medical education transparent to students, teachers and society. The NKLM aims to amend existing lists of medical topics for assessment with learnable competencies. All outcome frameworks are structured into chapters, domains or physician roles. The definition of the scholar-role poses a number of questions such as: What distinguishes necessary qualifications of a scientifically qualified physician from those of a medical scientist? 13 outcome frameworks were identified through a systematic three-step literature review and their content compared to the scholar role in the NKLM by means of a qualitative text analysis. The three steps consist of (1) search for outcome frameworks, (2) in- and exclusion, and (3) data extraction, categorization, and validation. The results were afterwards matched with the scholar role of the NKLM. Extracted contents of all frameworks may be summarized into the components Common Basics, Clinical Application, Research, Teaching and Education, and Lifelong Learning. Compared to the included frameworks the NKLM emphasises competencies necessary for research and teaching while clinical application is less prominently mentioned. The scholar role of the NKLM differs from other international outcome frameworks. Discussing these results shall increase propagation and understanding of the NKLM and thus contribute to the qualification of future medical graduates in Germany.

  10. The scholar role in the National Competence Based Catalogues of Learning Objectives for Undergraduate Medical Education (NKLM compared to other international frameworks

    Directory of Open Access Journals (Sweden)

    Hautz, Stefanie C.

    2015-11-01

    Full Text Available Background: In Germany, a national competence based catalogue of learning objectives in medicine (NKLM was developed by the Society for Medical Education and the Council of Medical Faculties. As many of its international counterparts the NKLM describes the qualifications of medical school graduates. The definition of such outcome frameworks indents to make medical education transparent to students, teachers and society. The NKLM aims to amend existing lists of medical topics for assessment with learnable competencies. All outcome frameworks are structured into chapters, domains or physician roles. The definition of the scholar-role poses a number of questions such as: What distinguishes necessary qualifications of a scientifically qualified physician from those of a medical scientist? Methods: 13 outcome frameworks were identified through a systematic three-step literature review and their content compared to the scholar role in the NKLM by means of a qualitative text analysis. The three steps consist of (1 search for outcome frameworks, (2 in- and exclusion, and (3 data extraction, categorization, and validation. The results were afterwards matched with the scholar role of the NKLM.Results: Extracted contents of all frameworks may be summarized into the components , and . Compared to the included frameworks the NKLM emphasises competencies necessary for research and teaching while clinical application is less prominently mentioned. Conclusion: The scholar role of the NKLM differs from other international outcome frameworks. Discussing these results shall increase propagation and understanding of the NKLM and thus contribute to the qualification of future medical graduates in Germany.

  11. Securing the second front: achieving first receiver safety and security through competency-based tools.

    Science.gov (United States)

    Jones, Jamal; Staub, Judith; Seymore, Andrew; Scott, Lancer A

    2014-12-01

    Limited research has focused on the safety and security of First Responders and Receivers, including clinicians, hospital workers, public safety officials, community volunteers, and other lay personnel, during public health emergencies. These providers are, in some cases, at greater peril during large-scale disasters due to their lack of training and inadequate resources to handle major influxes of patients. Exemplified in the 1995 Tokyo sarin gas attacks and the 2008 Wenchuan earthquakes, lack of training results in poor outcomes for both patients and First Receivers. The improvement of knowledge and comfort level of First Receivers preparing for a medical disaster via an affordable, repeatable emergency preparedness training (EPT) curriculum. A 5-hour EPT curriculum was developed including nine learning objectives, 18 competencies, and 34 performance objectives. Following brief didactic and small group sessions, interprofessional teams of four to six trainees were observed in a large patient simulator designed to recreate environmentally challenging (ie, flood evacuation), multi-patient scenarios using a novel technique developed to utilize trainees as actors. Trained observers assessed successful completion of 16 individual and 18 team performance objectives. Prior to training, team members completed a 24-question knowledge assessment, a demographic survey, and a comfort level self-assessment. Following training, trainees repeated the 24 questions, self-assessment, and course assessment. One hundred ninety-five participants completed the course between November 2012 and August 2013. One hundred ninety-one (98.5%), 150 (76.9%), and 66 (33.8%) participants completed the pretest, post-test, and course assessment, respectively. The mean (SD) percentage of correct answers between the pretest and post-test increased from 46.3 (13.4) to 75.3 (12.2), P safety and security of the "Second Front.

  12. Music and Creative Movement: Arizona HSST/CDA Competency Based Training Module #23.

    Science.gov (United States)

    Brownrigg, Carolyn

    The purpose of this Child Development Associate (CDA) training module is to help the CDA intern increase musical experiences in his or her classroom. Objectives are presented along with suggested activities for achieving each objective, and an assessment checklist. Also provided is a study guide emphasizing the values of musical activities in the…

  13. Promoting fundamental clinical skills: a competency-based college approach at the University of Washington.

    Science.gov (United States)

    Goldstein, Erika A; Maclaren, Carol F; Smith, Sherilyn; Mengert, Terry J; Maestas, Ramoncita R; Foy, Hugh M; Wenrich, Marjorie D; Ramsey, Paul G

    2005-05-01

    The focus on fundamental clinical skills in undergraduate medical education has declined over the last several decades. Dramatic growth in the number of faculty involved in teaching and increasing clinical and research commitments have contributed to depersonalization and declining individual attention to students. In contrast to the close teaching and mentoring relationship between faculty and students 50 years ago, today's medical students may interact with hundreds of faculty members without the benefit of a focused program of teaching and evaluating clinical skills to form the core of their four-year curriculum. Bedside teaching has also declined, which may negatively affect clinical skills development. In response to these and other concerns, the University of Washington School of Medicine has created an integrated developmental curriculum that emphasizes bedside teaching and role modeling, focuses on enhancing fundamental clinical skills and professionalism, and implements these goals via a new administrative structure, the College system, which consists of a core of clinical teachers who spend substantial time teaching and mentoring medical students. Each medical student is assigned a faculty mentor within a College for the duration of his or her medical school career. Mentors continuously teach and reflect with students on clinical skills development and professionalism and, during the second year, work intensively with them at the bedside. They also provide an ongoing personal faculty contact. Competency domains and benchmarks define skill areas in which deepening, progressive attention is focused throughout medical school. This educational model places primary focus on the student.

  14. The Reliability of Multisource Feedback in Competency-Based Assessment Programs: The Effects of Multiple Occasions and Assessor Groups

    NARCIS (Netherlands)

    Moonen-van Loon, J.M.; Overeem, K.; Govaerts, M.J.; Verhoeven, B.H.; Vleuten, C.P.M. van der; Driessen, E.W.

    2015-01-01

    PURPOSE: Residency programs around the world use multisource feedback (MSF) to evaluate learners' performance. Studies of the reliability of MSF show mixed results. This study aimed to identify the reliability of MSF as practiced across occasions with varying numbers of assessors from different

  15. Evaluating Continuous Assessment Quality in Competence-Based Education Online: The Case of the E-Folio

    Science.gov (United States)

    Pereira, Alda; Oliveira, Isolina; Tinoca, Luis; Amante, Lucia; Relvas, Maria de Jesus; Pinto, Maria do Carmo Teixeira; Moreira, Darlinda

    2009-01-01

    Universidade Aberta (UAb), being a distance teaching university, is particularly suited to tackle some of the recommendations concerning the assurance of accessibility to education expressed in the "Education and Training 2010" goals. Meanwhile, the University's strategic plan for 2006/2010 decided to implement a fully virtual innovative…

  16. Evaluation of the Project Management Competences Based on the Semantic Networks

    Directory of Open Access Journals (Sweden)

    Constanta Nicoleta BODEA

    2008-01-01

    Full Text Available The paper presents the testing and evaluation facilities of the SinPers system. The SinPers is a web based learning environment in project management, capable of building and conducting a complete and personalized training cycle, from the definition of the learning objectives to the assessment of the learning results for each learner. The testing and evaluation facilities of SinPers system are based on the ontological approach. The educational ontology is mapped on a semantic network. Further, the semantic network is projected into a concept space graph. The semantic computability of the concept space graph is used to design the tests. The paper focuses on the applicability of the system in the certification, for the knowledge assessment, related to each element of competence. The semantic computability is used for differentiating between different certification levels.

  17. Creating New Incentives for Risk Identification and Insurance Process for the Electric Utility Industry (initial award through Award Modification 2); Energy & Risk Transfer Assessment (Award Modifications 3 - 6)

    Energy Technology Data Exchange (ETDEWEB)

    Michael Ebert

    2008-02-28

    This is the final report for the DOE-NETL grant entitled 'Creating New Incentives for Risk Identification & Insurance Processes for the Electric Utility Industry' and later, 'Energy & Risk Transfer Assessment'. It reflects work done on projects from 15 August 2004 to 29 February 2008. Projects were on a variety of topics, including commercial insurance for electrical utilities, the Electrical Reliability Organization, cost recovery by Gulf State electrical utilities after major hurricanes, and review of state energy emergency plans. This Final Technical Report documents and summarizes all work performed during the award period, which in this case is from 15 August 2004 (date of notification of original award) through 29 February 2008. This report presents this information in a comprehensive, integrated fashion that clearly shows a logical and synergistic research trajectory, and is augmented with findings and conclusions drawn from the research as a whole. Four major research projects were undertaken and completed during the 42 month period of activities conducted and funded by the award; these are: (1) Creating New Incentives for Risk Identification and Insurance Process for the Electric Utility Industry (also referred to as the 'commercial insurance' research). Three major deliverables were produced: a pre-conference white paper, a two-day facilitated stakeholders workshop conducted at George Mason University, and a post-workshop report with findings and recommendations. All deliverables from this work are published on the CIP website at http://cipp.gmu.edu/projects/DoE-NETL-2005.php. (2) The New Electric Reliability Organization (ERO): an examination of critical issues associated with governance, standards development and implementation, and jurisdiction (also referred to as the 'ERO study'). Four major deliverables were produced: a series of preliminary memoranda for the staff of the Office of Electricity Delivery and

  18. Assessing the Impact of Canopy Structure Simplification in Common Multilayer Models on Irradiance Absorption Estimates of Measured and Virtually Created Fagus sylvatica (L. Stands

    Directory of Open Access Journals (Sweden)

    Pol Coppin

    2009-11-01

    Full Text Available Multilayer canopy representations are the most common structural stand representations due to their simplicity. Implementation of recent advances in technology has allowed scientists to simulate geometrically explicit forest canopies. The effect of simplified representations of tree architecture (i.e., multilayer representations of four Fagus sylvatica (L. stands, each with different LAI, on the light absorption estimates was assessed in comparison with explicit 3D geometrical stands. The absorbed photosynthetic radiation at stand level was calculated. Subsequently, each geometrically explicit 3D stand was compared with three multilayer models representing horizontal, uniform, and planophile leaf angle distributions. The 3D stands were created either by in situ measured trees or by modelled trees generated with the AMAP plant growth software. The Physically Based Ray Tracer (PBRT algorithm was used to simulate the irradiance absorbance of the detailed 3D architecture stands, while for the three multilayer representations, the probability of light interception was simulated by applying the Beer-Lambert’s law. The irradiance inside the canopies was characterized as direct, diffuse and scattered irradiance. The irradiance absorbance of the stands was computed during eight angular sun configurations ranging from 10° (near nadir up to 80° sun zenith angles. Furthermore, a leaf stratification (the number and angular distribution of leaves per LAI layer inside a canopy analysis between the 3D stands and the multilayer representations was performed, indicating the amount of irradiance each leaf is absorbing along with the percentage of sunny and shadow leaves inside the canopy. The results reveal that a multilayer representation of a stand, using a multilayer modelling approach, greatly overestimated the absorbed irradiance in an open canopy, while it provided a better approximation in the case of a closed canopy. Moreover, the actual stratification

  19. Outcome (competency) based education: an exploration of its origins, theoretical basis, and empirical evidence

    DEFF Research Database (Denmark)

    Mørcke, Anne Mette; Dornan, Tim; Eika, Berit

    2013-01-01

    and professional attributes as ‘‘competencies’’. OBE has been adopted by consensus in the face of weak empirical evidence. OBE, which has been advocated for over 50 years, can contribute usefully to defining requisite knowledge and skills, and blueprinting assessments. Its applicability to more complex aspects...... greatest benefits. Our aim was to explore the underpinnings of OBE: its historical origins, theoretical basis, and empirical evidence of its effects in order to answer the question: How can predetermined learning outcomes influence undergraduate medical education? This literature review had three...... components: A review of historical landmarks in the evolution of OBE; a review of conceptual frameworks and theories; and a systematic review of empirical publications from 1999 to 2010 that reported data concerning the effects of learning outcomes on undergraduate medical education. OBE had its origins...

  20. Test-Enhanced Learning in Competence-Based Predoctoral Orthodontics: A Four-Year Study.

    Science.gov (United States)

    Freda, Nicolas M; Lipp, Mitchell J

    2016-03-01

    Dental educators intend to promote integration of knowledge, skills, and values toward professional competence. Studies report that retrieval, in the form of testing, results in better learning with retention than traditional studying. The aim of this study was to evaluate test-enhanced experiences on demonstrations of competence in diagnosis and management of malocclusion and skeletal problems. The study participants were all third-year dental students (2011 N=88, 2012 N=74, 2013 N=91, 2014 N=85) at New York University College of Dentistry. The 2013 and 2014 groups received the test-enhanced method emphasizing formative assessments with written and dialogic delayed feedback, while the 2011 and 2012 groups received the traditional approach emphasizing lectures and classroom exercises. The students received six two-hour sessions, spaced one week apart. At the final session, a summative assessment consisting of the same four cases was administered. Students constructed a problem list, treatment objectives, and a treatment plan for each case, scored according to the same criteria. Grades were based on the number of cases without critical errors: A=0 critical errors on four cases, A-=0 critical errors on three cases, B+=0 critical errors on two cases, B=0 critical errors on one case, F=critical errors on four cases. Performance grades were categorized as high quality (B+, A-, A) and low quality (F, B). The results showed that the test-enhanced groups demonstrated statistically significant benefits at 95% confidence intervals compared to the traditional groups when comparing low- and high-quality grades. These performance trends support the continued use of the test-enhanced approach.

  1. The Learning Environment Counts: Longitudinal Qualitative Analysis of Study Strategies Adopted by First-Year Medical Students in a Competency-Based Educational Program.

    Science.gov (United States)

    Bierer, S Beth; Dannefer, Elaine F

    2016-11-01

    The move toward competency-based education will require medical schools and postgraduate training programs to restructure learning environments to motivate trainees to take personal ownership for learning. This qualitative study explores how medical students select and implement study strategies while enrolled in a unique, nontraditional program that emphasizes reflection on performance and competence rather than relying on high-stakes examinations or grades to motivate students to learn and excel. Fourteen first-year medical students volunteered to participate in three, 45-minute interviews (42 overall) scheduled three months apart during 2013-2014. Two medical educators used structured interview guides to solicit students' previous assessment experiences, preferred learning strategies, and performance monitoring processes. Interviews were digitally recorded and transcribed verbatim. Participants confirmed accuracy of transcripts. Researchers independently read transcripts and met regularly to discuss transcripts and judge when themes achieved saturation. Medical students can adopt an assessment for learning mind-set with faculty guidance and implement appropriate study strategies for mastery-learning demands. Though students developed new strategies at different rates during the year, they all eventually identified study and performance monitoring strategies to meet learning needs. Students who had diverse learning experiences in college embraced mastery-based study strategies sooner than peers after recognizing that the learning environment did not reward performance-based strategies. Medical students can take ownership for their learning and implement specific strategies to regulate behavior when learning environments contain building blocks emphasized in self-determination theory. Findings should generalize to educational programs seeking strategies to design learning environments that promote self-regulated learning.

  2. Embracing a competency-based specialty curriculum for community-based nursing roles.

    Science.gov (United States)

    Levin, Pamela F; Swider, Susan M; Breakwell, Susan; Cowell, Julia M; Reising, Virginia

    2013-01-01

    The Quad Council competencies for public health nursing (PHN) provide guidance in developing curricula at both the generalist and specialist level. However, these competencies are based on nursing roles in traditional public health agencies and community/public health is defined more broadly than official agency practice. The question arises as to whether community-based specialties require largely the same knowledge and skill set as PHN. The purpose of the competency cross-mapping project reported here was to (a) assess the intersection of the Quad Council competencies with four community-based specialties and (b) ensure the appropriateness of a Quad Council-based curriculum to prepare graduates across these four specialties (home health, occupational health, environmental health, and school nursing). This article details the multistep cross-mapping process, including validation with practice leaders. Results indicate strong alignment of community-based specialty competencies with Quad Council competencies. Community-based specialty-specific content that did not align well is identified, along with examples of didactic and clinical strategies to address gaps. This work indicates that a Quad Council-based curriculum is appropriate to prepare graduates in community-based specialties when attention to the specialty-specific competencies in the clinical setting is included. This work guides the development of a doctorate of nursing practice curriculum in PHN, encompassing the four additional community-based specialties. © 2013 Wiley Periodicals, Inc.

