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Sample records for macarthur competence assessment

  1. [Spanish validation of the MacArthur Competence Assessment Tool for Treatment interview to assess patients competence to consent treatment].

    Science.gov (United States)

    Alvarez Marrodán, Ignacio; Baón Pérez, Beatriz; Navío Acosta, Mercedes; López-Antón, Raul; Lobo Escolar, Elena; Ventura Faci, Tirso

    2014-09-09

    To validate the MacArthur Competence Assessment Tool for Treatment (MacCAT-T) Spanish version, which assesses the mental capacity of patients to consent treatment, by examining 4 areas (Understanding, Appreciation, Reasoning and Expressing a choice). 160 subjects (80 Internal Medicine inpatients, 40 Psychiatric inpatients and 40 healthy controls). MacCAT-T, Mini-Mental Status Examination (MMSE). Feasibility study, reliability and validity calculations (against to gold standard of clinical expert). Mean duration of the MacCAT-T interview was 18min. Inter-rater reliability: Intraclass correlation coefficient for Understanding=0.98, Appreciation=0.97, Reasoning=0.98, Expressing a choice=0.91. Internal consistency (Cronbach's alpha): Understanding=0.87, for Appreciation=0.76, for Reasoning=0.86. Patients considered to be incapable (gold standard) scored lower in all the MacCAT-T areas. Poor performance on the MacCAT-T was related to cognitive impairment assessed by MMSE. Spanish version of the MacCAT-T is feasible, reliable, and valid for assessing the capacity of patients to consent treatment. Copyright © 2013 Elsevier España, S.L. All rights reserved.

  2. Accuracy of the MacArthur competence assessment tool for clinical research (MacCAT-CR) for measuring children's competence to consent to clinical research.

    Science.gov (United States)

    Hein, Irma M; Troost, Pieter W; Lindeboom, Robert; Benninga, Marc A; Zwaan, C Michel; van Goudoever, Johannes B; Lindauer, Ramón J L

    2014-12-01

    An objective assessment of children's competence to consent to research participation is currently not possible. Age limits for asking children's consent vary considerably between countries, and, to our knowledge, the correlation between competence and children's age has never been systematically investigated. To test a standardized competence assessment instrument for children by modifying the MacArthur Competence Assessment Tool for Clinical Research (MacCAT-CR), to investigate its reliability and validity, and to examine the correlation of its assessment with age and estimate cutoff ages. This prospective study included children and adolescents aged 6 to 18 years in the inpatient and outpatient departments of allergology, gastroenterology, oncology, ophthalmology, and pulmonology from January 1, 2012, through January 1, 2014. Participants were eligible for clinical research studies, including observational studies and randomized clinical trials. Competence judgments by experts aware of the 4 relevant criteria-understanding, appreciation, reasoning, and choice-were used to establish the reference standard. The index test was the MacCAT-CR, which used a semistructured interview format. Interrater reliability, validity, and dimensionality of the MacCAT-CR and estimated cutoff ages for competence. Of 209 eligible patients, we included 161 (mean age, 10.6 years; 47.2% male). Good reproducibility of MacCAT-CR total and subscale scores was observed (intraclass correlation coefficient range, 0.68-0.92). We confirmed unidimensionality of the MacCAT-CR. By the reference standard, we judged 54 children (33.5%) to be incompetent; by the MacCAT-CR, 61 children (37.9%). Criterion-related validity of MacCAT-CR scores was supported by high overall accuracy in correctly classifying children as competent against the reference standard (area under the receiver operating characteristics curve, 0.78). Age was a good predictor of competence on the MacCAT-CR (area under the receiver

  3. The MacArthur Competence Assessment Tool-Criminal Adjudication: Factor structure, interrater reliability, and association with clinician opinion of competence in a forensic inpatient sample.

    Science.gov (United States)

    Wood, Mary E; Anderson, Jaime L; Glassmire, David M

    2017-06-01

    Adjudicative competence is the most frequently referred evaluation in the forensic context, and it is because of this that periodic evaluation of competence assessment instruments is imperative. Among those instruments, the MacArthur Competence Assessment Tool-Criminal Adjudication (MacCAT-CA) has demonstrated adequate psychometric properties suggesting its utility in informing the forensic inquiry. The purpose of the current study was to further investigate the psychometric properties and ultimate utility of subscale scores using archival data from a sample of 103 male and female forensic patients who were hospitalized for competence restoration treatment. Results of the present study suggested adequate internal consistency and good model fit for the factor structure. Interrater reliability was evaluated by comparing the absolute agreement of scores derived from 2 independent research assistants for each of the subscales; 2 of the 3 subscales fell within the acceptable range given established interpretative benchmarks for forensic assessment. Of particular interest was that the Appreciation subscale, while heralding the lowest intraclass correlation coefficient, explained the largest proportion of variance in clinician opinion relative to the other 2 subscales. In other words, the most subjective subscale (as evidenced by the lowest intraclass correlation), explained the largest proportion of variance in ultimate opinion. The authors argue that, although these results are an important consideration in these assessments, they are neither surprising nor entirely problematic when considering the case-specific nature of the inquiries on the subscale, as well as the subjectivity of scoring criteria for each of the Appreciation items. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  4. The MacArthur Competence Assessment Tool-Fitness to Plead: a preliminary evaluation of a research instrument for assessing fitness to plead in England and Wales.