  3. Teaching nurses teamwork: Integrative review of competency-based team training in nursing education.

    Science.gov (United States)

    Barton, Glenn; Bruce, Anne; Schreiber, Rita

    2017-12-20

    Widespread demands for high reliability healthcare teamwork have given rise to many educational initiatives aimed at building team competence. Most effort has focused on interprofessional team training however; Registered Nursing teams comprise the largest human resource delivering direct patient care in hospitals. Nurses also influence many other health team outcomes, yet little is known about the team training curricula they receive, and furthermore what specific factors help translate teamwork competency to nursing practice. The aim of this review is to critically analyse empirical published work reporting on teamwork education interventions in nursing, and identify key educational considerations enabling teamwork competency in this group. CINAHL, Web of Science, Academic Search Complete, and ERIC databases were searched and detailed inclusion-exclusion criteria applied. Studies (n = 19) were selected and evaluated using established qualitative-quantitative appraisal tools and a systematic constant comparative approach. Nursing teamwork knowledge is rooted in High Reliability Teams theory and Crew or Crisis Resource Management sources. Constructivist pedagogy is used to teach, practice, and refine teamwork competency. Nursing teamwork assessment is complex; involving integrated yet individualized determinations of knowledge, skills, and attitudes. Future initiatives need consider frontline leadership, supportive followership and skilled communication emphasis. Collective stakeholder support is required to translate teamwork competency into nursing practice. Copyright © 2017 Elsevier Ltd. All rights reserved.

  4. A core competency-based objective structured clinical examination (OSCE) can predict future resident performance.

    Science.gov (United States)

    Wallenstein, Joshua; Heron, Sheryl; Santen, Sally; Shayne, Philip; Ander, Douglas

    2010-10-01

    This study evaluated the ability of an objective structured clinical examination (OSCE) administered in the first month of residency to predict future resident performance in the Accreditation Council for Graduate Medical Education (ACGME) core competencies. Eighteen Postgraduate Year 1 (PGY-1) residents completed a five-station OSCE in the first month of postgraduate training. Performance was graded in each of the ACGME core competencies. At the end of 18 months of training, faculty evaluations of resident performance in the emergency department (ED) were used to calculate a cumulative clinical evaluation score for each core competency. The correlations between OSCE scores and clinical evaluation scores at 18 months were assessed on an overall level and in each core competency. There was a statistically significant correlation between overall OSCE scores and overall clinical evaluation scores (R = 0.48, p competencies of patient care (R = 0.49, p competencies. An early-residency OSCE has the ability to predict future postgraduate performance on a global level and in specific core competencies. Used appropriately, such information can be a valuable tool for program directors in monitoring residents' progress and providing more tailored guidance. © 2010 by the Society for Academic Emergency Medicine.

  5. Competency-Based Teaching in Radiology - Implementation and Evaluation of Interactive Workstation-Based Learning to Apply NKLM-Based Content.

    Science.gov (United States)

    Koestner, Wolfgang; Otten, Wiebke; Kaireit, Till; Wacker, Frank K; Dettmer, Sabine

    2017-11-01

    Purpose  New teaching formats are required to implement competency-based teaching in radiology teaching. Therefore, we have established and evaluated two practical competency-based radiological courses. Materials and Methods  The courses were held in a multimedia room with 25 computers and a professional DICOM viewer. Students were taught basic image analysis and presented clinical cases with a DICOM viewer under supervision of an instructor using desktop monitoring software. Two courses (elective course and obligatory course) were evaluated by the students (n = 160 and n = 100) and instructors (n = 9) using an anonymized online survey. Results  Courses were evaluated positively by the students and instructors. From the perspective of the students, the courses increased understanding of cross-sectional anatomy (elective/obligatory course: 97 %/95 %) and radiologic findings (97 %/99 %). Furthermore, the course increased the students' interest in radiology (61 %/65 %). The students considered this way of teaching to be relevant to their future occupation (92 % of students in the obligatory course). The higher incidence of teacher-student interaction and the possibility of independent image analysis were rated positively. The majority of instructors did not observe increased distractibility due to the computers (67 %) or notice worse preparation for MC tests (56 %). However, 56 % of instructors reported greater preparation effort. Conclusion  Practical competency-based radiological teaching using a DICOM viewer is a feasible innovative approach with high acceptance among students and instructors. It fosters competency-based learning as proposed by the model curriculum of the German Radiological Society (DRG) and the National Competency-based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM). Key Points   · Practical competency-based radiological teaching is highly accepted by students and instructors

  6. Create Your Plate

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    Full Text Available ... of the differences in types of vegetables. When creating your plate at home, remember that half of ... effective for both managing diabetes and losing weight. Creating your plate lets you still choose the foods ...

  9. Assessing the outcome of Strengthening Laboratory Management ...

    African Journals Online (AJOL)

    SLMTA) is a competency-based management training programme designed to bring about immediate and measurable laboratory improvement. The aim of this study is to assess the outcome of SLMTA on laboratory quality management system in ...

  10. Creating a New Teaching Profession

    Science.gov (United States)

    Goldhaber, Dan, Ed.; Hannaway, Jane, Ed.

    2009-01-01

    Considering that having a quality teacher is the foremost in-school predictor of students' success, ensuring teacher excellence is vital to the nation's educational system. In "Creating a New Teaching Profession," diverse scholars assess the state of human capital development in the teaching profession today and how to progress.

  11. Competency-Based Medical Education and the Ghost of Kuhn: Reflections on the Messy and Meaningful Work of Transformation.

    Science.gov (United States)

    Holmboe, Eric S

    2018-03-01

    The transition, if not transformation, to outcomes-based medical education likely represents a paradigm shift struggling to be realized. Paradigm shifts are messy and difficult but ultimately meaningful if done successfully. This struggle has engen dered tension and disagreements, with many of these disagreements cast as either-or polarities. There is little disagreement, however, that the health care system is not effectively achieving the triple aim for all patients. Much of the tension and polarity revolve around how more effectively to prepare students and residents to work in and help change a complex health care system.Competencies were an initial attempt to facilitate this shift by creating frameworks of essential abilities needed by physicians. However, implementation of competencies has proven to be difficult. Entrustable professional activities (EPAs) in undergraduate and graduate medical education and Milestones in graduate medical education are recent concepts being tried and studied as approaches to guide the shift to outcomes. Their primary purpose is to help facilitate implementation of an outcomes-based approach by creating shared mental models of the competencies, which in turn can help to improve curricula and assessment. Understanding whether and how EPAs and Milestones effectively facilitate the shift to outcomes has been and will continue to be an iterative and ongoing reflective process across the entire medical education community using lessons from implementation and complexity science. In this Invited Commentary, the author reflects on what got the community to this point and some sources of tension involved in the struggle to move to outcomes-based education.

  12. Adult Competency Education Kit. Basic Skills in Speaking, Math, and Reading for Employment. Part G. ACE Competency Based Job Descriptions: #22--Refrigerator Mechanic; #24--Motorcycle Repairperson.

    Science.gov (United States)

    San Mateo County Office of Education, Redwood City, CA. Career Preparation Centers.

    This fourth of fifteen sets of Adult Competency Education (ACE) Competency Based Job Descriptions in the ACE kit contains job descriptions for Refrigerator Mechanic and Motorcycle Repairperson. Each begins with a fact sheet that includes this information: occupational title, D.O.T. code, ACE number, career ladder, D.O.T. general educational…

  13. Combination Welding Technical Terms. English-Thai Lexicon. Introduction to Combination Welding. Thai Version. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

    Science.gov (United States)

    Shin, Masako T.

    This English-Thai lexicon and program introduction for combination welding is one of eight documents in the Multicultural Competency-Based Vocational/Technical Curricula Series. It is intended for use in postsecondary, adult, and preservice teacher and administrator education. The first two sections provide Thai equivalencies of English…

  14. Competency-Based Training and Worker Turnover in Community Supports for People with IDD: Results from a Group Randomized Controlled Study

    Science.gov (United States)

    Bogenschutz, Matthew; Nord, Derek; Hewitt, Amy

    2015-01-01

    Turnover among direct support professionals (DSPs) in community support settings for individuals with intellectual and developmental disabilities (IDD) has been regarded as a challenge since tracking of this workforce began in the 1980s. This study utilized a group randomized controlled design to test the effects of a competency-based training…

  15. Training Higher Education Teachers for Instructional Design of Competency-based Education: Product-oriented versus Process-oriented Worked Examples

    NARCIS (Netherlands)

    Hoogveld, Bert; Paas, Fred; Jochems, Wim

    2007-01-01

    Teachers involved in the development of competency-based higher education (CBE) are expected to fulfil a new role of instructional designer. As a consequence, they are confronted with the problem to translate abstract new curriculum principles into concrete learning tasks. Recent studies have shown

  16. Automotive Mechanics Technical Terms. English-Thai Lexicon. Introduction to Automotive Mechanics. Thai Version. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

    Science.gov (United States)

    Shin, Masako T.

    This English-Thai lexicon and program introduction for automotive mechanics is one of eight documents in the Multicultural Competency-Based Vocational/Technical Curricula Series. It is intended for use in postsecondary, adult, and preservice teacher and administrator education. The first two sections provide Thai equivalencies of English…

  17. How to investigate the information processing strategies of students in competence-based pre-vocational secondary education: selection of the right instrument

    NARCIS (Netherlands)

    Koopman, M.; Teune, P.J.; Beijaard, D.

    2012-01-01

    In the Netherlands, many Pre-Vocational Secondary Education schools are implementing elements of competence-based education. These learning environments are expected to elicit the use of deep information processing strategies and to positively influence learning outcomes. While questionnaires are

  18. The Intersection of Afterschool and Competency-Based Learning: Emerging Trends, Policy Considerations, and Questions for the Future. AYPF White Paper

    Science.gov (United States)

    Lerner, Jennifer Brown; Tomasello, Jenna; Brand, Betsy; Knowles, George

    2016-01-01

    Afterschool and competency-based learning are increasingly emerging as student-centered, supportive learning models to prepare students for college and career. This white paper explores the intersection and relationship between these two fields, recommends ideal policy environments for implementing successful programs, provides real-world…

  19. Effects of a Competency-Based Professional Development Training on Children's Physical Activity and Staff Physical Activity Promotion in Summer Day Camps

    Science.gov (United States)

    Weaver, R. Glenn; Beets, Michael W.; Turner-McGrievy, Gabrielle; Webster, Collin A.; Moore, Justin

    2014-01-01

    The YMCA of the USA serves more than nine million youth in its summer day camping programs nationwide. In spring 2011, the YMCA of Columbia, SC, with support from the University of South Carolina, adopted a competency-based staff-level training approach in an attempt to align staff behaviors with the YMCA of the USA new physical activity standards…

  20. The relation between information processing strategies and the development of the body of knowledge of students in competence-based pre-vocational secondary education

    NARCIS (Netherlands)

    Koopman, M.; Teune, P.J.; Jochems, W.M.G.

    2007-01-01

    The preference of students in competence-based Pre-Vocational Secondary Education (PVSE) for information processing strategies and the development of their body of knowledge were measured in a study that was carried out with 31 participants. The students’ information processing strategies were

  1. Leading and Managing the Competence-Based Curriculum: Conscripts, Volunteers and Champions at Work within the Departmentalised Environment of the Secondary School

    Science.gov (United States)

    Downey, Christopher; Byrne, Jenny; Souza, Ana

    2013-01-01

    This article presents a sub-set of findings from a research project describing the experience of four case study schools which have implemented a competence-based curriculum (CBC) for students in their first year of secondary education. Secondary schools are highly departmentalised environments with organisational structures based primarily around…

  2. How to investigate the goal orientations of students in competence-based pre-vocational secondary education: choosing the right instrument.

    NARCIS (Netherlands)

    Dr. M. Koopman; prof dr Douwe Beijaard; Dr P.J. Teune

    2008-01-01

    This study explores the psychometric properties of three instruments: a semi-structured interview, a questionnaire and a sorting task. The central question is which instrument is most suitable to investigate the goal orientations of students in competence-based Pre-Vocational Secondary Education.

  3. The Implementation of Medical Informatics in the National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM).

    Science.gov (United States)

    Behrends, Marianne; Steffens, Sandra; Marschollek, Michael

    2017-01-01

    The National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM) describes medical skills and attitudes without being ordered by subjects or organs. Thus, the NKLM enables systematic curriculum mapping and supports curricular transparency. In this paper we describe where learning objectives related to Medical Informatics (MI) in Hannover coincide with other subjects and where they are taught exclusively in MI. An instance of the web-based MERLIN-database was used for the mapping process. In total 52 learning objectives overlapping with 38 other subjects could be allocated to MI. No overlap exists for six learning objectives describing explicitly topics of information technology or data management for scientific research. Most of the overlap was found for learning objectives relating to documentation and aspects of data privacy. The identification of numerous shared learning objectives with other subjects does not mean that other subjects teach the same content as MI. Identifying common learning objectives rather opens up the possibility for teaching cooperations which could lead to an important exchange and hopefully an improvement in medical education. Mapping of a whole medical curriculum offers the opportunity to identify common ground between MI and other medical subjects. Furthermore, in regard to MI, the interaction with other medical subjects can strengthen its role in medical education.

  4. Towards Competence-based Practices in Vocational Education – What Will the Process Require from Teacher Education and Teacher Identities?

    Directory of Open Access Journals (Sweden)

    Säde-Pirkko Nissilä

    2015-06-01

    Full Text Available Competence-based education refers to the integration of knowledge, skills, attitudes and interactivity as the intended outcomes of learning. It makes use of lifelong learning and lifelike tasks in realistic settings and requires the cooperation of teachers. This research was prompted by the desire to explain why collegial cooperation often seems to be problematic in schools and universities. Are there certain social structures or behavioural patterns that influence the cooperative culture in teacher communities? The research material was collected in 2013 and 2014 in Oulu, Finland. The target groups were both newly qualified and experienced vocational teachers at all educational levels (N=30. The data collection methods were open questions in interviews and questionnaires. The research approach and analysis methods were qualitative. The theoretical background is in humanistic-cognitive and experiential learning as well as in dynamic epistemic conceptions. The findings show that the prevailing model in teacher communities is individualistic, discipline-divided and course-based, especially among older teachers. The obstacles refer to teachers’ self-image and a deeply rooted fear of criticism or revelation of incompetence. The promoters of cooperation were connected to the changing practices and desire of sharing with colleagues.

  5. COLLABORATE©: a universal competency-based paradigm for professional case management, part i: introduction, historical validation, and competency presentation.

    Science.gov (United States)

    Treiger, Teresa M; Fink-Samnick, Ellen

    2013-01-01

    The purpose of this first of a three-article series is to provide context and justification for a new paradigm of case management built upon a value-driven foundation that Applicable to all health care sectors where case management is practiced. In moving forward, the one fact that rings true is there will be constant change in our industry. As the health care terrain shifts and new influences continually surface, there will be consequences for case management practice. These impacts require nimble clinical professionals in possession of recognized and firmly established competencies. They must be agile to frame (and reframe) their professional practice to facilitate the best possible outcomes for their patients. Case managers can choose to be Gumby or Pokey. This is exactly why the definition of a competency-based case management model's time has come, one sufficiently fluid to fit into any setting of care. The practice of case management transcends the vast array of representative professional disciplines and educational levels. A majority of current models are driven by business priorities rather than by the competencies critical to successful practice and quality patient outcomes. This results in a fragmented professional case management identity. While there is inherent value in what each discipline brings to the table, this advanced model unifies behind case management's unique, strengths-based identity instead of continuing to align within traditional divisions (e.g., discipline, work setting, population served). This model fosters case management's expanding career advancement opportunities, including a reflective clinical ladder.

  6. Interdisciplinarity in translation teaching: competence-based education, translation task-based approach, context-based text typology

    Directory of Open Access Journals (Sweden)

    Edelweiss Vitol Gysel

    2017-05-01

    Full Text Available In the context of competence-based teaching, this paper draws upon the model of Translation Competence (TC put forward by the PACTE group (2003 to establish a dialogue between cognitive-constructivist paradigms for translation teaching and the model of the Context-based Text Typology (MATTHIESSEN et al., 2007. In this theoretical environment, it proposes a model for the design of a Teaching Unit (TU for the development of the bilingual competence in would-be-translators.To this end, it explores translation as a cognitive, communicative and textual activity (HURTADO ALBIR, 2011 and considers its teaching from the translation task-based approach (HURTADO ALBIR, 1999. This approach is illustrated through the practical example of the design of a TU elaborated for the subject ‘Introduction to Specialized Translation’,part of the curricular grid of the program ‘Secretariado Executivo’ at Universidade Federal de Santa Catarina. Aspects such as the establishment of learning objectives and their alignment with the translation tasks composing the TU are addressed for this specific pedagogical situation. We argue for the development of textual competences by means of the acquisition of strategies derived from the Context-based Text Typology to solve problems arising from the translation of different text types and contextual configurations.

  7. [Competence based medical education].

    Science.gov (United States)

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

    2007-01-01

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

  8. Creating visual explanations improves learning.

    Science.gov (United States)

    Bobek, Eliza; Tversky, Barbara

    2016-01-01

    Many topics in science are notoriously difficult for students to learn. Mechanisms and processes outside student experience present particular challenges. While instruction typically involves visualizations, students usually explain in words. Because visual explanations can show parts and processes of complex systems directly, creating them should have benefits beyond creating verbal explanations. We compared learning from creating visual or verbal explanations for two STEM domains, a mechanical system (bicycle pump) and a chemical system (bonding). Both kinds of explanations were analyzed for content and learning assess by a post-test. For the mechanical system, creating a visual explanation increased understanding particularly for participants of low spatial ability. For the chemical system, creating both visual and verbal explanations improved learning without new teaching. Creating a visual explanation was superior and benefitted participants of both high and low spatial ability. Visual explanations often included crucial yet invisible features. The greater effectiveness of visual explanations appears attributable to the checks they provide for completeness and coherence as well as to their roles as platforms for inference. The benefits should generalize to other domains like the social sciences, history, and archeology where important information can be visualized. Together, the findings provide support for the use of learner-generated visual explanations as a powerful learning tool.

  9. Creating an Implicit Measure of Cognition More Suited to Applied Research: A Test of the Mixed Trial-Implicit Relational Assessment Procedure (MT-IRAP)

    Science.gov (United States)

    Levin, Michael E.; Hayes, Steven C.; Waltz, Thomas

    2010-01-01

    The Implicit Relational Assessment Procedure (IRAP) is a promising tool for measuring implicit cognitions in applied research. However, the need for training and block effects can limit its capacity to assess effects with individual stimuli and participants, both of which are important for applied research. We developed a modified IRAP, the Mixed…

  10. Create Your Plate

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  14. Beyond the Continent: Creating an Independent Scientific Assessment Process for the Hawai`i and U.S. Affiliated Pacific Islands Region

    Science.gov (United States)

    Grecni, Z. N.; Keener, V. W.

    2017-12-01

    An external evaluation found that the inclusion of users of climate information and diverse regional experts in developing the 2012 Pacific Islands Regional Climate Assessment was a key factor in the report's perceived credibility and usefulness (Moser 2013). The 2012 assessment is seen as a foundational summary for Hawai`i and the U.S.-Affiliated Pacific Islands and is still used in vulnerability assessments and to support decisions by public- and private-sector actors. Recently, lessons learned from the 2012 assessment process were applied in engaging technical experts and potential future users in developing a chapter for the U.S. National Climate Assessment, as a regional update that builds on previous assessment activities. In the absence of downscaled climate projection scenarios and products available to the contiguous U.S., the Pacific Islands chapter continued to draw on projections from regional climate models and extensive user engagement. Through surveys, webinars, technical sectoral workshops, and peer review networks, the regional author team received input from a range of stakeholders. In particular, engagement aimed to identify key risks in sectors of importance to the Hawai`i and U.S.-Affiliated Pacific Islands region and cases in which stakeholder groups are already implementing measures toward resilience and adaptation. Data collection began during the chapter development process and will continue at the release of the 4th National Climate Assessment in 2018, with the aim of evaluating how stakeholder engagement affects the assessment's usefulness in assisting island communities to understand risks and vulnerabilities and review potential adaptation strategies.

  15. The contested space: The impact of competency-based education and accreditation on dietetic practice in Australia.

    Science.gov (United States)

    Ash, Susan; Palermo, Claire; Gallegos, Danielle

    2018-05-06

    Competency-based Education (CBE) has underpinned the education of dietitians in Australia since the first Competency Standards (CS) were published; however, little is known about how CBE has influenced dietetic practice. The aim of this paper is to explore how a CBE framework and the CS have influenced dietetic practice in Australia since 1990. A qualitative investigation explored concepts of dietetic practice. Data analysed were original interviews previously undertaken with recent graduate dietitians during 1991 (n = 26), 1998 (n = 23) and 2007 (n = 19) and seven guided discussions with dietitians and employers (n = 28) conducted in 2014 to identify themes. The DAA Competency Standards and Accreditation Manuals/Standards since 1990 were also analysed to triangulate the interview data and to investigate how the CS were interpreted. Themes identified from interviews included: (i) communicating for better care, (ii) scientific enquiry for effective practice, (iii) critical thinking and evidence-based practice and (iv) professionalism, which remained core to dietetic practice over time, but leadership, advocacy, business management and entrepreneurial skills have emerged more strongly as the scope of practice has diversified. The landscape in which dietitians' practice showed increasing complexity and clear boundaries separating professional roles were disappearing. The 2015 CS and the 2017 Accreditation Standards highlighted that competency remains a shifting construct and that professional behaviours change depending on economic and political reasons in the play of power. Accreditation policy and current standards have successfully maintained a standard of dietetic practice across a diverse country but have the potential to constrain innovation. © 2018 Dietitians Association of Australia.

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

    Science.gov (United States)

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

    2017-04-01

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

  17. Creating more effective graphs

    CERN Document Server

    Robbins, Naomi B

    2012-01-01

    A succinct and highly readable guide to creating effective graphs The right graph can be a powerful tool for communicating information, improving a presentation, or conveying your point in print. If your professional endeavors call for you to present data graphically, here's a book that can help you do it more effectively. Creating More Effective Graphs gives you the basic knowledge and techniques required to choose and create appropriate graphs for a broad range of applications. Using real-world examples everyone can relate to, the author draws on her years of experience in gr

  18. Applying GRADE-CERQual to qualitative evidence synthesis findings-paper 2: how to make an overall CERQual assessment of confidence and create a Summary of Qualitative Findings table.

    Science.gov (United States)

    Lewin, Simon; Bohren, Meghan; Rashidian, Arash; Munthe-Kaas, Heather; Glenton, Claire; Colvin, Christopher J; Garside, Ruth; Noyes, Jane; Booth, Andrew; Tunçalp, Özge; Wainwright, Megan; Flottorp, Signe; Tucker, Joseph D; Carlsen, Benedicte

    2018-01-25

    The GRADE-CERQual (Confidence in Evidence from Reviews of Qualitative research) approach has been developed by the GRADE (Grading of Recommendations Assessment, Development and Evaluation) Working Group. The approach has been developed to support the use of findings from qualitative evidence syntheses in decision making, including guideline development and policy formulation. CERQual includes four components for assessing how much confidence to place in findings from reviews of qualitative research (also referred to as qualitative evidence syntheses): (1) methodological limitations, (2) coherence, (3) adequacy of data and (4) relevance. This paper is part of a series providing guidance on how to apply CERQual and focuses on making an overall assessment of confidence in a review finding and creating a CERQual Evidence Profile and a CERQual Summary of Qualitative Findings table. We developed this guidance by examining the methods used by other GRADE approaches, gathering feedback from relevant research communities and developing consensus through project group meetings. We then piloted the guidance on several qualitative evidence syntheses before agreeing on the approach. Confidence in the evidence is an assessment of the extent to which a review finding is a reasonable representation of the phenomenon of interest. Creating a summary of each review finding and deciding whether or not CERQual should be used are important steps prior to assessing confidence. Confidence should be assessed for each review finding individually, based on the judgements made for each of the four CERQual components. Four levels are used to describe the overall assessment of confidence: high, moderate, low or very low. The overall CERQual assessment for each review finding should be explained in a CERQual Evidence Profile and Summary of Qualitative Findings table. Structuring and summarising review findings, assessing confidence in those findings using CERQual and creating a CERQual Evidence

  19. Create Your Plate

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  1. Create Your Plate

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  7. Create Your Plate

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    Full Text Available ... Meals Diabetes Meal Plans Create Your Plate Gluten Free Diets Meal Planning for Vegetarian Diets Cook with ... Your Plate Meal Planning for Vegetarian Diets Gluten Free Diets Holiday Meal Planning Cook with Heart-Healthy ...

  8. Create Your Plate

    Medline Plus

    Full Text Available ... Your Plate Gluten Free Diets Meal Planning for Vegetarian Diets Cook with Heart-Healthy Foods Holiday Meal ... Healthy Diet Create Your Plate Meal Planning for Vegetarian Diets Gluten Free Diets Holiday Meal Planning Cook ...

  9. Creating a Next-Generation System of K-12 English Learner Language Proficiency Assessments. Research Report. ETS RR-16-06

    Science.gov (United States)

    Hauck, Maurice Cogan; Wolf, Mikyung Kim; Mislevy, Robert

    2016-01-01

    This paper is the first in a series from Educational Testing Service (ETS) concerning English language proficiency (ELP) assessments for K-12 English learners (ELs). The goal of this paper, and the series, is to present research-based ideas, principles, and recommendations for consideration by those who are conceptualizing, developing, and…

  10. Memory between old and new media. Rethinking storytelling as a performative practice to process, assess and create awareness of change in the world of secondary orality

    Directory of Open Access Journals (Sweden)

    Elena LAMBERTI

    2012-01-01

    Full Text Available Storytelling is old, but in our digital age its means are new. When an event of huge cultural significance occurs (such as the sinking of the Costa Concordia, the “Occupy Wall Street” Protest, or the coming of Boat-People to Europe stories ricochet from TV to Internet, from cell phone to text message with a speed and proliferation unknown even a decade ago. We need new and effective ways to understand the making of cultural processes in a multi-media environment in order to learn and develop strategies to make sense of cultural shifts in a reduced and very limited span of time. My essay draws on research in both Memory Studies, Literary Studies and Media Ecology to open up the study of storytelling to old and new media psycho-dynamics so to start to develop a methodology of investigation that will facilitate a deeper understanding of the role of multimedia storytelling in the ways in which both individuals and groups cognitively and emotionally navigate profound cultural shift, as well as in the ways in which they create and preserve their memories through time and technological change.

  11. The C.R.E.A.T.E. Approach to Primary Literature Shifts Undergraduates’ Self-Assessed Ability to Read and Analyze Journal Articles, Attitudes about Science, and Epistemological Beliefs

    Science.gov (United States)

    Hoskins, Sally G.; Lopatto, David; Stevens, Leslie M.

    2011-01-01

    The C.R.E.A.T.E. (Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment) method uses intensive analysis of primary literature in the undergraduate classroom to demystify and humanize science. We have reported previously that the method improves students’ critical thinking and content integration abilities, while at the same time enhancing their self-reported understanding of “who does science, and why.” We report here the results of an assessment that addressed C.R.E.A.T.E. students’ attitudes about the nature of science, beliefs about learning, and confidence in their ability to read, analyze, and explain research articles. Using a Likert-style survey administered pre- and postcourse, we found significant changes in students’ confidence in their ability to read and analyze primary literature, self-assessed understanding of the nature of science, and epistemological beliefs (e.g., their sense of whether knowledge is certain and scientific talent innate). Thus, within a single semester, the inexpensive C.R.E.A.T.E. method can shift not just students’ analytical abilities and understanding of scientists as people, but can also positively affect students’ confidence with analysis of primary literature, their insight into the processes of science, and their beliefs about learning. PMID:22135371

  12. Creating a Social World

    Science.gov (United States)

    Kendler, Kenneth S.; Jacobson, Kristen C.; Gardner, Charles O.; Gillespie, Nathan; Aggen, Steven A.; Prescott, Carol A.

    2014-01-01

    Context Peer-group deviance is strongly associated with externalizing behaviors. We have limited knowledge of the sources of individual differences in peer-group deviance. Objective To clarify genetic and environmental contributions to peer-group deviance in twins from mid-childhood through early adulthood. Design Retrospective assessments using a life-history calendar. Analysis by biometric growth curves. Setting General community. Participants Members of male-male pairs from the population-based Virginia Twin Registry personally interviewed in 1998–2004 (n=1802). Main Outcome Measure Self-reported peer-group deviance at ages 8 to 11, 12 to 14, 15 to 17, 18 to 21, and 22 to 25 years. Results Mean and variance of peer-group deviance increased substantially with age. Genetic effects on peer-group deviance showed a strong and steady increase over time. Family environment generally declined in importance over time. Individual-specific environmental influences on peer-group deviance levels were stable in the first 3 age periods and then increased as most twins left home. When standardized, the heritability of peer-group deviance is approximately 30% at ages 8 to 11 years and rises to approximately 50% across the last 3 time periods. Both genes and shared environment contributed to individual differences in the developmental trajectory of peer-group deviance. However, while the correlation between childhood peer-group deviance levels and the subsequent slope of peer-group deviance over time resulting from genetic factors was positive, the same relationship resulting from shared environmental factors was negative. Conclusions As male twins mature and create their own social worlds, genetic factors play an increasingly important role in their choice of peers, while shared environment becomes less influential. The individual specific environment increases in importance when individuals leave home. Individuals who have deviant peers in childhood, as a result of genetic vs

  13. Creating organizational cultures

    DEFF Research Database (Denmark)

    Mouton, Nicolaas T.O.; Just, Sine Nørholm; Gabrielsen, Jonas

    2012-01-01

    Purpose – The purpose of this paper is to re-conceptualize the relations between rhetorical strategies and material practices in the processes whereby leaders create or change organizational cultures. Design/methodology/approach – The authors compare and contrast two broad perspectives on cultural...... insights. The authors propose an integrated perspective in which material practices and rhetorical strategies are seen as two analytical sides of the same ontological coin. This enables a fuller and more detailed explanation of how organizational cultures are created or changed. A brief illustration...

  14. Creating Web Pages Simplified

    CERN Document Server

    Wooldridge, Mike

    2011-01-01

    The easiest way to learn how to create a Web page for your family or organization Do you want to share photos and family lore with relatives far away? Have you been put in charge of communication for your neighborhood group or nonprofit organization? A Web page is the way to get the word out, and Creating Web Pages Simplified offers an easy, visual way to learn how to build one. Full-color illustrations and concise instructions take you through all phases of Web publishing, from laying out and formatting text to enlivening pages with graphics and animation. This easy-to-follow visual guide sho

  15. Don’t Use a Hammer When You Need a Screwdriver: How to Use the Right Tools to Create Assessment That Matters

    Directory of Open Access Journals (Sweden)

    Dominique Turnbow

    2016-12-01

    Full Text Available Instruction librarians want clear data showing the effectiveness of our workshops as a way of demonstrating our value in education. This article uses instructional design approaches to show how to make specific changes when writing and measuring our learning outcomes to capture what we are doing in our sessions. Unlike classes that develop over the course of several months, we are faced with unique challenges when conducting one-shot instruction sessions. By focusing our attention on student satisfaction and learning, we see ways to improve those sessions for everyone involved. In this essay, we provide examples and discuss how to write effective learning outcomes to answer specific questions about learner satisfaction and what the participants learned. In addition, we suggest ways to reform the evaluation and assessment questions that we use to reinforce our lessons. These methods can be used in both online and face-to-face environments.

  16. Creating a Cadre of Fellowship-Trained Medical Educators, Part II: A Formal Needs Assessment to Structure Postgraduate Fellowships in Medical Education Scholarship and Leadership.

    Science.gov (United States)

    Jordan, Jaime; Yarris, Lalena M; Santen, Sally A; Guth, Todd A; Rougas, Steven; Runde, Daniel P; Coates, Wendy C

    2017-08-01

    Education leaders at the 2012 Academic Emergency Medicine Consensus Conference on education research proposed that dedicated postgraduate education scholarship fellowships (ESFs) might provide an effective model for developing future faculty as scholars. A formal needs assessment was performed to understand the training gap and inform the development of ESFs. A mixed-methods needs assessment was conducted of four emergency medicine national stakeholder groups in 2013: department chairs; faculty education/research leaders; existing education fellowship directors; and current education fellows/graduates. Descriptive statistics were reported for quantitative data. Qualitative data from semistructured interviews and free-text responses were analyzed using a thematic approach. Participants were 11/15 (73%) education fellowship directors, 13/20 (65%) fellows/graduates, 106/239 (44%) faculty education/research leaders, and a convenience sample of 26 department chairs. Department chairs expected new education faculty to design didactics (85%) and teach clinically (96%). Faculty education/research leaders thought new faculty were inadequately prepared for job tasks (83.7%) and that ESFs would improve the overall quality of education research (91.1%). Fellowship directors noted that ESFs provide skills, mentorship, and protected time for graduates to become productive academicians. Current fellows/graduates reported pursing an ESF to develop skills in teaching and research methodology. Stakeholder groups uniformly perceived a need for training in education theory, clinical teaching, and education research. These findings support dedicated, deliberate training in these areas. Establishment of a structure for scholarly pursuits prior to assuming a full-time position will effectively prepare new faculty. These findings may inform the development, implementation, and curricula of ESFs.

  17. Create Your Plate

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    Full Text Available ... meal-planning, . In this section Food Planning Meals Diabetes Meal Plans and a Healthy Diet Create Your Plate Meal Planning for Vegetarian Diets Gluten Free Diets Holiday Meal Planning Cook with Heart-Healthy Foods donate en -- A Future Without Diabetes - a-future-without-diabetes-2.html A Future ...

  18. Creating Customer Delight.

    Science.gov (United States)

    Black, Jim

    1995-01-01

    This article proposes that college admissions officers interested in improving service should focus on creating customer delight rather than simply satisfaction, studying the system when things go wrong rather than placing blame, establishing employee well-being as the highest priority of the organization, providing necessary tools and training…

  19. Create Your Plate

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    Full Text Available ... tool is not to scale because of the differences in types of vegetables. When creating your plate ... function (data) { $('#survey-errors').remove(); $('.survey-form .form-group .survey-alert-wrap').remove(); if (data.submitSurveyResponse.success == ' ...

  20. Creating Pupils' Internet Magazine

    Science.gov (United States)

    Bognar, Branko; Šimic, Vesna

    2014-01-01

    This article presents an action research, which aimed to improve pupils' literary creativity and enable them to use computers connected to the internet. The study was conducted in a small district village school in Croatia. Creating a pupils' internet magazine appeared to be an excellent way for achieving the educational aims of almost all…

  1. Creating a Classroom Makerspace

    Science.gov (United States)

    Rivas, Luz

    2014-01-01

    What is a makerspace? Makerspaces are community-operated physical spaces where people (makers) create do-it-yourself projects together. These membership spaces serve as community labs where people learn together and collaborate on projects. Makerspaces often have tools and equipment like 3-D printers, laser cutters, and soldering irons.…

  2. Create Your Plate

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    Full Text Available ... 1 Type 2 About Us Online Community Meal Planning Sign In Search: Search More Sites Search ≡ Are ... Fitness Home Food MyFoodAdvisor Recipes Association Cookbook Recipes Planning Meals Diabetes Meal Plans Create Your Plate Gluten ...

  3. Creating White Australia

    DEFF Research Database (Denmark)

    McLisky, Claire Louise; Carey, Jane

    Vedtagelsen af White Australien som regeringens politik i 1901 viser, at hvidheden var afgørende for den måde, hvorpå den nye nation i Australien blev konstitueret. Og alligevel har historikere i vid udstrækning overset hvidhed i deres studier af Australiens race fortid. 'Creating White Australia...