    Science.gov (United States)

    Akinkunmi, Akintunde A

    2002-01-01

    This study concerns the preliminary evaluation of an instrument, the MacArthur Competence Assessment Tool-Fitness to Plead (MacCAT-FP), for assessing competence to stand trial, according to the legal requirements in England and Wales. The purposes of the study were to ascertain whether the instrument can be administered practically to groups of prisoners, both those with mental illness and those without; to examine its internal consistency and interrater reliability; to determine whether it can distinguish between fit and unfit individuals, as judged by expert forensic psychiatrists; and to discover whether it is sensitive to changes over time. The instrument was administered to two groups of remanded prisoners: those transferred to psychiatric units for treatment and those without mental illness. In addition to the MacCAT-FP, scales measuring symptom severity and IQ were administered to all participants. Results suggest that the instrument is practical, with good internal consistency and interrater reliability. The correlation of scores with psychiatrists' opinions as to fitness was 0.77. Scores of unfit patients were significantly different from those of fit individuals. The instrument was able to detect significant differences in scores over time. It is suggested that once the instrument has been further validated for research purposes, it may be developed for clinical application.

  5. Concurrent and face validity of the MacArthur scale for assessing subjective social status: Brazilian Longitudinal Study of Adult Health (ELSA-Brasil).

    Science.gov (United States)

    Ferreira, Wasney de Almeida; Giatti, Luana; Figueiredo, Roberta Carvalho de; Mello, Heliana Ribeiro de; Barreto, Sandhi Maria

    2018-04-01

    This work assessed the concurrent and face validity of the MacArthur scale, which attempts to capture subjective social status in society, neighborhood and work contexts. The study population comprised a convenience sample made up of 159 adult participants of the ELSA-Brasil cohort study conducted in Minas Gerais between 2012 and 2014. The analysis was conducted drawing on Conceptual Metaphor Theory and using corpus linguistic methods. Concurrent validity was shown to be moderate for the society ladder (Kappaw = 0.55) and good for the neighborhood (Kappaw = 0.60) and work (Kappaw = 0,67) ladders. Face validity indicated that the MacArthur scale really captures subjective social status across indicators of socioeconomic position, thus confirming that it is a valuable tool for the study of social inequalities in health Brazil.

  6. Assessment of Innovation Competency

    DEFF Research Database (Denmark)

    Nielsen, Jan Alexis

    2015-01-01

    competency, and communication competency) as well as assessment criteria for a number of skills relevant to these subcompetencies. These assessment criteria, it is argued, largely resonate with existing literature and they provide a detailed glimpse into how assessment of innovation competency could...... of the recorded talk in interaction that occurred in teacher group discussion sessions at 5 upper secondary schools. Based on the analysis, it was possible to extrapolate assessment criteria for 5 subcompetencies relevant to innovation (creative competency, collaboration competency, navigation competency, action...

  7. Gun Violence and Victimization of Strangers by Persons With a Mental Illness: Data From the MacArthur Violence Risk Assessment Study.

    Science.gov (United States)

    Steadman, Henry J; Monahan, John; Pinals, Debra A; Vesselinov, Roumen; Robbins, Pamela Clark

    2015-11-01

    Highly publicized incidents in which people with apparent mental illnesses use guns to victimize strangers have important implications for public views of people with mental illnesses and the formation of mental health and gun policy. The study aimed to provide more data about this topic. MacArthur Violence Risk Assessment Study data were analyzed to determine the prevalence of violence by 951 patients after discharge from a psychiatric hospital, including gun violence, violence toward strangers, and gun violence toward strangers. Two percent of patients committed a violent act involving a gun, 6% committed a violent act involving a stranger, and 1% committed a violent act involving both a gun and a stranger. When public perceptions and policies regarding mental illness are shaped by highly publicized but infrequent instances of gun violence toward strangers, they are unlikely to help people with mental illnesses or to improve public safety.

  8. Competencies and Their Assessment

    Science.gov (United States)

    Drisko, James W.

    2014-01-01

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

  9. Competencies, skills and assessment

    DEFF Research Database (Denmark)

    Højgaard, Tomas

    2009-01-01

    This paper is an analysis of the challenge of assessing student learning and how that is affected by using descriptions of competencies as a core element when describing the aims of the learning process. Assessment is modelled as a three step process; characterising, identifying and judging, to a...

  10. Assessing cataract surgical competency

    NARCIS (Netherlands)

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

    2007-01-01

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

  11. Douglas MacArthur Upon Reflection

    National Research Council Canada - National Science Library

    Snitchler, Lowell

    1998-01-01

    .... This research recounts MacArthur's personality development from childhood, investigates his last military campaign, and, finally, applies the diagnosis of narcissistic personality disorder to the assembled data...

  12. Assessing Core Competencies

    Science.gov (United States)

    Narayanan, M.

    2004-12-01

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

  13. Assessing Culturally Competent Scholarship.

    Science.gov (United States)

    Mendias, Elnora P.; Guevara, Edilma B.

    2001-01-01

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

  14. Assessment Mathematics Teacher's Competencies

    Science.gov (United States)

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

    2007-01-01

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

  15. Douglas MacArthur- An Administrative Biography

    OpenAIRE

    Tehan III, William J.

    2002-01-01

    For more than a half century Douglas MacArthur was a servant of the United States. He is best remembered as a general and a soldier, especially for his leadership during World War II and the Korean War. MacArthur was also the Superintendent of West Point, Chief of Staff of the U.S. Army, Generalissimo ( Commander) of the Armed Forces and Military Advisor (Minister of Defense) to the President of the Commonwealth of the Philippines, and the Supreme Commander Allied Powers and the Military Gove...

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

    Science.gov (United States)

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

    2015-12-01

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

  17. A practical approach to competency assessment.

    Science.gov (United States)

    Claflin, N

    1997-01-01

    Assessing clinical performance is difficult. Members of the Nursing Service Clinical Practice Committee at the Carl T. Hayden Veterans Affairs Medical Center in Phoenix developed a comprehensive program of competency assessment based on performance measures. This article describes the committee's process of developing and implementing the program and includes a blueprint for competency assessment and selected performance measures for all nursing staff who provide patient care. The approach to competency assessment includes performance measures specific to patients' ages.

  18. Assessing Competence in Pediatric Cardiology

    Science.gov (United States)

    Johnson, Apul E.; And Others

    1976-01-01

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

  19. 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.

  20. Valid Competency Assessment in Higher Education

    Directory of Open Access Journals (Sweden)

    Olga Zlatkin-Troitschanskaia

    2017-01-01

    Full Text Available The aim of the 15 collaborative projects conducted during the new funding phase of the German research program Modeling and Measuring Competencies in Higher Education—Validation and Methodological Innovations (KoKoHs is to make a significant contribution to advancing the field of modeling and valid measurement of competencies acquired in higher education. The KoKoHs research teams assess generic competencies and domain-specific competencies in teacher education, social and economic sciences, and medicine based on findings from and using competency models and assessment instruments developed during the first KoKoHs funding phase. Further, they enhance, validate, and test measurement approaches for use in higher education in Germany. Results and findings are transferred at various levels to national and international research, higher education practice, and education policy.

  1. Towards assessing managerial competencies and leadership styles ...

    African Journals Online (AJOL)

    One way of achieving long term sustainability of game ranches in South Africa is to ensure the ... assess the management competencies and leadership styles needed by game ranch managers/owners in order ... AJOL African Journals Online.

  2. Personality Assessment: A Competency-Capability Perspective.

    Science.gov (United States)

    Kaslow, Nadine J; Finklea, J Tyler; Chan, Ginny

    2018-01-01

    This article begins by reviewing the proficiency of personality assessment in the context of the competencies movement, which has dominated health service psychology in recent years. It examines the value of including a capability framework for advancing this proficiency and enhancing the quality of personality assessments, including Therapeutic Assessment (Finn & Tonsager, 1997 ), that include a personality assessment component. This hybrid competency-capability framework is used to set the stage for the conduct of personality assessments in a variety of contexts and for the optimal training of personality assessment. Future directions are offered in terms of ways psychologists can strengthen their social contract with the public and offer a broader array of personality assessments in more diverse contexts and by individuals who are both competent and capable.

  3. The Teaching and Assessment of Inquiry Competences

    DEFF Research Database (Denmark)

    Rönnebeck, Silke; Nielsen, Jan Alexis; Olley, Christopher

    2018-01-01

    New competence-oriented learning goals can only be sustainably implemented if they are aligned with teaching and assessment goals. Within the fields of science, technology and mathematics education, one approach of compe-tence-oriented teaching is based on the concept of inquiry-based education....... Scien-tific inquiry in science, problem solving in mathematics, design processes in tech-nology and innovation as a cross-curricular approach to teaching and learning that is emphasised as a key element of 21st century skills allow students to engage in the thinking and working processes of scientists....... By applying these approaches, teachers can address subject-specific as well as generic competences (e.g. investi-gation in science as a subject-specific competence vs. argumentation or communi-cation as more generic competences). Since what is assessed strongly influences what is taught, changes in teaching...