  4. Creating Innovative Opportunities

    DEFF Research Database (Denmark)

    Ljungberg, Daniel; McKelvey, Maureen; Lassen, Astrid Heidemann

    2012-01-01

    This paper develops lessons about how and why the founders and ventures involved in knowledge intensive entrepreneurship (KIE) manage the process of venture creation. The meta-analysis of the 86 case studies is based upon as conceptual model (from a systemic literature review), linked to illustra...... of knowledge networks to create innovative opportunities....

  5. Create Your State

    Science.gov (United States)

    Dunham, Kris; Melvin, Samantha

    2011-01-01

    Students are often encouraged to work together with their classmates, sometimes with other classes, occasionally with kids at other schools, but rarely with kids across the country. In this article the authors describe the Create Your State project, a collaborative nationwide project inspired by the Texas Chair Project wherein the artist, Damien…

  6. Creating a Third Culture

    Science.gov (United States)

    Weisbuch, Robert A.

    2008-01-01

    In this article, the author laments higher education's lack of concern towards the development of teaching in the public schools over the last half of the 20th century. Most of academe's work on the topic of teacher training has been done at the branches of state universities that needed to make money and create a niche. The author observes that…

  7. Assessment of thermal effects in a model of the human head implanted with a wireless active microvalve for the treatment of glaucoma creating a filtering bleb

    Science.gov (United States)

    Schaumburg, F.; Guarnieri, F. A.

    2017-05-01

    A 3D anatomical computational model is developed to assess thermal effects due to exposure to the electromagnetic field required to power a new investigational active implantable microvalve for the treatment of glaucoma. Such a device, located in the temporal superior eye quadrant, produces a filtering bleb, which is included in the geometry of the model, together with the relevant ocular structures. The electromagnetic field source—a planar coil—as well as the microvalve antenna and casing are also included. Exposure to the electromagnetic field source of an implanted and a non-implanted subject are simulated by solving a magnetic potential formulation, using the finite element method. The maximum SAR10 is reached in the eyebrow and remains within the limits suggested by the IEEE and ICNIRP standards. The anterior chamber, filtering bleb, iris and ciliary body are the ocular structures where more absorption occurs. The temperature rise distribution is also obtained by solving the bioheat equation with the finite element method. The numerical results are compared with the in vivo measurements obtained from four rabbits implanted with the microvalve and exposed to the electromagnetic field source.

  8. Concept and benefits of the Inverted Classroom method for a competency-based biochemistry course in the pre-clinical stage of a human medicine course of studies.

    Science.gov (United States)

    Kühl, Susanne J; Toberer, Matthias; Keis, Oliver; Tolks, Daniel; Fischer, Martin R; Kühl, Michael

    2017-01-01

    Background: Medical students often have a problem recognising the relevance of basic science subjects for their later professional work in the pre-clinical stage of their studies. This can lead to a lower motivation to learn biochemical content and dissatisfaction in the courses amongst the students. Alternative teaching methods such as the Inverted Classroom (IC) method can address this deficiency. The goal of this study was: to analyse the motivation and satisfaction of the students in a biochemistry seminar through the use of the e-learning-based IC method, to investigate the acceptance against the IC teaching method in biochemistry, and to compare the learning success achieved using the IC approach with that of a traditional course. We also investigated how a biochemistry course in the pre-clinical stage of a human medicine course of studies can be successfully organised according to the IC method. Furthermore, we examined the benefits of the IC method over conventional teaching formats. Method: The IC method was implemented in accordance with the guidelines of the GMA committee "New Media" [30] in a biochemistry seminar for two student IC intervention groups with 42 students. A part of the factual knowledge from the on-site phase in the form of teaching videos together with self-learning control tasks were provided online before the seminar for both IC intervention groups. Exporting content to the self-learning phase creates new free time in the on-site phase, during which the content can be critically considered and processed and additional competency-based learning objectives can be taught. Identical biochemistry teaching content was taught in parallel control groups (14 student groups with n=299 students), but no material was handed out beforehand for a self-learning phase. These students only received the materials after the on-site phase. Motivation and satisfaction as well as the acceptance for the teaching methods were recorded by questionnaires, the

  9. Concept and benefits of the Inverted Classroom method for a competency-based biochemistry course in the pre-clinical stage of a human medicine course of studies

    Directory of Open Access Journals (Sweden)

    Kühl, Susanne J.

    2017-08-01

    Full Text Available Background: Medical students often have a problem recognising the relevance of basic science subjects for their later professional work in the pre-clinical stage of their studies. This can lead to a lower motivation to learn biochemical content and dissatisfaction in the courses amongst the students. Alternative teaching methods such as the Inverted Classroom (IC method can address this deficiency. The goal of this study was: We also investigated how a biochemistry course in the pre-clinical stage of a human medicine course of studies can be successfully organised according to the IC method. Furthermore, we examined the benefits of the IC method over conventional teaching formats. Method: The IC method was implemented in accordance with the guidelines of the GMA committee “New Media” in a biochemistry seminar for two student IC intervention groups with 42 students. A part of the factual knowledge from the on-site phase in the form of teaching videos together with self-learning control tasks were provided online before the seminar for both IC intervention groups. Exporting content to the self-learning phase creates new free time in the on-site phase, during which the content can be critically considered and processed and additional competency-based learning objectives can be taught. Identical biochemistry teaching content was taught in parallel control groups (14 student groups with n=299 students, but no material was handed out beforehand for a self-learning phase. These students only received the materials after the on-site phase. Motivation and satisfaction as well as the acceptance for the teaching methods were recorded by questionnaires, the acquisition of knowledge by MC exams.Results: On a Likert scale from 1 (strongly disagree to 6 (strongly agree, the students in the IC intervention groups could be seen to be much more motivated (5.53 than students in the control group (4.01. Students in the IC intervention groups also recognised the

  10. Rapid Evidence Assessment of the Literature (REAL(©)): streamlining the systematic review process and creating utility for evidence-based health care.

    Science.gov (United States)

    Crawford, Cindy; Boyd, Courtney; Jain, Shamini; Khorsan, Raheleh; Jonas, Wayne

    2015-11-02

    Systematic reviews (SRs) are widely recognized as the best means of synthesizing clinical research. However, traditional approaches can be costly and time-consuming and can be subject to selection and judgment bias. It can also be difficult to interpret the results of a SR in a meaningful way in order to make research recommendations, clinical or policy decisions, or practice guidelines. Samueli Institute has developed the Rapid Evidence Assessment of the Literature (REAL) SR process to address these issues. REAL provides up-to-date, rigorous, high quality SR information on health care practices, products, or programs in a streamlined, efficient and reliable manner. This process is a component of the Scientific Evaluation and Review of Claims in Health Care (SEaRCH™) program developed by Samueli Institute, which aims at answering the question of "What works?" in health care. The REAL process (1) tailors a standardized search strategy to a specific and relevant research question developed with various stakeholders to survey the available literature; (2) evaluates the quantity and quality of the literature using structured tools and rulebooks to ensure objectivity, reliability and reproducibility of reviewer ratings in an independent fashion and; (3) obtains formalized, balanced input from trained subject matter experts on the implications of the evidence for future research and current practice. Online tools and quality assurance processes are utilized for each step of the review to ensure a rapid, rigorous, reliable, transparent and reproducible SR process. The REAL is a rapid SR process developed to streamline and aid in the rigorous and reliable evaluation and review of claims in health care in order to make evidence-based, informed decisions, and has been used by a variety of organizations aiming to gain insight into "what works" in health care. Using the REAL system allows for the facilitation of recommendations on appropriate next steps in policy, funding

  11. Level of implementation of best practice policies for creating healthy food environments: assessment by state and non-state actors in Thailand.

    Science.gov (United States)

    Phulkerd, Sirinya; Vandevijvere, Stefanie; Lawrence, Mark; Tangcharoensathien, Viroj; Sacks, Gary

    2017-02-01

    To determine and compare the level of implementation of policies for healthy food environments in Thailand with reference to international best practice by state and non-state actors. Data on the current level of implementation of food environment policies were assessed independently using the adapted Healthy Food Environment Policy Index (Food-EPI) by two groups of actors. Concrete actions were proposed for Thai Government. A joint meeting between both groups was subsequently held to reach consensus on priority actions. Thailand. Thirty state actors and twenty-seven non-state actors. Level of policy implementation varied across different domains and actor groups. State actors rated implementation levels higher than non-state actors. Both state and non-state actors rated level of implementation of monitoring of BMI highest. Level of implementation of policies promoting in-store availability of healthy foods and policies increasing tax on unhealthy foods were rated lowest by state and non-state actors, respectively. Both groups reached consensus on eleven priority actions for implementation, focusing on food provision in public-sector settings, food composition, food promotion, leadership, monitoring and intelligence, and food trade. Although the implementation gaps identified and priority actions proposed varied between state and non-state actors, both groups achieved consensus on a comprehensive food policy package to be implemented by the Thai Government to improve the healthiness of food environments. This consensus is a platform for continued policy dialogue towards cross-sectoral policy coherence and effective actions to address the growing burden of non-communicable diseases and obesity in Thailand.

  12. Creating resilient SMEs

    DEFF Research Database (Denmark)

    Dahlberg, Rasmus; Guay, Fanny

    2015-01-01

    According to the EU, during the past five years, small and medium enterprises (SMEs) have created 85% of new jobs and two-thirds of private sector employment in the region. SMEs are considered the backbone of the economy in Europe and represent more than 95% of enterprises in USA and Australia....... They are considered more vulnerable to disasters because of their size. This paper argues, on the contrary, that SMEs also can be less vulnerable to sudden change than large corporations, drawing upon the ideas of Hayek and Taleb, and that networks of SMEs may contribute to the overall resilience of society...... if certain criteria are met. With this in mind, this paper will be examining how to create resilient SMEs. A well-known concept in the field is business continuity management. BCM is defined as “a holistic management process that identifies potential threats to an organization and the impacts to business...

  13. Creating flat design websites

    CERN Document Server

    Pratas, Antonio

    2014-01-01

    This book contains practical, step-by-step tutorials along with plenty of explanation about designing your flat website. Each section is introduced sequentially, building up your web design skills and completing your website.Creating Flat Design Websites is ideal for you if you are starting on your web development journey, but this book will also benefit seasoned developers wanting to start developing in flat.

  14. Creating a practice website.

    Science.gov (United States)

    Downes, P K

    2007-05-26

    A website is a window to the outside world. For a dental practice, it may be the first point of contact for a prospective new patient and will therefore provide them with their 'first impression'; this may be days or weeks before actually visiting the practice. This section considers the different ways of creating a dental practice website and lists some of the main dental website design companies. It also describes what factors make a successful website and offers advice on how to ensure that it complies with current regulations and recommendations.

  15. Competency-Based Training and Worker Turnover in Community Supports for People With IDD: Results From a Group Randomized Controlled Study.

    Science.gov (United States)

    Bogenschutz, Matthew; Nord, Derek; Hewitt, Amy

    2015-06-01

    Turnover among direct support professionals (DSPs) in community support settings for individuals with intellectual and developmental disabilities (IDD) has been regarded as a challenge since tracking of this workforce began in the 1980s. This study utilized a group randomized controlled design to test the effects of a competency-based training intervention for DSPs on site-level turnover rates over a one year period. Results suggested that, compared with the control group, sites receiving the training intervention experienced a significant decrease in annual turnover, when multiple factors were controlled. Implications, including the importance of considering quality training as a long term organizational investment and intervention to reduce turnover, are discussed.

  16. "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

  17. Creating corporate advantage.

    Science.gov (United States)

    Collis, D J; Montgomery, C A

    1998-01-01

    What differentiates truly great corporate strategies from the merely adequate? How can executives at the corporate level create tangible advantage for their businesses that makes the whole more than the sum of the parts? This article presents a comprehensive framework for value creation in the multibusiness company. It addresses the most fundamental questions of corporate strategy: What businesses should a company be in? How should it coordinate activities across businesses? What role should the corporate office play? How should the corporation measure and control performance? Through detailed case studies of Tyco International, Sharp, the Newell Company, and Saatchi and Saatchi, the authors demonstrate that the answers to all those questions are driven largely by the nature of a company's special resources--its assets, skills, and capabilities. These range along a continuum from the highly specialized at one end to the very general at the other. A corporation's location on the continuum constrains the set of businesses it should compete in and limits its choices about the design of its organization. Applying the framework, the authors point out the common mistakes that result from misaligned corporate strategies. Companies mistakenly enter businesses based on similarities in products rather than the resources that contribute to competitive advantage in each business. Instead of tailoring organizational structures and systems to the needs of a particular strategy, they create plain-vanilla corporate offices and infrastructures. The company examples demonstrate that one size does not fit all. One can find great corporate strategies all along the continuum.

  18. Creating sustainable performance.

    Science.gov (United States)

    Spreitzer, Gretchen; Porath, Christine

    2012-01-01

    What makes for sustainable individual and organizational performance? Employees who are thriving-not just satisfied and productive but also engaged in creating the future. The authors found that people who fit this description demonstrated 16% better overall performance, 125% less burnout, 32% more commitment to the organization, and 46% more job satisfaction than their peers. Thriving has two components: vitality, or the sense of being alive and excited, and learning, or the growth that comes from gaining knowledge and skills. Some people naturally build vitality and learning into their jobs, but most employees are influenced by their environment. Four mechanisms, none of which requires heroic effort or major resources, create the conditions for thriving: providing decision-making discretion, sharing information about the organization and its strategy, minimizing incivility, and offering performance feedback. Organizations such as Alaska Airlines, Zingerman's, Quicken Loans, and Caiman Consulting have found that helping people grow and remain energized at work is valiant on its own merits-but it can also boost performance in a sustainable way.

  19. Create Your Plate

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    Full Text Available ... Meal Planning What Can I Eat? Making Healthy Food Choices Diabetes Superfoods Non-starchy Vegetables Grains and Starchy ... Activity Weight Loss Assess Your Lifestyle Getting Started Food Choices In My Community Home Find Your Local Office ...

  20. Create Your Plate

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    Full Text Available ... Type 1 Diabetes Get Started Safely Get And Stay Fit Types of Activity Weight Loss Assess Your Lifestyle Getting Started Food Choices In My Community Home Find Your Local Office Find your local diabetes ...

  1. Create Your Plate

    Medline Plus

    Full Text Available ... Rights Employment Discrimination Health Care Professionals Law Enforcement Driver's License For Lawyers Food & Fitness Home Food MyFoodAdvisor ... Fit Types of Activity Weight Loss Assess Your Lifestyle Getting Started Food Choices In My Community Home ...

  2. Create Your Plate

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    Full Text Available ... Fit Types of Activity Weight Loss Assess Your Lifestyle Getting Started Food Choices In My Community Home Find Your Local Office Find your local diabetes education program Calendar of Events Wellness Lives Here ...

  3. Creating With Carbon

    Science.gov (United States)

    2003-01-01

    A subsidiary of SI Diamond Technology, Inc., Applied Nanotech, of Austin, Texas, is creating a buzz among various technology firms and venture capital groups interested in the company s progressive research on carbon-related field emission devices, including carbon nanotubes, filaments of pure carbon less than one ten-thousandth the width of human hair. Since their discovery in 1991, carbon nanotubes have gained considerable attention due to their unique physical properties. For example, a single perfect carbon nanotube can range from 10 to 100 times stronger than steel, per unit weight. Recent studies also indicate that the nanotubes may be the best heat-conducting material in existence. These properties, combined with the ease of growing thin films or nanotubes by a variety of deposition techniques, make the carbon-based material one of the most desirable for cold field emission cathodes.

  4. Creating the living brand.

    Science.gov (United States)

    Bendapudi, Neeli; Bendapudi, Venkat

    2005-05-01

    It's easy to conclude from the literature and the lore that top-notch customer service is the province of a few luxury companies and that any retailer outside that rarefied atmosphere is condemned to offer mediocre service at best. But even companies that position themselves for the mass market can provide outstanding customer-employee interactions and profit from them, if they train employees to reflect the brand's core values. The authors studied the convenience store industry in depth and focused on two that have developed a devoted following: QuikTrip (QT) and Wawa. Turnover rates at QT and Wawa are 14% and 22% respectively, much lower than the typical rate in retail. The authors found six principles that both firms embrace to create a strong culture of customer service. Know what you're looking for: A focus on candidates' intrinsic traits allows the companies to hire people who will naturally bring the right qualities to the job. Make the most of talent: In mass-market retail, talent is generally viewed as a commodity, but that outlook becomes a self-fulfilling prophesy. Create pride in the brand: Service quality depends directly on employees' attachment to the brand. Build community: Wawa and QT have made concerted efforts to build customer loyalty through a sense of community. Share the business context: Employees need a clear understanding of how their company operates and how it defines success. Satisfy the soul: To win an employee's passionate engagement, a company must meet his or her needs for security, esteem, and justice.

  5. Status of Nuclear Science Education and the Needs for Competency Based Education at the Beginning of Nuclear Power Programme in Turkey

    International Nuclear Information System (INIS)

    Yücel, H.