  4. Assessment of Competence in EVAR Procedures

    DEFF Research Database (Denmark)

    Strøm, M; Lönn, L; Bech, B

    2017-01-01

    OBJECTIVE/BACKGROUND: To develop a procedure specific global rating scale for assessment of operator competence in endovascular aortic repair (EVAR). METHODS: A Delphi approach was used to achieve expert consensus. A panel of 32 international experts (median 300 EVAR procedures, range 200...... suggested by the panel and reduced to seven pivotal assessment items that reached consensus, Cronbach's alpha = 0.82. The seven item rating scale covers key elements of competence in EVAR stent placement and deployment. Each item has well defined grades with explicit anchors at unacceptable, acceptable......, and superior performance on a 5 point Likert scale. CONCLUSION: The Delphi methodology allowed for international consensus on a new procedure specific global rating scale for assessment of competence in EVAR. The resulting scale, EndoVascular Aortic Repair Assessment of Technical Expertise (EVARATE...

  5. 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...

  6. Developing an International Assessment of Global Competence

    Science.gov (United States)

    Piacentini, Mario

    2017-01-01

    In 2014, an international, interdisciplinary group of experts came together under the auspices of the PISA Governing Board to consider a novel question: can an international assessment evaluate, the global competence of 15-year-old students? The experts recognized the need for data to understand how well students are prepared for life in…

  7. COMPETENCE ASSESSMENT: BEST PRACTICES IN EUROPEAN COUNTRIES

    Directory of Open Access Journals (Sweden)

    Magdalena VELCIU

    2014-04-01

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

  8. Multisource Assessment of Children's Social Competence

    NARCIS (Netherlands)

    Junttila, N.; Voeten, M.J.M.; Kaukiainen, A.; Vauras, M.M.S.

    2006-01-01

    The Multisource Assessment of Social Competence Scale was developed, based on the School Social Behavior Scale and examined to test the factor pattern and the consistency of the ratings of self, peers, teachers, and parents. The findings of the confirmatory factor analysis supported a four-factor

  9. Computerized Assessment of Competence-Related Abilities in Living Liver Donors: The Adult-to-Adult Living Donor Liver Transplantation Cohort Study (A2ALL)

    Science.gov (United States)

    Freeman, Jason; Emond, Jean; Gillespie, Brenda W.; Appelbaum, Paul S.; Weinrieb, Robert; Hill-Callahan, Peg; Gordon, Elisa J.; Terrault, Norah; Trotter, James; Ashworth, April; Dew, Mary Amanda; Pruett, Timothy

    2014-01-01

    Background Despite its importance, determination of competence to consent to organ donation varies widely based on local standards. We piloted a new tool to aid transplant centers in donor assessment. Methods We assessed competence-related abilities among potential living liver donors (LDs) in the 9-center A2ALL study. Prospective LDs viewed an educational video, and were queried to assess Understanding, Appreciation, Reasoning, and ability to express a Final Choice using the MacArthur Competence Assessment Tool for Clinical Research, adapted for computerized administration in LDs (“MacLiver”). Videotaped responses were scored by a clinical neuropsychologist (JF). Results Ninety-three LDs were assessed. Mean (standard deviation; domain maximum) scores were: Understanding: 18.1 (2.6; max=22), Appreciation: 5.1 (1.0; max=6), Reasoning: 3.1 (0.8; max=4), and Final Choice: 3.8 (0.5; max=4). Scores did not differ by demographics, relationship to the recipient, eligibility to donate, or eventual donation (p>0.4). Higher education was associated with greater Understanding (p=0.004) and Reasoning (p=0.03). Conclusion Standardized, computerized education with independent ratings of responses may (1) alert the clinical staff to potential donors who may not be competent to donate, and (2) highlight areas needing further assessment and education, leading to better informed decision-making. PMID:23859354

  10. Assessing clinical competency in the health sciences

    Science.gov (United States)

    Panzarella, Karen Joanne

    To test the success of integrated curricula in schools of health sciences, meaningful measurements of student performance are required to assess clinical competency. This research project analyzed a new performance assessment tool, the Integrated Standardized Patient Examination (ISPE), for assessing clinical competency: specifically, to assess Doctor of Physical Therapy (DPT) students' clinical competence as the ability to integrate basic science knowledge with clinical communication skills. Thirty-four DPT students performed two ISPE cases, one of a patient who sustained a stroke and the other a patient with a herniated lumbar disc. Cases were portrayed by standardized patients (SPs) in a simulated clinical setting. Each case was scored by an expert evaluator in the exam room and then by one investigator and the students themselves via videotape. The SPs scored each student on an overall encounter rubric. Written feedback was obtained from all participants in the study. Acceptable reliability was demonstrated via inter-rater agreement as well as inter-rater correlations on items that used a dichotomous scale, whereas the items requiring the use of the 4-point rubric were somewhat less reliable. For the entire scale both cases had a significant correlation between the Expert-Investigator pair of raters, for the CVA case r = .547, p performances on the ISPE with other independent estimates of students' competence. The unique integration questions of the ISPE were judged to have good content validity from experts and students, suggestive that integration, a most crucial element of clinical competence, while done in the mind of the student, can be practiced, learned and assessed.