    2016-01-01

    Full text: In Turkey, in recent years, public opinion is mostly positive towards the establishment of NPPs because electricity demand is ever-increasing with a growing population and developing economy. For peaceful nuclear energy use, Turkey ratified the NPT in 1979 and has had a safeguards agreement, and its Additional Protocol since 2001. However, Turkey has not accumulated the essential nuclear knowledge and experience until now. The present nuclear education and training programmes are not focused on nuclear safety and power technology. There is lack of competencies concerned with measuring and monitoring, instrumentation and control for a safe operation of a reactor, and other specific nuclear equipment and facilities on site. The urgent needs should be determined to commence a competency based education in which the younger generations will instill confidence to nuclear technology. In nuclear training and education programs, it should be given a priority to nuclear safety and security culture. This should be a key requirement for newcomers to nuclear technology. In this presentation, the present status of nuclear science education in Turkey is discussed briefly and the fundamental arguments are dealt to focus on competency based nuclear education. Within international community, Turkey can seek collaborations and can consider the new challenges to tackle with the present difficulties in nuclear education programmes as a newcomer country. (author

  6. Creating an outcomes framework.

    Science.gov (United States)

    Doerge, J B

    2000-01-01

    Four constructs used to build a framework for outcomes management for a large midwestern tertiary hospital are described in this article. A system framework outlining a model of clinical integration and population management based in Steven Shortell's work is discussed. This framework includes key definitions of high-risk patients, target groups, populations and community. Roles for each level of population management and how they were implemented in the health care system are described. A point of service framework centered on seven dimensions of care is the next construct applied on each nursing unit. The third construct outlines the framework for role development. Three roles for nursing were created to implement strategies for target groups that are strategic disease categories; two of those roles are described in depth. The philosophy of nursing practice is centered on caring and existential advocacy. The final construct is the modification of the Dartmouth model as a common framework for outcomes. System applications of the scorecard and lessons learned in the 2-year process of implementation are shared

  7. Creating a disability mythology.

    Science.gov (United States)

    Brown, S E

    1992-01-01

    People with disabilities have, for the most part, failed to identify with each other as a group. This has been detrimental because it has built a sense of isolation when a camaraderie based upon existing commonalities could have been developed. During the past ten to twenty years, there has been a great deal of discussion about appropriate language to use when discussing disability issues. This discussion has been a part of a larger debate concerning the existence of a disability culture. I believe that there is indeed a disability culture and I am a proponent of identifying and passing on stories which contribute to that culture. I have chosen to use mythology to convey this message and have begun with a focus on heroes - people who do something out of the ordinary. It is contended that almost all people with disabilities have performed heroic activities because of the pervasive discrimination encountered by each individual with a disability. Creating a disability mythology is an attempt to recognize and promote heroes within the disabled community and to advocate the importance of telling other people how positive change has occurred through instances of individual heroism.

  8. Creating Cross-disciplinary Courses.

    Science.gov (United States)

    Reynolds, Elaine R

    2012-01-01

    Because of its focus on the biological underpinnings of action and behavior, neuroscience intersects with many fields of human endeavor. Some of these cross-disciplinary intersections have been long standing, while others, such as neurotheology or neuroeconomics, are more recently formed fields. Many undergraduate institutions have sought to include cross-disciplinary courses in their curriculum because this style of pedagogy is often seen as applicable to real world problems. However, it can be difficult for faculty with specialized training within their discipline to expand beyond their own fields to offer cross-disciplinary courses. I have been creating a series of multi- or cross-disciplinary courses and have found some strategies that have helped me successfully teach these classes. I will discuss general strategies and tools in developing these types of courses including: 1) creating mixed experience classrooms of students and contributing faculty 2) finding the right tools that will allow you to teach to a mixed population without prerequisites 3) examining the topic using multiple disciplinary perspectives 4) feeding off student experience and interest 5) assessing the impact of these courses on student outcomes and your neuroscience program. This last tool in particular is important in establishing the validity of this type of teaching for neuroscience students and the general student population.

  9. Using a CAS Self-Study to Teach Assessment Practice

    Science.gov (United States)

    Bourke, Brian

    2017-01-01

    There are likely as many approaches to teaching assessment as there are people teaching assessment. Graduate courses on assessment can be structured with a singular focus, such as learning outcomes assessment, or along a competencies-based framework. Such frameworks include the Assessment Skills and Knowledge (ASK) Standards developed by College…

  10. Technical skills assessment toolbox: a review using the unitary framework of validity.

    Science.gov (United States)

    Ghaderi, Iman; Manji, Farouq; Park, Yoon Soo; Juul, Dorthea; Ott, Michael; Harris, Ilene; Farrell, Timothy M

    2015-02-01

    The purpose of this study was to create a technical skills assessment toolbox for 35 basic and advanced skills/procedures that comprise the American College of Surgeons (ACS)/Association of Program Directors in Surgery (APDS) surgical skills curriculum and to provide a critical appraisal of the included tools, using contemporary framework of validity. Competency-based training has become the predominant model in surgical education and assessment of performance is an essential component. Assessment methods must produce valid results to accurately determine the level of competency. A search was performed, using PubMed and Google Scholar, to identify tools that have been developed for assessment of the targeted technical skills. A total of 23 assessment tools for the 35 ACS/APDS skills modules were identified. Some tools, such as Operative Performance Rating System (OSATS) and Objective Structured Assessment of Technical Skill (OPRS), have been tested for more than 1 procedure. Therefore, 30 modules had at least 1 assessment tool, with some common surgical procedures being addressed by several tools. Five modules had none. Only 3 studies used Messick's framework to design their validity studies. The remaining studies used an outdated framework on the basis of "types of validity." When analyzed using the contemporary framework, few of these studies demonstrated validity for content, internal structure, and relationship to other variables. This study provides an assessment toolbox for common surgical skills/procedures. Our review shows that few authors have used the contemporary unitary concept of validity for development of their assessment tools. As we progress toward competency-based training, future studies should provide evidence for various sources of validity using the contemporary framework.

  11. Creating library tutorials for nursing students.

    Science.gov (United States)

    Schroeder, Heidi

    2010-04-01

    This article describes one librarian's experiences with creating, promoting, and assessing online library tutorials. Tutorials were designed to provide on-demand and accessible library instruction to nursing students at Michigan State University. Topics for tutorials were chosen based on the librarian's liaison experiences and suggestions from nursing faculty. The tutorials were created using Camtasia and required the application of several tools and techniques. Tutorials were promoted through Web pages, the ANGEL course management system, blog posts, librarian interactions, e-mails, and more. In order to assess the tutorials' perceived effectiveness, feedback was gathered using a short survey. Future plans for the nursing tutorials project are also discussed.

  12. Creating a family health history

    Science.gov (United States)

    ... this page: //medlineplus.gov/ency/patientinstructions/000947.htm Creating a family health history To use the sharing ... Many health problems tend to run in families. Creating a family history can help you and your ...

  13. The Effects of Performance-Based Assessment Criteria on Student Performance and Self-Assessment Skills

    Science.gov (United States)

    Fastre, Greet Mia Jos; van der Klink, Marcel R.; van Merrienboer, Jeroen J. G.

    2010-01-01

    This study investigated the effect of performance-based versus competence-based assessment criteria on task performance and self-assessment skills among 39 novice secondary vocational education students in the domain of nursing and care. In a performance-based assessment group students are provided with a preset list of performance-based…

  14. Performance evaluation in competence-based learning model in higher education scenarios using social network: a case study

    Directory of Open Access Journals (Sweden)

    Katherina Edith GALLARDO CÓRDOVA

    2017-12-01

    Full Text Available A research about performance evaluation was conducted in a graduate online course designed in the Based-Competency Model. Facebook was used as a social and interactive tool that would permit sharing information to illustrate various aspects of diverse educational contexts as well as the impacts of the implementation of improvement projects seen from the beneficiaries’ perspective. Case Study was the methodology selected. Postgraduate students got the task to work on certain improvements on learning assessment matters. The educational scenarios were located in Mexico and Colombia. 7 units of analysis were chosen among 34 possible. The findings pointed out that students worked on their contexts in alignment with the stipulated academic competencies. The use of video materials posted and shared using Facebook allowed get a deeper understanding of the way the benefits influenced in each of the educational communities. Besides, these products evidenced students’ appropriate performance. In conclusion, the use of social networks for fortifying performance assessment is highly recommended. Moreover, it is expected that these benefits also influence some of the curricular and instructional design aspects.

  15. Competency-based (CanMEDS) residency training programme in radiology: systematic design procedure, curriculum and success factors

    International Nuclear Information System (INIS)

    Jippes, Erik; Engelen, Jo M.L. van; Brand, Paul L.P.; Oudkerk, Matthijs

    2010-01-01

    Based on the CanMEDS framework and the European Training Charter for Clinical Radiology a new radiology curriculum was designed in the Netherlands. Both the development process and the resulting new curriculum are presented in this paper. The new curriculum was developed according to four systematic design principles: discursiveness, hierarchical decomposition, systematic variation and satisficing (satisficing is different from satisfying; in this context, satisficing means searching for an acceptable solution instead of searching for an optimal solution). The new curriculum is organ based with integration of radiological diagnostic techniques, comprises a uniform national common trunk followed by a 2-year subspecialisation, is competency outcome based with appropriate assessment tools and techniques, and is based on regional collaboration among radiology departments. The application of the systematic design principles proved successful in producing a new curriculum approved by all authorities. The principles led to a structured, yet flexible, development process in which creative solutions could be generated and adopters (programme directors, supervisors and residents) were highly involved. Further research is needed to empirically test the components of the new curriculum. (orig.)

  16. Faculty Development for Small-Group-Teaching with Simulated Patients (SP) - Design and Evaluation of a Competency-based Workshop.

    Science.gov (United States)

    Hölzer, Henrike; Freytag, Julia; Sonntag, Ulrike

    2017-01-01

    Objective: The introduction of innovative teaching formats and methods in medical education requires a specific didactic training for teachers to use complicated formats effectively. This paper describes preliminary considerations, design, implementation and evaluation of a skills-based workshop (7,5 hours long) for teaching with simulated patients. The aim is to describe the essential components for a lasting effect of the workshop so that the concept can be adapted to other contexts. Method: We present the theoretical framework, the objectives, the didactic methodology and the implementation of the workshop. The evaluation of the workshop was carried out using questionnaires. First the participants (teachers of the faculty of medicine, clinical and science subjects) were asked to estimate how well they felt prepared for small group teaching immediately after workshop. Later, after some teaching experience of their own, they gave feedback again as a part of the general evaluation of the semester. Results: In the course of three years 27 trainings were conducted and evaluated with a total of 275 participants. In the context of semester evaluation 452 questionnaires were evaluated on the quality of training. Conclusion: The evaluation shows that participants appreciate the concept of the workshop and also feel sufficiently well prepared. As a limitation it must be said that this is so far only the lecturers' self-assessment. Nevertheless, it can be stated that even a one-day workshop with a stringent teaching concept shows long term results regarding innovative teaching methods.

  17. Aligning In-Service Training Examinations in Plastic Surgery and Orthopaedic Surgery With Competency-Based Education.

    Science.gov (United States)

    Ganesh Kumar, Nishant; Benvenuti, Michael A; Drolet, Brian C

    2017-10-01

    In-service training examinations (ITEs) are used to assess residents across specialties. However, it is not clear how they are integrated with the Accreditation Council for Graduate Medical Education Milestones and competencies. This study explored the distribution of specialty-specific milestones and competencies in ITEs for plastic surgery and orthopaedic surgery. In-service training examinations were publicly available for plastic surgery (PSITE) and orthopaedics (OITE). Questions on the PSITE for 2014-2016 and the OITE for 2013-2015 were mapped to the specialty-specific milestones and the 6 competencies. There was an uneven distribution of milestones and competencies in ITE questions. Nine of the 36 Plastic Surgery Milestones represented 52% (341 of 650) of questions, and 3 were not included in the ITE. Of 41 Orthopaedic Surgery Milestones, 7 represented 51% (201 of 394) of questions, and 5 had no representation on the ITE. Among the competencies, patient care was the most common (PSITE = 62% [403 of 650]; OITE = 59% [233 of 394]), followed by medical knowledge (PSITE = 34% [222 of 650]; OITE = 31% [124 of 394]). Distribution of the remaining competencies differed between the 2 specialties (PSITE = 4% [25 of 650]; OITE = 9% [37 of 394]). The ITEs tested slightly more than half of the milestones for the 2 specialties, and focused predominantly on patient care and medical knowledge competencies.

  18. Competency-based Education and Training of medical staff. A Programm of the Medical Academy Waldbreitbach: Concept - Implementation - Materials.

    Science.gov (United States)

    Hasske, Eva; Beil, Michael; Keller, Katrin

    2017-01-01

    Objective: The aim of the Medical Academy Waldbreitbach is to connect individual and organisational requirements in order to promote an appropriate and multi-locational development of medical competency in the face of the continuously evolving challenges of clinical practice. Integral processes in this are the reduction of organisational learning barriers and the successive integration of competency-oriented learning events in the structures of personnel and organisational development. The modular system for the further development of doctors' skills serves here as a supplementary and recommendation system for both existing curricula and those defined by regulatory organisations and professional associations. Methods: The Medical Academy's modular system has a two-dimensional structure. In addition to the axis of biography orientation, the model orients itself around issues relating to the needs of a doctor in any individual professional position, as well as with whom he comes into contact and where his primary challenges lie. In order to achieve better integration in day-to-day routine and a needs-specific orientation of content, the modular system provides a combination of "one, two or three day and two- three- or four-hour training units" depending upon the topic. The transfer of experiential knowledge with the aid of practical exercises is a central element of the didactic model. Results: Through the combined use of summative and formative assessment, the significance of a dialogue-orientated approach in both planning and in the organisational process was highlighted. In feedback discussions and quantitative evaluation sheets, participants identified in particular cross-generational knowledge sharing as a central element for the development of personal values alongside the interdisciplinary transfer of knowledge. The combination of specialist and interdisciplinary topics, for example on team processes or communication, is frequently emphasised, indicating that

  19. Curriculation and Competence Based Education Training (CBET in Tanzania: A Critical Assessment of Public Administration and Management (PAM Curricula at Tanzania Public Service College (TPSC

    Directory of Open Access Journals (Sweden)

    Ramadhani Marijani

    2017-08-01

    Full Text Available The article directs the discourse in Public Administration and Management (PAM curricula at Tanzania Public Service College. The motive for this attempt is based on the fact that Public Administration (PA is itself recognized as a profession whose teaching aims at producing competent professionals and therefore needs constant review to conform to the current work complexities. Five big questions and content analysis are used as the basis for directing the discourse. The findings indicate that curriculation for PAM is complex and dynamic. Moreover, the findings indicate that the two curricula are more vocational than educational as there is little weight allocated for occupational course modules (36 out of 360 in PA and (126 out of 360 in HRM. This may pose the danger of “pourtpouri” problem in curriculum design. The article proposes rethinking interventions on curriculation for PAM at TPSC to benefit from Public Administration discipline.

  20. [Interprofessional multistation practical training in the auditorium : Implementation of the national competence-based catalog of learning objectives for undergraduate medical education in the cross-sectorial area medicine of aging and the aged at the TU Dresden].

    Science.gov (United States)

    Sauer, Maik; Görnig, Matthias; Voigt, Karen; Schübel, Jeaninne; Bergmann, Antje

    2017-12-05

    The German national competence-based catalogue of learning objectives for undergraduate medical education (NKLM) newly introduced in 2015, provides a variety of learning objectives, competences, as well as practical skills for the cross-sectorial area 7 "Medication of Aging and the Aged" (QB7). Against this background an interdisciplinary teaching concept to mediate all required teaching contents should be developed. Can an interdisciplinary multistation practical course in the auditorium, in which different tasks and skills are trained at each station meet the requirements of the NKLM? Evaluation by questionnaire and rating of answers on a 6-stage Likert scale. Analysis of the qualitative and quantitative evaluation results of 235 participating students and 13 lecturers in 2016. The interdisciplinary multistation practical course in the auditorium is fully compliant with the NKLM. All theoretical and practical contents and competences could be depicted. The subjective learning effect was assessed by students as good (mean = 2.66; SD = 0.94; N = 230). The available teaching time was rated as being too short in qualitative statements. The lecturers attested a high degree of interest by the students (mean = 2.15; SD = 0.86; N = 13), but criticized that the noise level was too loud. Compact, hands-on and interdisciplinary teaching concepts in the QB7 help to make the best use of human and spatial resources and convey all theoretical and practical teaching contents and competences from the NKLM; however, the planning, organization and implementation are very time-consuming.

  1. Creating collaborative learning environments for transforming primary care practices now.

    Science.gov (United States)

    Miller, William L; Cohen-Katz, Joanne

    2010-12-01

    The renewal of primary care waits just ahead. The patient-centered medical home (PCMH) movement and a refreshing breeze of collaboration signal its arrival with demonstration projects and pilots appearing across the country. An early message from this work suggests that the development of collaborative, cross-disciplinary teams may be essential for the success of the PCMH. Our focus in this article is on training existing health care professionals toward being thriving members of this transformed clinical care team in a relationship-centered PCMH. Our description of the optimal conditions for collaborative training begins with delineating three types of teams and how they relate to levels of collaboration. We then describe how to create a supportive, safe learning environment for this type of training, using a different model of professional socialization, and tools for building culture. Critical skills related to practice development and the cross-disciplinary collaborative processes are also included. Despite significant obstacles in readying current clinicians to be members of thriving collaborative teams, a few next steps toward implementing collaborative training programs for existing professionals are possible using competency-based and adult learning approaches. Grasping the long awaited arrival of collaborative primary health care will also require delivery system and payment reform. Until that happens, there is an abundance of work to be done envisioning new collaborative training programs and initiating a nation-wide effort to motivate and reeducate our colleagues. PsycINFO Database Record (c) 2010 APA, all rights reserved.

  2. 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

  3. Adult Competency Education Kit. Basic Skills in Speaking, Math, and Reading for Employment. Part H. ACE Competency Based Job Descriptions: #25--Household Appliance Mechanic; #26--Lineworker; #27--Painter Helper, Spray; #28--Painter, Brush; #29--Carpenter Apprentice.