  11. Competency Assessment Using Key Performance Indicators

    OpenAIRE

    Elena Alexandra Toader; Laura Brad

    2015-01-01

    The paper proposes a method for computing the scores of the key performance indicators resulted in the competency assessment process. The key performance indicators are estimated considering four performance levels that an IT professional can obtain at the end of the assessment process. We suggest as the best approach for estimating the performance key indicators an online questionnaire filled by 60 employees that work in IT Romanian companies. The results provide evidence that the difference...

  12. Assessment of Surgical Skills and Competency.

    Science.gov (United States)

    Bhatti, Nasir I

    2017-10-01

    Evaluation of surgical skills and competency are important aspects of the medical education process. Measurable and reproducible methods of assessment with objective feedback are essential components of surgical training. Objective Structured Assessment of Technical Skills (OSATS) is widely used across the medical specialties and otolaryngology-specific tools have been developed and validated for sinus and mastoid surgery. Although assessment of surgical skills can be time-consuming and requires human and financial resources, new evaluation methods and emerging technology may alleviate these barriers while also improving data collection practices. Copyright © 2017 Elsevier Inc. All rights reserved.

  13. Developing schemas for assessing social competences among unskilled young people

    OpenAIRE

    Wahlgren, Bjarne; Aarkrog, Vibe

    2017-01-01

    Social competences are crucial parts of vocational education and training (VET) competences. As part of a development project preparing unskilled young people for VET, an action research project was conducted with the aim of developing a schema for assessing and grading social competences. The development included defining the social competences as well as three levels for assessing these competences. The schema was developed in cooperation with the assessors, i.e., representatives from workp...

  14. [Perspectives on patient competence in psychiatry: cognitive functions, emotions and values].

    Science.gov (United States)

    Ruissen, A; Meynen, G; Widdershoven, G A M

    2011-01-01

    Informed consent, a central concept in the doctor-patient relationship, is only valid if it is given by a competent patient. To review the literature on competence or decision-making capacity in psychiatry. We studied the international literature and relevant Dutch material such as health acts and medical guidelines. We found a consensus in the literature about the assessment criteria and the basic principles, but we did not find any consensus about the exact definition of competence. We review a number of perspectives on competence. The conceptualisations of competence, particularly in the field of psychiatry, are still being debated. The best known clinical tool to assess patients’ capacities to make treatment decisions is the MacArthur Competence Assessment Tool (MacCAT). There are three perspectives on competence: a cognitive perspective, a perspective concerning emotions and a perspective relating to values. Further research is needed in order to make the conceptual debate on competence relevant to psychiatric practice.

  15. Assessing competence in sport psychology : An action research account

    NARCIS (Netherlands)

    Hutter, R. I (Vana); Pijpers, J. R (Rob); Oudejans, Raôul R.D.

    2016-01-01

    Competent practice in sport psychology is of utmost importance for the professional status of the field, and hence proper assessment of competence for sport psychology practice is needed. We describe three cycles of action research to improve the assessment of competence in a sport psychology

  16. Assessing competence in sport psychology: An action research account

    OpenAIRE

    Hutter, R. I (Vana); Pijpers, J. R (Rob); Oudejans, Raôul R.D.

    2016-01-01

    Competent practice in sport psychology is of utmost importance for the professional status of the field, and hence proper assessment of competence for sport psychology practice is needed. We describe three cycles of action research to improve the assessment of competence in a sport psychology education program. The cycles were directed at (a) empowering supervisors in their assessing role, (b) improving the assessment checklist, and (c) investigating an alternative assessment method. Although...

  17. Competency assessments for nuclear industry personnel

    International Nuclear Information System (INIS)

    2004-04-01

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

  18. 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.

  19. Reliability of the MacArthur scale of subjective social status - Brazilian Longitudinal Study of Adult Health (ELSA-Brasil).

    Science.gov (United States)

    Giatti, Luana; Camelo, Lidyane do Valle; Rodrigues, Jôsi Fernandes de Castro; Barreto, Sandhi Maria

    2012-12-20

    The MacArthur Scale of Subjective Social Status intend to measure the subjective social status using a numbered stepladder image. This study investigated the reliability of the MacArthur scale in a subsample of the Brazilian Longitudinal Study of Adult Health (ELSA-Brasil). Three scales were employed using different references: 1) the overall socioeconomic position; 2) the socioeconomic situation of the participant's closer community; 3) the workplace as a whole. A total of 245 of the ELSA participants from six states were involved. They were interviewed twice by the same person within an interval of seven to fourteen days. The reliability of the scale was assessed with weighted Kappa statistics and intraclass correlation coefficient (ICC), with their respective 95% confidence interval (CI). Kappa values were 0.62(0.58 to 0.64) for the society ladder; 0.58(0.56 to 0.61) for the community-related ladder; and 0.67(0.66 to 0.72) for the work-related ladder. The ICC ranged from 0.75 for the work ladder to 0.64 for the community ladder. These values differed slightly according to the participants' age, sex and education category. The three ladders showed good stability in the test-retest, except the community ladder that showed moderate stability. Because the social structure in Brazil is rapidly changing, future qualitative and longitudinal studies are needed to confirm and understand the construct underlying the MacArthur Scale in the country.

  20. Assessment of representational competence in kinematics

    Directory of Open Access Journals (Sweden)

    P. Klein

    2017-06-01

    Full Text Available A two-tier instrument for representational competence in the field of kinematics (KiRC is presented, designed for a standard (1st year calculus-based introductory mechanics course. It comprises 11 multiple choice (MC and 7 multiple true-false (MTF questions involving multiple representational formats, such as graphs, pictures, and formal (mathematical expressions (1st tier. Furthermore, students express their answer confidence for selected items, providing additional information (2nd tier. Measurement characteristics of KiRC were assessed in a validation sample (pre- and post-test, N=83 and N=46, respectively, including usefulness for measuring learning gain. Validity is checked by interviews and by benchmarking KiRC against related measures. Values for item difficulty, discrimination, and consistency are in the desired ranges; in particular, a good reliability was obtained (KR20=0.86. Confidence intervals were computed and a replication study yielded values within the latter. For practical and research purposes, KiRC as a diagnostic tool goes beyond related extant instruments both for the representational formats (e.g., mathematical expressions and for the scope of content covered (e.g., choice of coordinate systems. Together with the satisfactory psychometric properties it appears a versatile and reliable tool for assessing students’ representational competency in kinematics (and of its potential change. Confidence judgments add further information to the diagnostic potential of the test, in particular for representational misconceptions. Moreover, we present an analytic result for the question—arising from guessing correction or educational considerations—of how the total effect size (Cohen’s d varies upon combination of two test components with known individual effect sizes, and then discuss the results in the case of KiRC (MC and MTF combination. The introduced method of test combination analysis can be applied to any test

  1. Assessment of representational competence in kinematics

    Science.gov (United States)

    Klein, P.; Müller, A.; Kuhn, J.

    2017-06-01

    A two-tier instrument for representational competence in the field of kinematics (KiRC) is presented, designed for a standard (1st year) calculus-based introductory mechanics course. It comprises 11 multiple choice (MC) and 7 multiple true-false (MTF) questions involving multiple representational formats, such as graphs, pictures, and formal (mathematical) expressions (1st tier). Furthermore, students express their answer confidence for selected items, providing additional information (2nd tier). Measurement characteristics of KiRC were assessed in a validation sample (pre- and post-test, N =83 and N =46 , respectively), including usefulness for measuring learning gain. Validity is checked by interviews and by benchmarking KiRC against related measures. Values for item difficulty, discrimination, and consistency are in the desired ranges; in particular, a good reliability was obtained (KR 20 =0.86 ). Confidence intervals were computed and a replication study yielded values within the latter. For practical and research purposes, KiRC as a diagnostic tool goes beyond related extant instruments both for the representational formats (e.g., mathematical expressions) and for the scope of content covered (e.g., choice of coordinate systems). Together with the satisfactory psychometric properties it appears a versatile and reliable tool for assessing students' representational competency in kinematics (and of its potential change). Confidence judgments add further information to the diagnostic potential of the test, in particular for representational misconceptions. Moreover, we present an analytic result for the question—arising from guessing correction or educational considerations—of how the total effect size (Cohen's d ) varies upon combination of two test components with known individual effect sizes, and then discuss the results in the case of KiRC (MC and MTF combination). The introduced method of test combination analysis can be applied to any test comprising

  2. Assessing Multicultural Competence of Helping-Profession Students

    Science.gov (United States)

    Hladik, Jakub

    2016-01-01

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

  3. The role of competence assessment in the different stages of competence development

    NARCIS (Netherlands)

    Schoonenboom, J.; Tattersall, C.; Miao, Y.; Stefanov, K.; Aleksieva-Petrova, A.; Adelsberger, H.H.; Kinshuk,; Pawlowski, J.M.; Sampson, D.