    Science.gov (United States)

    San Mateo County Office of Education, Redwood City, CA. Career Preparation Centers.

    This fifth of fifteen sets of Adult Competency Education (ACE) Competency Based Job Descriptions in the ACE kit contains job descriptions for Household Appliance Mechanic; Lineworker; Painter Helper, Spray; Painter, Brush; and Carpenter Apprentice. Each begins with a fact sheet that includes this information: occupational title, D.O.T. code, ACE…

  4. Currículo por competencias en el postgrado de enfermería Shool of nursing competency-based curriculum

    Directory of Open Access Journals (Sweden)

    Patricia Jara Concha

    2007-03-01

    Full Text Available El presente artículo analiza el impacto de la educación superior en la sociedad y su pertinencia en un mundo global. Discute algunas nociones de la formación de enfermería, especialmente en el postgrado, en los nuevos escenarios, para responder a un paradigma de educación-producción; y analiza críticamente tanto los componentes de un currículo con enfoque de competencias en un programa de Magíster en Enfermería, como sus implicaciones para el contexto laboral y para el de la academia. Plantea una propuesta de competencias de postgrado en tres dimensiones esenciales del saber: saber conocer, saber hacer y saber ser.We analyze the impact of higher education on the society and its fitting within a globalized world and discuss some notions regarding nursing education particularly at the graduate level in the current context driven by the education-production paradigm. We present a critical analysis of the components of a competence-based curriculum for a master of nursing program and discuss its implications for both work and academic contexts. Finally, we propose three basic competences for nursing graduate education based on three key dimensions of knowing: including to know, to know how and to know being.

  5. Can Physical Examination Create a Stener Lesion?

    Science.gov (United States)

    Lankachandra, Manesha; Eggers, John P; Bogener, James W; Hutchison, Richard L

    2017-09-01

    The purpose of this study is to determine whether a Stener lesion can be created while testing stability of the ulnar collateral ligament (UCL) of the thumb. Testing was performed in a manner that reproduced clinical examination. Six fresh frozen hand and forearm specimens underwent sequential sectioning of the accessory UCL, the proper UCL, and the ulnar sagittal band. Measurements of radial deviation of the metacarpophalangeal (MCP) joint were taken with the thumb in neutral rotation, pronation and supination, both with 0 degrees and with 30 degrees of flexion of the MCP joint. Visual examination was performed to assess the presence of a Stener lesion. No Stener lesion was created in any position as long as the fascial origin of the ulnar sagittal band at the adductor pollicis longus remained intact. After creating a defect in the ulnar sagittal band, a Stener lesion was created in two specimens, but only when the thumb was flexed and supinated. Pronation provided more stability, and supination provided less stability, with one or both components cut, especially when testing at 30° of flexion. Compared to both components cut without flexion or rotation, there was a statistically significant difference in angulation with the 30 degrees of MCP joint flexion in both neutral rotation in supination. Performing a physical examination to assess the amount of instability of an ulnar collateral ligament injury did not create a Stener lesion if the exam was performed in a controlled, gentle manner with the thumb held without rotation. If the thumb is held in neutral rotation during the exam, an iatrogenic Stener lesion should not be created.

  6. Literacy competence based on fiction

    DEFF Research Database (Denmark)

    Broström, Stig

    tool towards children's general Bildung and more specific development of literacy competence in the first years of school, in 2007 we carried out an investigation about fiction as a part of mother-tongue teaching and the process of children's learning to read. Via the investigation and general studies...... we want to get more knowledge ablout following questions:   How to define fiction which holds a personal and language "Bildung"? How to define the importance of fiction related to children's literacy competence? What kind of fiction do teachers use? How do teachers mediate fiction, how and in what...... extend do teachers make use of drawing and play activities? How to find a balance between to maintain the aesthetical and narrative methods and expressions AND gaining a literacy competence?   This paper has focus on the fourth question....

  7. Competency Based Future Leadership Requirements

    National Research Council Canada - National Science Library

    Horey, Jeffrey

    2004-01-01

    .... A competency framework that is used consistently throughout the force and that focuses on the functions of leadership will help align training, development, and performance management processes...

  8. Creating Interdisciplinarity within Monodisciplinary Structures

    DEFF Research Database (Denmark)

    Lindvig, Katrine

    discrepancies in the use of the term interdisciplinarity, which have repercussions for the practices and incentives of creating interdisciplinary education, research and collaboration. Overall, the thesis shows that interdisciplinary teaching and learning practices have to engage in a continuous balancing...

  9. Positive effects of creating mandalas

    OpenAIRE

    Toroš, Maja

    2016-01-01

    The purpose of the present master’s thesis is to examine the psychological effects of creating mandalas and to give recommendations for a better use of the mandalas in the practice of art assistance in order to help in this way others and oneself. Mandalas are sacred symbols, used in Hinduism and Buddhist religion practices as tools for meditation and concentration. They are geometrical representations of the creation of the cosmos and schemas of all that was created. Jung sat the foundations...

  10. Teaching leadership in trauma resuscitation: Immediate feedback from a real-time, competency-based evaluation tool shows long-term improvement in resident performance.

    Science.gov (United States)

    Gregg, Shea C; Heffernan, Daithi S; Connolly, Michael D; Stephen, Andrew H; Leuckel, Stephanie N; Harrington, David T; Machan, Jason T; Adams, Charles A; Cioffi, William G

    2016-10-01

    Limited data exist on how to develop resident leadership and communication skills during actual trauma resuscitations. An evaluation tool was developed to grade senior resident performance as the team leader during full-trauma-team activations. Thirty actions that demonstrated the Accreditation Council for Graduate Medical Education core competencies were graded on a Likert scale of 1 (poor) to 5 (exceptional). These actions were grouped by their respective core competencies on 5 × 7-inch index cards. In Phase 1, baseline performance scores were obtained. In Phase 2, trauma-focused communication in-services were conducted early in the academic year, and immediate, personalized feedback sessions were performed after resuscitations based on the evaluation tool. In Phase 3, residents received only evaluation-based feedback following resuscitations. In Phase 1 (October 2009 to April 2010), 27 evaluations were performed on 10 residents. In Phase 2 (April 2010 to October 2010), 28 evaluations were performed on nine residents. In Phase 3 (October 2010 to January 2012), 44 evaluations were performed on 13 residents. Total scores improved significantly between Phases 1 and 2 (p = 0.003) and remained elevated throughout Phase 3. When analyzing performance by competency, significant improvement between Phases 1 and 2 (p competencies (patient care, knowledge, system-based practice, practice-based learning) with the exception of "communication and professionalism" (p = 0.56). Statistically similar scores were observed between Phases 2 and 3 in all competencies with the exception of "medical knowledge," which showed ongoing significant improvement (p = 0.003). Directed resident feedback sessions utilizing data from a real-time, competency-based evaluation tool have allowed us to improve our residents' abilities to lead trauma resuscitations over a 30-month period. Given pressures to maximize clinical educational opportunities among work-hour constraints, such a model may help

  11. The Downside of Relying on Research Outputs to Assess Business Faculty Performance: Comments from Down Under regarding "Facilitating and Creating Synergies between Teaching and Research: The Role of the Academic Administrator"

    Science.gov (United States)

    Chapman, Ross L.

    2012-01-01

    This commentary presents an Australian perspective on Balkin and Mello's "Facilitating and Creating Synergies between Teaching and Research: The Role of the Academic Administrator." It addresses one particularly important aspect of the separation of teaching and research in business schools; namely, the increasing dominance of…

  12. On Creating and Sustaining Alternatives

    DEFF Research Database (Denmark)

    Kyng, Morten

    2015-01-01

    This paper presents and discusses an initiative aimed at creating direct and long lasting influence on the use and development of telemedicine and telehealth by healthcare professionals, patients and citizens. The initiative draws on ideas, insights, and lessons learned from Participatory Design...... (PD) as well as from innovation theory and software ecosystems. Last, but not least, the ongoing debate on public finances/economy versus tax evasion by major private companies has been an important element in shaping the vision and creating support for the initiative. This vision is about democratic...

  13. Journaling: creating space for "I".

    Science.gov (United States)

    Charles, Jennell P

    2010-01-01

    As nurses engaged in a caring profession, it is critical that we learn not only to care for others but also to care for ourselves. To care effectively for ourselves, we must create the space and time in which to do this. Journaling is one tool that scholars offer as a way to create this space. Although there is no clear consensus about the best techniques for journaling, there is evidence that journaling, as a reflective, meditative activity, can promote creativity, self-awareness, and personal development.

  14. Intentionality, consciousness, and creating community.

    Science.gov (United States)

    Malinski, Violet M

    2009-01-01

    Intentionality is briefly explored from the perspective of seminal written works on therapeutic touch and recorded conversations with Martha E. Rogers. This overview hints at possible interrelationships among intentionality, consciousness, and creating community, along with conceptual ambiguities, which are explored in detail by Zahourek and Larkin in this column.

  15. We create our own reality

    CERN Multimedia

    2003-01-01

    " Yes, we create our own reality. This is one of the most fundamental tenets of the ancient oriental religions, such as Buddhism. And during the last century, modern particle physics or quantum mechanics has discovered exactly the same thing" (1 page).

  16. Creating Space for Children's Literature

    Science.gov (United States)

    Serafini, Frank

    2011-01-01

    As teachers struggle to balance the needs of their students with the requirements of commercial reading materials, educators need to consider how teachers will create space for children's literature in today's classrooms. In this article, 10 practical recommendations for incorporating children's literature in the reading instructional framework…

  17. Creating an Innovative Learning Organization

    Science.gov (United States)

    Salisbury, Mark

    2010-01-01

    This article describes how to create an innovative learning (iLearning) organization. It begins by discussing the life cycle of knowledge in an organization, followed by a description of the theoretical foundation for iLearning. Next, the article presents an example of iLearning, followed by a description of the distributed nature of work, the…

  18. Diagnostic flexible pharyngo-laryngoscopy: development of a procedure specific assessment tool using a Delphi methodology.

    Science.gov (United States)

    Melchiors, Jacob; Henriksen, Mikael Johannes Vuokko; Dikkers, Frederik G; Gavilán, Javier; Noordzij, J Pieter; Fried, Marvin P; Novakovic, Daniel; Fagan, Johannes; Charabi, Birgitte W; Konge, Lars; von Buchwald, Christian

    2018-05-01

    Proper training and assessment of skill in flexible pharyngo-laryngoscopy are central in the education of otorhinolaryngologists. To facilitate an evidence-based approach to curriculum development in this field, a structured analysis of what constitutes flexible pharyngo-laryngoscopy is necessary. Our aim was to develop an assessment tool based on this analysis. We conducted an international Delphi study involving experts from twelve countries in five continents. Utilizing reiterative assessment, the panel defined the procedure and reached consensus (defined as 80% agreement) on the phrasing of an assessment tool. FIFTY PANELISTS COMPLETED THE DELPHI PROCESS. THE MEDIAN AGE OF THE PANELISTS WAS 44 YEARS (RANGE 33-64 YEARS). MEDIAN EXPERIENCE IN OTORHINOLARYNGOLOGY WAS 15 YEARS (RANGE 6-35 YEARS). TWENTY-FIVE WERE SPECIALIZED IN LARYNGOLOGY, 16 WERE HEAD AND NECK SURGEONS, AND NINE WERE GENERAL OTORHINOLARYNGOLOGISTS. AN ASSESSMENT TOOL WAS CREATED CONSISTING OF TWELVE DISTINCT ITEMS.: Conclusion The gathering of validity evidence for assessment of core procedural skills within Otorhinolaryngology is central to the development of a competence-based education. The use of an international Delphi panel allows for the creation of an assessment tool which is widely applicable and valid. This work allows for an informed approach to technical skills training for flexible pharyngo-laryngoscopy and as further validity evidence is gathered allows for a valid assessment of clinical performance within this important skillset.

  19. Creating interdisciplinary education within monodisciplinary structures

    DEFF Research Database (Denmark)

    Lindvig, Katrine; Lyall, Catherine; R. Meagher, Laura

    2017-01-01

    The literature on interdisciplinary higher education is influenced by two overall trends: one looks at the institutional level of specially designed interdisciplinary institutions, while the other assesses individual interdisciplinary educational activities. Much less attention is given...... to the processes of creating interdisciplinary education initiatives within traditional monodisciplinary universities. In this study, we thus explore how interdisciplinary education and teaching emerge and develop within universities that have little or no established infrastructure to support interdisciplinarity....... Using qualitative data from a multi-part case study, we examine the development of diverse interdisciplinary educational efforts within a traditional faculty-structured university in order to map the ways in which interdisciplinary educational elements have been created, supported, challenged or even...

  20. Leadership Networking Connect, Collaborate, Create

    CERN Document Server

    (CCL), Center for Creative Leadership; Baldwin, David

    2011-01-01

    Networking is essential to effective leadership in today's organizations. Leaders who are skilled networkers have access to people, information, and resources to help solve problems and create opportunities. Leaders who neglect their networks are missing out on a critical component of their role as leaders. This book will help leaders take a new view of networking and provide insight into how to enhance their networks and become effective at leadership networking.

  1. Validation of a scenario-based assessment of critical thinking using an externally validated tool.

    Science.gov (United States)

    Buur, Jennifer L; Schmidt, Peggy; Smylie, Dean; Irizarry, Kris; Crocker, Carlos; Tyler, John; Barr, Margaret

    2012-01-01

    With medical education transitioning from knowledge-based curricula to competency-based curricula, critical thinking skills have emerged as a major competency. While there are validated external instruments for assessing critical thinking, many educators have created their own custom assessments of critical thinking. However, the face validity of these assessments has not been challenged. The purpose of this study was to compare results from a custom assessment of critical thinking with the results from a validated external instrument of critical thinking. Students from the College of Veterinary Medicine at Western University of Health Sciences were administered a custom assessment of critical thinking (ACT) examination and the externally validated instrument, California Critical Thinking Skills Test (CCTST), in the spring of 2011. Total scores and sub-scores from each exam were analyzed for significant correlations using Pearson correlation coefficients. Significant correlations between ACT Blooms 2 and deductive reasoning and total ACT score and deductive reasoning were demonstrated with correlation coefficients of 0.24 and 0.22, respectively. No other statistically significant correlations were found. The lack of significant correlation between the two examinations illustrates the need in medical education to externally validate internal custom assessments. Ultimately, the development and validation of custom assessments of non-knowledge-based competencies will produce higher quality medical professionals.

  2. Creating a digital medical illustration.

    Science.gov (United States)

    Culley, Joanna

    2016-01-01

    This paper covers the steps required to complete a medical illustration in a digital format using Adobe Illustrator and Photoshop. The project example is the surgical procedure for the release of the glenohumeral joint for the condition known as 'frozen shoulder'. The purpose is to demonstrate one method which an artist can use within digital media to create a colour illustration such as the release of the glenohumeral joint. Included is a general overview as how to deal with the administration of a medical illustration commission through the experience of a professional freelance artist.

  3. The relationship between students’ perceptions of portfolio assessment practice and their approaches to learning

    NARCIS (Netherlands)

    Segers, M.S.R.; Gijbels, D.; Thurlings, M.C.G.

    2008-01-01

    This study focuses on students’ learning approaches in the context of a competency-based program on Applied Sciences, with portfolio assessment as its core mode of assessment. The study examines students’ perceptions of these assessment practices and the relationships to their learning approaches.

  4. Creating your own leadership brand.

    Science.gov (United States)

    Kerfoot, Karlene

    2002-01-01

    Building equity in a brand happens through many encounters. The initial attraction must be followed by the meeting of expectations. This creates a loyalty that is part of an emotional connection to that brand. This is the same process people go through when they first meet a leader and decide if this is a person they want to buy into. People will examine your style, your competence, and your standards. If you fail on any of these fronts, your ability to lead will be severely compromised. People expect more of leaders now, because they know and recognize good leaders. And, predictably, people are now more cynical of leaders because of the well-publicized excess of a few leaders who advanced their own causes at the expense of their people and their financial future. This will turn out to be a good thing, because it will create a higher standard of leadership that all must aspire to achieve. When the bar is raised for us, our standards of performance are also raised.

  5. Creating nanoscale emulsions using condensation.

    Science.gov (United States)

    Guha, Ingrid F; Anand, Sushant; Varanasi, Kripa K

    2017-11-08

    Nanoscale emulsions are essential components in numerous products, ranging from processed foods to novel drug delivery systems. Existing emulsification methods rely either on the breakup of larger droplets or solvent exchange/inversion. Here we report a simple, scalable method of creating nanoscale water-in-oil emulsions by condensing water vapor onto a subcooled oil-surfactant solution. Our technique enables a bottom-up approach to forming small-scale emulsions. Nanoscale water droplets nucleate at the oil/air interface and spontaneously disperse within the oil, due to the spreading dynamics of oil on water. Oil-soluble surfactants stabilize the resulting emulsions. We find that the oil-surfactant concentration controls the spreading behavior of oil on water, as well as the peak size, polydispersity, and stability of the resulting emulsions. Using condensation, we form emulsions with peak radii around 100 nm and polydispersities around 10%. This emulsion formation technique may open different routes to creating emulsions, colloidal systems, and emulsion-based materials.

  6. OPPOSITIONS CREATING HOMOUR IN JOKES

    Directory of Open Access Journals (Sweden)

    Umral Deveci

    2016-12-01

    Full Text Available Human beings, who perceive the reality of death however who do not know when it will happen, begin their life with this deficiency. Therefore, throughout their lives, they struggle to consummate and make up for the things that they perceive as deficiency or shortcomings through different ways. Humor is one of these means. The fact that deficiencies are eliminated results in superiority and relaxation. The sense of humor and relaxation simultaneously provide laughter. When theories of humor such as superiority, incongruous and relief are taken into consideration, it seems that these theories are related and support each other. Each text is whole with its form and content, which should be evaluated as a whole as much as possible. Hence this study dwells on shortcomings in jokes and in the lights of these shortcomings and theories of humor, it is intended tomake humor in stories, in terms of structural and semantic context, more concrete. Five stories/jokes randomly selected through samples are analyzed in this article. There are two basic types of opposition. The firstone is opposition that creates situation, the second one is thatcreates laughter. The first opposition depicts the shortcomings of knowledge, skill, patience arrogance and jealousyand prepares the second opposition. The opposition that creates laughter make up for shortcomings through cause and effect relationship and laughter comes out.

  7. Learning theories and tools for the assessment of core nursing competencies in simulation: A theoretical review.

    Science.gov (United States)

    Lavoie, Patrick; Michaud, Cécile; Bélisle, Marilou; Boyer, Louise; Gosselin, Émilie; Grondin, Myrian; Larue, Caroline; Lavoie, Stéphan; Pepin, Jacinthe

    2018-02-01

    To identify the theories used to explain learning in simulation and to examine how these theories guided the assessment of learning outcomes related to core competencies in undergraduate nursing students. Nurse educators face the challenge of making explicit the outcomes of competency-based education, especially when competencies are conceptualized as holistic and context dependent. Theoretical review. Research papers (N = 182) published between 1999-2015 describing simulation in nursing education. Two members of the research team extracted data from the papers, including theories used to explain how simulation could engender learning and tools used to assess simulation outcomes. Contingency tables were created to examine the associations between theories, outcomes and tools. Some papers (N = 79) did not provide an explicit theory. The 103 remaining papers identified one or more learning or teaching theories; the most frequent were the National League for Nursing/Jeffries Simulation Framework, Kolb's theory of experiential learning and Bandura's social cognitive theory and concept of self-efficacy. Students' perceptions of simulation, knowledge and self-confidence were the most frequently assessed, mainly via scales designed for the study where they were used. Core competencies were mostly assessed with an observational approach. This review highlighted the fact that few studies examined the use of simulation in nursing education through learning theories and via assessment of core competencies. It also identified observational tools used to assess competencies in action, as holistic and context-dependent constructs. © 2017 John Wiley & Sons Ltd.

  8. Design and implementation of a web-based PET-CT reporting assessment and e-portfolio tool

    International Nuclear Information System (INIS)

    Subesinghe, M.; Goldstone, A.R.; Patel, C.N.; Chowdhury, F.U.; Scarsbrook, A.F.

    2015-01-01

    Highlights: • We describe a simple internet-based reporting tool to enhance PET-CT training. • Automatically created competency based metrics are valuable in monitoring progress. • This tool provides robust evidence of competency in PET-CT reporting

  9. Creating an effective poster presentation.

    Science.gov (United States)

    Taggart, H M; Arslanian, C

    2000-01-01

    One way to build knowledge in nursing is to share research findings or clinical program outcomes. The dissemination of these findings is often a difficult final step in a project that has taken months or years to complete. One method of sharing findings in a relaxed and informal setting is a poster presentation. This method is an effective form for presenting findings using an interactive approach. The milieu of a poster presentation enables the presenters to interact and dialogue with colleagues. Guidelines for size and format require that the poster is clear and informative. Application of design helps to create visually appealing posters. This article summarizes elements of designing and conducting a poster presentation.

  10. Supporting SMEs in creating jobs

    Directory of Open Access Journals (Sweden)

    Daniela PASNICU

    2018-03-01

    Full Text Available SMEs are the most dynamic sector of the economy, representing a key factor in employment growth. Although SMEs have been severely affected by the economic crisis from 2008, they continue to be a more and more important source of generating jobs, regardless of size class. Given the differentiated contribution of SMEs to job creation as a result of their heterogeneity, the article analyses the dynamics of staff in enterprises by size classes and activities of the national economy. The statistical analysis is followed by a SWOT analysis of policies and tools to support SMEs in creating jobs both with direct action - management, recruitment, training and indirectly action by addressing general business issues. Measures that support the economic growth of SMEs through internationalization, innovation and improved access to finance foster competitiveness and, implicitly, the creation of new jobs.

  11. Assessing Technical Competence in Surgical Trainees: A Systematic Review.

    Science.gov (United States)

    Szasz, Peter; Louridas, Marisa; Harris, Kenneth A; Aggarwal, Rajesh; Grantcharov, Teodor P

    2015-06-01

    To systematically examine the literature describing the methods by which technical competence is assessed in surgical trainees. The last decade has witnessed an evolution away from time-based surgical education. In response, governing bodies worldwide have implemented competency-based education paradigms. The definition of competence, however, remains elusive, and the impact of these education initiatives in terms of assessment methods remains unclear. A systematic review examining the methods by which technical competence is assessed was conducted by searching MEDLINE, EMBASE, PsychINFO, and the Cochrane database of systematic reviews. Abstracts of retrieved studies were reviewed and those meeting inclusion criteria were selected for full review. Data were retrieved in a systematic manner, the validity and reliability of the assessment methods was evaluated, and quality was assessed using the Grading of Recommendations Assessment, Development and Evaluation classification. Of the 6814 studies identified, 85 studies involving 2369 surgical residents were included in this review. The methods used to assess technical competence were categorized into 5 groups; Likert scales (37), benchmarks (31), binary outcomes (11), novel tools (4), and surrogate outcomes (2). Their validity and reliability were mostly previously established. The overall Grading of Recommendations Assessment, Development and Evaluation for randomized controlled trials was high and low for the observational studies. The definition of technical competence continues to be debated within the medical literature. The methods used to evaluate technical competence predominantly include instruments that were originally created to assess technical skill. Very few studies identify standard setting approaches that differentiate competent versus noncompetent performers; subsequently, this has been identified as an area with great research potential.

  12. Creating breakthroughs at 3M.

    Science.gov (United States)

    von Hippel, E; Thomke, S; Sonnack, M

    1999-01-01

    Most senior managers want their product development teams to create break-throughs--new products that will allow their companies to grow rapidly and maintain high margins. But more often they get incremental improvements to existing products. That's partly because companies must compete in the short term. Searching for breakthroughs is expensive and time consuming; line extensions can help the bottom line immediately. In addition, developers simply don't know how to achieve breakthroughs, and there is usually no system in place to guide them. By the mid-1990s, the lack of such a system was a problem even for an innovative company like 3M. Then a project team in 3M's Medical-Surgical Markets Division became acquainted with a method for developing breakthrough products: the lead user process. The process is based on the fact that many commercially important products are initially thought of and even prototyped by "lead users"--companies, organizations, or individuals that are well ahead of market trends. Their needs are so far beyond those of the average user that lead users create innovations on their own that may later contribute to commercially attractive breakthroughs. The lead user process transforms the job of inventing breakthroughs into a systematic task of identifying lead users and learning from them. The authors explain the process and how the 3M project team successfully navigated through it. In the end, the team proposed three major new product lines and a change in the division's strategy that has led to the development of breakthrough products. And now several more divisions are using the process to break away from incrementalism.

  13. Creating responsible partnerships in tourism

    Directory of Open Access Journals (Sweden)

    Ana Spitzer

    2012-06-01

    Full Text Available RQ: Organisations do not provide sufficient time and effort to seek out companies for partners that would, with the assistance of responsible cooperation, contribute to better quality offers and consequently to increased income and the good reputation of both companies. Responsibilities and ethics is where organizations on bothsides would take on and accept their own norms, tasks, obligations and be aware that in a relationship there is a need to give explanations and justify one’s actions, such partnerships will be long and prosperous. This requires a great deal of knowledge and maturity together with a very important personal characteristic that is care. This study examines whether the creation of long term partnerships through responsible and more personal (friendlyrelations brings the organization to greater success.Purpose: The purpose of this research is to determine how important it is for organizations in the tourism industry to build long term relationships, what it should be based on and whether companies are willing to change the current methods of operations.Method: The method of research was an interview with individuals that had a certain position within a tourism company and had contacts with partners and were obligated to see out new ones. A paradigm model was built and the responses analysed.Results: The survey results are encouraging. The interviews showed that respondents were aware that it is necessary to have long term and responsible partnerships. They recognized that in today’s world there is a lack of collaboration that is based on understanding andthat there should be more relations on a personal level. It isrequired that this changes in the future. The participants specifically highlight financial irresponsibility in many companies that destroys collaboration.Organization: With the help of this study, the author attempts to contribute ideas to organizations on how to create solid collaboration with partners, as

  14. Creating experimental color harmony map

    Science.gov (United States)

    Chamaret, Christel; Urban, Fabrice; Lepinel, Josselin

    2014-02-01

    Starting in the 17th century with Newton, color harmony is a topic that did not reach a consensus on definition, representation or modeling so far. Previous work highlighted specific characteristics for color harmony on com- bination of color doublets or triplets by means of a human rating on a harmony scale. However, there were no investigation involving complex stimuli or pointing out how harmony is spatially located within a picture. The modeling of such concept as well as a reliable ground-truth would be of high value for the community, since the applications are wide and concern several communities: from psychology to computer graphics. We propose a protocol for creating color harmony maps from a controlled experiment. Through an eye-tracking protocol, we focus on the identification of disharmonious colors in pictures. The experiment was composed of a free viewing pass in order to let the observer be familiar with the content before a second pass where we asked "to search for the most disharmonious areas in the picture". Twenty-seven observers participated to the experiments that was composed of a total of 30 different stimuli. The high inter-observer agreement as well as a cross-validation confirm the validity of the proposed ground-truth.

  15. Creating a winning organizational culture.

    Science.gov (United States)

    Campbell, Robert James

    2009-01-01

    This article explores the idea of how to create a winning organizational culture. By definition, a winning organizational culture is one that is able to make current innovations stick, while continuously changing based on the demands of the marketplace. More importantly, the article explores the notion that a winning organizational culture can have a profound impact on the conscious of the workforce, helping each individual to become a better, more productive person, who provides important services and products to the community. To form a basis toward defining the structure of what a winning organization culture looks like, 4 experts were asked 12 questions related to the development of an organizational culture. Three of the experts have worked intimately within the health care industry, while a fourth has been charged with turning around an organization that has had a losing culture for 17 years. The article provides insight into the role that values, norms, goals, leadership style, familiarity, and hiring practices play in developing a winning organizational culture. The article also emphasizes the important role that leaders perform in developing an organizational culture.

  16. Creating a flexible learning environment.

    Science.gov (United States)

    Taylor, B A; Jones, S; Winters, P

    1990-01-01

    Lack of classroom space is a common problem for many hospital-based nurse educators. This article describes how nursing educators in one institution redesigned fixed classroom space into a flexible learning center that accommodates their various programs. Using the nursing process, the educators assessed their needs, planned the learning environment, implemented changes in the interior design, and evaluated the outcome of the project. The result was a learning environment conducive to teaching and learning.

  17. A theory of improvement for teachers' professional development in assessment for learning

    NARCIS (Netherlands)

    Benthum, N.; Gulikers, J.T.M.; Jong, de F.; Mulder, M.

    2012-01-01

    To strengthen the practice of Competence-based Education (CBE) it’s needed to realise the potential of Assessment for Learning (AfL). However, teachers are usually not trained in designing assessment practices in CBE and professionalization in AfL is complicated. It’s needed to design a Theory of

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

    Science.gov (United States)

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

    2014-01-01

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

  19. Better data for teachers, better data for learners, better patient care: college-wide assessment at Michigan State University's College of Human Medicine

    Directory of Open Access Journals (Sweden)

    Aron C. Sousa

    2011-01-01

    Full Text Available When our school organized the curriculum around a core set of medical student competencies in 2004, it was clear that more numerous and more varied student assessments were needed. To oversee a systematic approach to the assessment of medical student competencies, the Office of College-wide Assessment was established, led by the Associate Dean of College-wide Assessment. The mission of the Office is to ‘facilitate the development of a seamless assessment system that drives a nimble, competency-based curriculum across the spectrum of our educational enterprise.’ The Associate Dean coordinates educational initiatives, developing partnerships to solve common problems, and enhancing synergy within the College. The Office also works to establish data collection and feedback loops to guide rational intervention and continuous curricular improvement. Aside from feedback, implementing a systems approach to assessment provides a means for identifying performance gaps, promotes continuity from undergraduate medical education to practice, and offers a rationale for some assessments to be located outside of courses and clerkships. Assessment system design, data analysis, and feedback require leadership, a cooperative faculty team with medical education expertise, and institutional support. The guiding principle is ‘Better Data for Teachers, Better Data for Learners, Better Patient Care.’ Better data empowers faculty to become change agents, learners to create evidence-based improvement plans and increases accountability to our most important stakeholders, our patients.

  20. IS THERE REALLY A NEED TO CREATE «REGIONAL PERCENTILE CURVES» OF WEIGHT-HEIGHT PARAMETERS? (COMMENT TO THE ARTICLE BY RITA R. KILDIYAROVA «ASSESSING PHYSICAL DEVELOPMENT OF CHILDREN WITH PERCENTILE DIAGRAMS»

    Directory of Open Access Journals (Sweden)

    Svetlana G. Makarova

    2017-01-01

    Full Text Available Height, body weight and body mass index are important parameters of health and are widely used in clinical practice, for assessing health of children, and for population studies. Amid the general globalization, the main trend of the present time is joining efforts of various countries for prevention and treatment of diseases in children. The work of the World Health Organization (WHO on creation of international standards of anthropometric measures and parameters of children's development is based upon this trend. A key point of the WHO standards is their creation based on a survey of a large cohort of children (from 5 countries of 6 continents who were in optimal conditions: who were breast-fed and received the up-to-date level of care and quality of the provided medical care. This actually allowed to eliminate the main exogenous factors that affect such parameters and to make them, in fact, the reference ones. The application of a unified approach using the WHO standards allows to carry out multicenter studies involving different countries as well as to compare the data obtained in different regions. Studies have shown that the WHO standards for physical development are applicable in different regions of the world. In this regard, the creation of «regional» reference curves for height and body weight of children that are different from the generally accepted standards is currently inappropriate, but it is really relevant to use the WHO standards. 

  1. Creating the ideal patient experience

    Science.gov (United States)

    Purcărea, Th.V

    2016-01-01

    Healthcare industry continues to evolve under conditions of intense competition in approaching health prevention, protection, and promotion. Therefore, healthcare providers are challenged to always ensure better patient experience, winning patients’ satisfaction, and loyalty and remain competitive on today’s healthcare market. Healthcare markets bring together professionals and their patients into real collaborative relationships, which empower patients to contribute to the healthcare improvement. Within this competitive landscape, which is also characterized by digital health tools boosting patients’ awareness and controlling their own health, medical providers need to be perceived as skilled and trustworthy in relying on patients’ needs, expectations, and sacrifices are required in order to obtain the promised benefits. Moreover, while constantly providing a holistic assessment of the healthcare services’ and experience attributes, acting on feedback and reaching healthcare service excellence, providing a better understanding of all the touch points with their patients and improving the quality and consistency of all these touch points, all these are achieved by employees, who are truly connected to the healthcare business. Today, patients are systematically becoming aware of the diversity of their choices, being increasingly involved in making better healthcare choices, and, so, more and more innovative products are introduced, targeting new patient segments. Findings from the last three years have shown that patients may achieve better outcomes due to the stakeholders’ commitment to innovation within the context of the big-data revolution, by building new values. PMID:27928442

  2. Creating the ideal patient experience.

    Science.gov (United States)

    Purcărea, Th.V

    2016-01-01

    Healthcare industry continues to evolve under conditions of intense competition in approaching health prevention, protection, and promotion. Therefore, healthcare providers are challenged to always ensure better patient experience, winning patients' satisfaction, and loyalty and remain competitive on today's healthcare market. Healthcare markets bring together professionals and their patients into real collaborative relationships, which empower patients to contribute to the healthcare improvement. Within this competitive landscape, which is also characterized by digital health tools boosting patients' awareness and controlling their own health, medical providers need to be perceived as skilled and trustworthy in relying on patients' needs, expectations, and sacrifices are required in order to obtain the promised benefits. Moreover, while constantly providing a holistic assessment of the healthcare services' and experience attributes, acting on feedback and reaching healthcare service excellence, providing a better understanding of all the touch points with their patients and improving the quality and consistency of all these touch points, all these are achieved by employees, who are truly connected to the healthcare business. Today, patients are systematically becoming aware of the diversity of their choices, being increasingly involved in making better healthcare choices, and, so, more and more innovative products are introduced, targeting new patient segments. Findings from the last three years have shown that patients may achieve better outcomes due to the stakeholders' commitment to innovation within the context of the big-data revolution, by building new values.