    2008-01-01

    This chapter discusses the role of e-assessment in the process of competence development. Its basic claim is that competence development is a process with distinct stages, and that the assessment forms and the roles taken on by those involved in the process depend on the stage in which learning

  4. A psychometric approach to supervisory competency assessment

    Directory of Open Access Journals (Sweden)

    A. Vorster

    2003-10-01

    Full Text Available The primary purpose of this study was to evaluate the possibility of using a psychometric approach for assessing supervisory competencies relevant to the mining and refining environment. The competency questionnaire was developed using supervisory roles and registered supervisory unit standards from the United Kingdom (UK, as no registered unit standards exist in South Africa. Twenty-four supervisors from three departments (Production, Engineering and Laboratory were evaluated by 125 raters; besides by themselves, also by their managers, peers, customers and their sub-ordinates. Based on difference scores derived from the Importance and Performance scales, a single factor was extracted with an internal reliability of 0,965. No statistical significant differences were obtained (ANOVA’s, t-test and F-statistics between groups based on biographical variables or between rater groups. The findings and their implications are further discussed. Opsomming Die primêre doel van die studie was om die moontlikheid vir die gebruik van ’n psigometriese benadering tot toesighouerbevoegdheidsbeoordeling, te evalueer. Die bevoegdheidsvraelys is ontwikkel deur gebruik te maak van toesighouersrolle en geregistreerde toesighouerseenheidstandaarde van die Verenigde Koningkryk, as gevolg van ‘n gebrek aan bestaande eenheidstandaarde in Suid-Afrika. Vier-en-twintig toesighouers van drie departemente (Produksie, Ingenieurswese en Laboratorium is deur 125 beoordelaars geëvalueer; buiten deur hulself, ook deur hul bestuurders, kollegas, kliënte en hul ondergeskiktes. ’n Enkele faktor, met ’n betroubaarheid van 0,965, gebaseer op die verskiltellings van die Prestasie- en Belangrikheidskaal, is onttrek. Geen beduidende verskille (ANOVA’s, t-toetse en F-statistiek kon tussen groepe gebaseer op biografiese veranderlikes en die onderskeie beoordelaarsgroepe gevind word nie. Hierdie bevindinge en die implikasies daarvan word verder bespreek.

  5. Preservice Teachers and Self-Assessing Digital Competence

    Science.gov (United States)

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

    2016-01-01

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

  6. 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…

  7. The Challenge of Assessing Professional Competence in Work Integrated Learning

    Science.gov (United States)

    McNamara, Judith

    2013-01-01

    A fundamental aspect of work integrated learning (WIL) is the development of professional competence, the ability of students to perform in the workplace. Alignment theory therefore suggests that the assessment of WIL should include an assessment of students' demonstration of professional competence in the workplace. The assessment of professional…

  8. 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

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

    Directory of Open Access Journals (Sweden)

    María José Bezanilla

    2014-01-01

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

  10. Competing risk theory and radiation risk assessment

    International Nuclear Information System (INIS)

    Groer, P.G.

    1980-01-01

    New statistical procedures are applied to estimate cumulative distribution functions (c.d.f.), force of mortality, and latent period for radiation-induced malignancies. It is demonstrated that correction for competing risks influences the shape of dose response curves, estimates of the latent period, and of the risk from ionizing radiations. The equivalence of the following concepts is demonstrated: force of mortality, hazard rate, and age or time specific incidence. This equivalence makes it possible to use procedures from reliability analysis and demography for radiation risk assessment. Two methods used by reliability analysts - hazard plotting and total time on test plots - are discussed in some detail and applied to characterize the hazard rate in radiation carcinogenesis. C.d.f.'s with increasing, decreasing, or constant hazard rate have different shapes and are shown to yield different dose-response curves for continuous irradiation. Absolute risk is shown to be a sound estimator only if the force of mortality is constant for the exposed and the control group. Dose-response relationships that use the absolute risk as a measure for the effect turn out to be special cases of dose-response relationships that measure the effect with cumulative incidence. (H.K.)

  11. Developing schemas for assessing social competences among unskilled young people

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne; Aarkrog, Vibe

    2017-01-01

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

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

    Science.gov (United States)

    Kulgemeyer, Christoph; Schecker, Horst

    2013-01-01

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

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

    Science.gov (United States)

    Darmann-Finck, Ingrid; Reuschenbach, Bernd

    2013-01-01

    Competency measurement is central to the optimisation of outcome oriented educational processes in nursing, similar to the concept of evidence based practice. The classification of measurement tools provides the basis for describing the current state of research and development in relation to competence measurement in nursing science, and any gaps are identified. The article concludes with questioning the importance of outcome oriented quality orientation in order to achieve an increase in quality during training. Further methodological developments and qualitative studies are needed to examine the context specific processes of interaction and learning, beyond competence diagnostics. Copyright © 2012. Published by Elsevier GmbH.

  14. [Needs assessment for developing teaching competencies of medical educators].