  3. A Competence-Based Approach to the Design of a Teaching Sequence about Oral and Dental Health and Hygiene: A Case Study

    Science.gov (United States)

    Blanco-López, Ángel; Franco-Mariscal, Antonio Joaquín; España-Ramos, Enrique

    2016-01-01

    We present a case study to illustrate the design and implementation of a teaching sequence about oral and dental health and hygiene. This teaching sequence was aimed at year 10 students (age 15-16) and sought to develop their scientific competences. In line with the PISA assessment framework for science and the tenets of a context-based approach…

  4. RESEARCH OF SOCIAL FACTORS OF FORMATION OF THE STUDENT’S LANGUAGE AND COMMUNICATIVE COMPETENCE (BASED ON THE SURVEY OF STUDENTS OF THE FORESTRY SPECIALTIES

    Directory of Open Access Journals (Sweden)

    Oksana Hrydzhuk

    2017-03-01

    Full Text Available The problem of formation of the student’s language and communicative competence in the context of clarification of social factors that affect their learning of the Ukrainian Language for Proficiency is revealed. The results of survey conducted in the Ukrainian National Forestry University in 2013–2016 among the students of the first and second years (the specialities “Forestry and Landscaping” and “The Woodworking Technology” are described. Students’ attitude to the Ukrainian language as a means of communication in performing of industrial actions and choosing the language of communication in future professional activities was found out in the analysis. Environmental impact, the factor of a companion, and the peculiarities of speech situation are considered to be among the main social factors that contribute to the student's communication in a certain language. Students’ evaluation of their own level of command of the state language as a means of professional communication is defined. Students’ understanding of appropriateness of development of language knowledge and also communicative abilities and skills for professional communication are researched. A set of knowledge and skills that students consider as those necessary to be improved is revealed. The appropriateness of studentsʹ language training at high school is outlined. The systems of reasons that are crucial for students during their studies of’ the Ukrainian Language for Proficiency are identified. A clear idea of the future profession and understanding what we should know and be able to do, creative development of professional skills and desire to create, increase of social status, and interest in continuing education are highlighted among the values prevailing in attitude to learning in general. Some questions covered the necessity of professional terminology learning in the linguistic aspect. The major reasons that motivate students to learn professional

  5. Creating an Online Assessment Test for Heritage Learners of Russian

    Science.gov (United States)

    Titus, Julia

    2012-01-01

    This paper examines the differences between second-language learners and heritage learners of Russian in terms of their linguistic performance, a finding supported by current research (Andrews, 2001; Kagan & Dillon, 2001/2003), examines the implications of these differences for the creation of testing tools, and offers a sample of a test designed…

  6. Standardizing assessment practices of undergraduate medical competencies across medical schools: challenges, opportunities and lessons learned from a consortium of medical schools in Uganda

    Science.gov (United States)

    Mubuuke, Aloysius Gonzaga; Mwesigwa, Catherine; Maling, Samuel; Rukundo, Godfrey; Kagawa, Mike; Kitara, David Lagoro; Kiguli, Sarah

    2014-01-01

    Introduction Health professions education is gradually moving away from the more traditional approaches to new innovative ways of training aimed at producing professionals with the necessary competencies to address the community health needs. In response to these emerging trends, Medical Education for Equitable Services to All Ugandans (MESAU), a consortium of Ugandan medical schools developed key competencies desirable of graduates and successfully implemented Competency Based Education (CBE) for undergraduate medical students. Objectives To examine the current situation and establish whether assessment methods of the competencies are standardized across MESAU schools as well as establish the challenges, opportunities and lessons learned from the MESAU consortium. Methods It was a cross-sectional descriptive study involving faculty of the medical schools in Uganda. Data was collected using focus group discussions and document reviews. Findings were presented in form of themes. Results Although the MESAU schools have implemented the developed competencies within their curricular, the assessment methods are still not standardized with each institution having its own assessment procedures. Lack of knowledge and skills regarding assessment of the competencies was evident amongst the faculty. The fear for change amongst lecturers was also noted as a major challenge. However, the institutional collaboration created while developing competencies was identified as key strength. Conclusion Findings demonstrated that despite having common competencies, there is no standardized assessment blue print applicable to all MESAU schools. Continued collaboration and faculty development in assessment is strongly recommended. PMID:25995778

  7. Standardizing assessment practices of undergraduate medical competencies across medical schools: challenges, opportunities and lessons learned from a consortium of medical schools in Uganda.

    Science.gov (United States)

    Mubuuke, Aloysius Gonzaga; Mwesigwa, Catherine; Maling, Samuel; Rukundo, Godfrey; Kagawa, Mike; Kitara, David Lagoro; Kiguli, Sarah

    2014-01-01

    Health professions education is gradually moving away from the more traditional approaches to new innovative ways of training aimed at producing professionals with the necessary competencies to address the community health needs. In response to these emerging trends, Medical Education for Equitable Services to All Ugandans (MESAU), a consortium of Ugandan medical schools developed key competencies desirable of graduates and successfully implemented Competency Based Education (CBE) for undergraduate medical students. To examine the current situation and establish whether assessment methods of the competencies are standardized across MESAU schools as well as establish the challenges, opportunities and lessons learned from the MESAU consortium. It was a cross-sectional descriptive study involving faculty of the medical schools in Uganda. Data was collected using focus group discussions and document reviews. Findings were presented in form of themes. Although the MESAU schools have implemented the developed competencies within their curricular, the assessment methods are still not standardized with each institution having its own assessment procedures. Lack of knowledge and skills regarding assessment of the competencies was evident amongst the faculty. The fear for change amongst lecturers was also noted as a major challenge. However, the institutional collaboration created while developing competencies was identified as key strength. Findings demonstrated that despite having common competencies, there is no standardized assessment blue print applicable to all MESAU schools. Continued collaboration and faculty development in assessment is strongly recommended.

  8. Creating a Masters in Numeracy Program

    Directory of Open Access Journals (Sweden)

    Eric Gaze

    2010-07-01

    Full Text Available The Master of Science in Numeracy program at Alfred University received full approval from the New York State Education Department (NYSED in May of 2007. This first-of-its-kind program seeks to provide teachers at all levels, from across the curriculum, the skills, and more importantly the confidence, to introduce relevant quantitative concepts in their own disciplines. Created to be a complement of the MS Ed. in Literacy, the 30-hour MS in Numeracy program consists of four required core courses (Teaching Numeracy, Teaching with Data, Assessment and Learning Theories in Numeracy, and Doing Science and Numeracy, five electives from a list of numeracy and literacy courses, and a Masters project. The program graduated its first student in May 2008 and three more since then. Major challenges for the program have included the uncertain (i.e., by-application connection between an MS and licensure (in contrast to the automatic professional certification for MS Ed. degrees and the small number of faculty involved in teaching the numeracy courses. The current status of the program is questionable as the person (the author who taught the first three core courses has left the University and has not yet been replaced. Even so, I believe this MS in Numeracy program offers a potentially useful example of a strategy to enhance the spread of QL through teacher preparation.

  9. Creating the optimized international marketing mix

    Directory of Open Access Journals (Sweden)

    Grubor Aleksandar

    2005-01-01

    Full Text Available In the international practice of Serbian companies still dominant approach is based on traditional foreign trade approach, which in the significant dimension ballast effective inclusion of domestic companies in the contemporary business. Such practice is a result of the modality of international trading evolved and stimulated recently including long lasting period of self managing socialism-business as well international orientation in trading was originated by the state support, which procured in the edification of so-called national corporations as a chief exporter. Long-time existing of that modality of the international trading procured in the shrinking and limitation possibilities for comprehensive development of the international orientation of domestic i.e local companies, which is an argument of objectively difficult international position of Serbian firms in the moment. Paper discuss different issues including assessment that incoming presence of regional or international investors on the domestic market will proffer possibilities for enhancement a domestic management and marketing know - how among others. So, this is a way how local management circles could make substantial progress in creating the optimized international marketing mix within domestic companies following on-going business experience.

  10. THE CASE STUDY TASKS AS A BASIS FOR THE FUND OF THE ASSESSMENT TOOLS AT THE MATHEMATICAL ANALYSIS FOR THE DIRECTION 01.03.02 APPLIED MATHEMATICS AND COMPUTER SCIENCE

    Directory of Open Access Journals (Sweden)

    Dina Aleksandrovna Kirillova

    2015-12-01

    Full Text Available The modern reform of the Russian higher education involves the implementation of competence-based approach, the main idea of which is the practical orientation of education. Mathematics is a universal language of description, modeling and studies of phenomena and processes of different nature. Therefore creating the fund of assessment tools for mathematical disciplines based on the applied problems is actual. The case method is the most appropriate mean of monitoring the learning outcomes, it is aimed at bridging the gap between theory and practice.The aim of the research is the development of methodical materials for the creating the fund of assessment tools that are based on the case-study for the mathematical analisis for direction «Applied Mathematics and Computer Science». The aim follows from the contradiction between the need for the introduction of case-method in the educational process in high school and the lack of study of the theoretical foundations of using of this method as applied to mathematical disciplines, insufficient theoretical basis and the description of the process of creating case-problems for use their in the monitoring of the learning outcomes.

  11. Knowledge and Skills of Healthcare Providers in Sub-Saharan Africa and Asia before and after Competency-Based Training in Emergency Obstetric and Early Newborn Care.

    Science.gov (United States)

    Ameh, Charles A; Kerr, Robert; Madaj, Barbara; Mdegela, Mselenge; Kana, Terry; Jones, Susan; Lambert, Jaki; Dickinson, Fiona; White, Sarah; van den Broek, Nynke

    2016-01-01

    Healthcare provider training in Emergency Obstetric and Newborn Care (EmOC&NC) is a component of 65% of intervention programs aimed at reducing maternal and newborn mortality and morbidity. It is important to evaluate the effectiveness of this. We evaluated knowledge and skills among 5,939 healthcare providers before and after 3-5 days 'skills and drills' training in emergency obstetric and newborn care (EmOC&NC) conducted in 7 sub-Saharan Africa countries (Ghana, Kenya, Malawi, Nigeria, Sierra Leone, Tanzania, Zimbabwe) and 2 Asian countries (Bangladesh, Pakistan). Standardised assessments using multiple choice questions and objective structured clinical examination (OSCE) were used to measure change in knowledge and skills and the Improvement Ratio (IR) by cadre and by country. Linear regression was performed to identify variables associated with pre-training score and IR. 99.7% of healthcare providers improved their overall score with a median (IQR) increase of 10.0% (5.0% - 15.0%) for knowledge and 28.8% (23.1% - 35.1%) for skill. There were significant improvements in knowledge and skills for each cadre of healthcare provider and for each country (phealthcare providers working in maternity wards in both sub-Saharan Africa and Asia. Additional support and training is needed for use of the partograph as a tool to monitor progress in labour. Further research is needed to assess if this is translated into improved service delivery.

  12. Creating and Viewing HTML Files with Python

    Directory of Open Access Journals (Sweden)

    William J. Turkel

    2012-07-01

    Full Text Available This lesson uses Python to create and view an HTML file. If you write programs that output HTML, you can use any browser to look at your results. This is especially convenient if your program is automatically creating hyperlinks or graphic entities like charts and diagrams. Here you will learn how to create HTML files with Python scripts, and how to use Python to automatically open an HTML file in Firefox.

  13. Creating and Viewing HTML Files with Python

    OpenAIRE

    William J. Turkel; Adam Crymble

    2012-01-01

    This lesson uses Python to create and view an HTML file. If you write programs that output HTML, you can use any browser to look at your results. This is especially convenient if your program is automatically creating hyperlinks or graphic entities like charts and diagrams. Here you will learn how to create HTML files with Python scripts, and how to use Python to automatically open an HTML file in Firefox.

  14. Alcance y límites de un currículo basado en competencias Alcance e limites de um currículo baseado em competências The Scope and Limitations of a Competency-based Curriculum

    Directory of Open Access Journals (Sweden)

    Manuel Ignacio Gonzales-Bernal

    2008-06-01

    áveis incluídas no estudo. Assim mesmo, é feita uma análise documental mediante um sistema matricial; por último, cruzase a informação usando uma tabela de tripla entrada que permite despregar os resultados de cada fonte. A interpretação de resultados, as conclusões e as recomendações é baseada no marco teórico que sustenta a pesquisa.This is the second part of a report on a study entitled "Competency-based Curriculum: An Experience in University Education," published in Volume 9, No 2-Year 2006. The objective of the study was to assess curricular reform at the Universidad de La Sabana School of Communication by analyzing different variables in the area of public communication. In terms of design, it is an evaluation study based on a dominant model approach that is largely qualitative and descriptive. This part of the report offers an analysis of the results and presents the conclusions and recommendations. The analysis is based on the answers given by each of the sectors consulted, when asked about the variables included in the study. A documentary analysis was done as well, using a system of matrices. The information was compared by means of a triple-entry table that makes it possible to dis-play the results from each source. The results were interpreted, the conclusions drawn and the recommendations made in light of the theoretical framework on which the study is based.

  15. Bekwaam beoordeeld : inhoud, functie en kwaliteit van competentiegerichte assessments in social work opleidingen

    NARCIS (Netherlands)

    Kloppenburg, R.T.H.M.

    2011-01-01

    In order to make them more relevant to professional practice, a significant shift among Dutch Higher Vocational Education (HBO) programmes towards competence-based education and assessments has taken place. This research has been carried out to contribute to the development of the quality of

  16. Creating Gaze Annotations in Head Mounted Displays

    DEFF Research Database (Denmark)

    Mardanbeigi, Diako; Qvarfordt, Pernilla

    2015-01-01

    To facilitate distributed communication in mobile settings, we developed GazeNote for creating and sharing gaze annotations in head mounted displays (HMDs). With gaze annotations it possible to point out objects of interest within an image and add a verbal description. To create an annota- tion...

  17. Creating Safe Spaces for Music Learning

    Science.gov (United States)

    Hendricks, Karin S.; Smith, Tawnya D.; Stanuch, Jennifer

    2014-01-01

    This article offers a practical model for fostering emotionally safe learning environments that instill in music students a positive sense of self-belief, freedom, and purpose. The authors examine the implications for music educators of creating effective learning environments and present recommendations for creating a safe space for learning,…

  18. Construction of a competence-based curriculum for internship in obstetrics and gynecology within the medical course at the Federal University of Ceará (Sobral campus

    Directory of Open Access Journals (Sweden)

    José Juvenal Linhares

    Full Text Available CONTEXT AND OBJECTIVE: This research project arose from a proposal made to the teachers by the students of a medical course at a federal university in Brazil, from their personal experiences regarding the skills and competencies that should be developed during the obstetrics and gynecology (OBG stage of the internship. The objective here was to develop the matrix of skills necessary for training good general physicians in the medical course.DESIGN AND SETTING: Exploratory qualitative study conducted in a federal university in Brazil.METHODS: The basis for developing these competencies among OBG interns was "The Competency Matrix for Medical Internship" developed by Bollela and Machado. The instrument was presented to, analyzed by and modified by a set of OBG specialists, at two sessions.RESULTS: The specific competencies expected from students over the internship in OBG were framed within overall topics that had previously been determined and listed: healthcare, decision-making, communication and interpersonal relationships, management and organization of the Brazilian National Health System (Sistema Único de Saúde, SUS and professionalism.CONCLUSIONS: A competency matrix that standardizes the minimum requirements that interns should be capable of putting into practice after concluding the OBG stage is a valuable tool for ensuring student performance and a fair and rigorous assessment for them, thereby seeking to train good general physicians who meet the community's needs.

  19. Curricular analysis of competency-based osteopathic medical education: application of a matrix for quality enhancement to a standardized patient encounter example.

    Science.gov (United States)

    Lockwood, Michael D; Tucker-Potter, Stacy; Sargentini, Neil J

    2009-09-01

    With the formal adoption of the seven core competencies, the American Osteopathic Association's Commission on Osteopathic College Accreditation instructed osteopathic medical educators to guide curricular development with these goals in mind. Tools to facilitate and monitor these purposes have been under development separately at each of the nation's colleges of osteopathic medicine. To demonstrate the utility of a checklist-based curriculum assessment tool, the Matrix for Quality Enhancement, as developed at Kirksville (Mo) College of Osteopathic Medicine-A.T. Still University. APPLICATION of the Matrix is illustrated using examples selected from our analysis of a set of 16 standardized patient encounters provided as part of a first-year basic science course in medical microbiology. Encounters were developed to improve student understanding of infectious disease entities while also providing a variety of clinical experiences. Feedback on professionalism and humanistic behaviors was also provided. A novel aspect of the Matrix is the inclusion of a component dealing with patient safety. Adding standardized patient encounters to the medical microbiology teaching program at Kirksville College of Osteopathic Medicine was an effective means of integrating educational experiences with the seven core competencies, the requirements of Comprehensive Osteopathic Medical Licensing Examination-USA Level 2-PE (Performance Evaluation), and patient safety issues. The Matrix is a valuable tool for evaluating or developing curricular components that maintain osteopathic integrity while working toward standards for medical education specified by the commission.

  20. Competency-based Education and Training of medical staff. A Programm of the Medical Academy Waldbreitbach: Concept – Implementation – Materials

    Directory of Open Access Journals (Sweden)

    Hasske, Eva

    2017-10-01

    Full Text Available Objective: The aim of the Medical Academy Waldbreitbach is to connect individual and organisational requirements in order to promote an appropriate and multi-locational development of medical competency in the face of the continuously evolving challenges of clinical practice. Integral processes in this are the reduction of organisational learning barriers and the successive integration of competency-oriented learning events in the structures of personnel and organisational development. The modular system for the further development of doctors’ skills serves here as a supplementary and recommendation system for both existing curricula and those defined by regulatory organisations and professional associations.Methods: The Medical Academy’s modular system has a two-dimensional structure. In addition to the axis of biography orientation, the model orients itself around issues relating to the needs of a doctor in any individual professional position, as well as with whom he comes into contact and where his primary challenges lie. In order to achieve better integration in day-to-day routine and a needs-specific orientation of content, the modular system provides a combination of “one, two or three day and two- three- or four-hour training units” depending upon the topic. The transfer of experiential knowledge with the aid of practical exercises is a central element of the didactic model.Results: Through the combined use of summative and formative assessment, the significance of a dialogue-orientated approach in both planning and in the organisational process was highlighted. In feedback discussions and quantitative evaluation sheets, participants identified in particular cross-generational knowledge sharing as a central element for the development of personal values alongside the interdisciplinary transfer of knowledge. The combination of specialist and interdisciplinary topics, for example on team processes or communication, is frequently