    Science.gov (United States)

    Si, Jihyun

    2015-09-01

    This study conducted a needs assessment for developing teaching competencies of medical educators by assessing their perceived ability to perform teaching competencies as well as their perceived importance of these competencies. Additionally, this study examined whether there were any differences in needs assessments scores among three faculty groups. Hundred and eighteen professors from Dong-A University College of Medicine were surveyed, and the data from 44 professors who answered all the questions were analyzed using IBM SPSS 21. The needs assessment tool measured participants' perceived ability to perform teaching competencies and perceived importance of these competencies. The Borich formula was used to calculate needs assessment scores. The most urgent needs for faculty development were identified for the teaching competencies of "diagnosis and reflection," followed by "test and feedback," and "facilitation." Additionally, two, out of 51, items with the highest needs assessment scores were "developing a thorough course syllabus" and "introducing students to the course syllabus on the first day of class." The assistant professor group scored significantly higher on educational needs related to "facilitation," "affection and concern for students," and "respect for diversity" competencies than the professor group. Furthermore, the educational needs scores for all the teaching competencies except "diagnosis and reflection," "global mindset," and "instructional management" were higher for the assistant professor group than the other two faculty groups. Thus, the educational needs assessment scores obtained in this study can be used as criteria for designing and developing faculty development programs for medical educators.

  15. Developing Schemas for Assessing Social Competences among Unskilled Young People

    Directory of Open Access Journals (Sweden)

    Vibe Aarkrog

    2017-04-01

    Full Text Available Social competences are crucial parts of vocational education and training (VET competences. As part of a development project preparing unskilled young people for VET, an action research project was conducted with the aim of developing a schema for assessing and grading social competences. The development included defining the social competences as well as three levels for assessing these competences. The schema was developed in cooperation with the assessors, i.e., representatives from workplaces, municipal youth guidance centres, and VET colleges. There were two main findings. First, the definitions of the competences and the levels for assessing the competences are related to the context in which the competences should be developed. Second, even though the definitions should be related to the specific contexts, to be manageable they should not be too elaborate. The aim of the project being to develop a schema that practitioners in general can use for assessing young peoples' social competences in relation to work-based training, the study concludes that further research is needed to clarify whether the schema can be used without instruction or training.

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

    Directory of Open Access Journals (Sweden)

    Stojkov Svetlana

    2016-01-01

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

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

    Science.gov (United States)

    Stojkov, Svetlana; Tadić, Ivana; Crnjanski, Tatjana; Krajnović, Dušanka

    2016-09-01

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

  18. 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

  19. Assessment of Military Cultural Competence: A Pilot Study.

    Science.gov (United States)

    Meyer, Eric G; Hall-Clark, Brittany N; Hamaoka, Derrick; Peterson, Alan L

    2015-08-01

    Cultural competence is widely considered a cornerstone of patient care. Efforts to improve military cultural competency have recently gained national attention. Assessment of cultural competence is a critical component to this effort, but no assessment of military cultural competence currently exists. An assessment of military cultural competence (AMCC) was created through broad input and consensus. Careful review of previous cultural competency assessment designs and analysis techniques was considered. The AMCC was organized into three sections: skills, attitudes, and knowledge. In addition to gathering data to determine absolute responses from groups with different exposure levels to the military (direct, indirect, and none), paired questions were utilized to assess relative competencies between military culture and culture in general. Piloting of the AMCC revealed significant differences between military exposure groups. Specifically, those with personal military exposure were more likely to be in absolute agreement that the military is a culture, were more likely to screen for military culture, and had increased knowledge of military culture compared to those with no military exposure. Relative differences were more informative. For example, all groups were less likely to agree that their personal culture could be at odds with military culture as compared to other cultures. Such perceptions could hinder asking difficult questions and thus undermine care. The AMCC is a model for the measurement of the skills, attitudes, and knowledge related to military cultural competence. With further validity testing, the AMCC will be helpful in the critical task of measuring outcomes in ongoing efforts to improve military cultural competence. The novel approach of assessing variance appears to reduce bias and may also be helpful in the design of other cultural competency assessments.

  20. Evaluation of a Cultural Competence Assessment for Preservice Teachers

    Science.gov (United States)

    Bustamante, Rebecca M.; Skidmore, Susan T.; Nelson, Judith A.; Jones, Brandolyn E.

    2016-01-01

    Globally, public schools enroll culturally and linguistically diverse student populations and teacher preparation programs must assess the cultural competence of preservice teachers. Yet, few adequately tested measures of teacher cultural competence are available. In this research study, a sample of 396 preservice teachers were surveyed to…

  1. Electronic Rubrics to Assess Competences in ICT Subjects

    Science.gov (United States)

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

    2014-01-01

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

  2. Global assessment of internal audit competence

    African Journals Online (AJOL)

    kirstam

    of Accountants (IFAC) and the Global Accounting Alliance (GAA), adhere to the requirements as set out in the international education standards published by IFAC. (GAA 2015). These education standards emphasise the importance of competency- based professional development in the accounting and auditing professions ...

  3. Assessing Cultural Competence in Graduating Students

    Science.gov (United States)

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

    2010-01-01

    Twofold purpose of this study was to develop a framework to understand cultural competence in graduating social work students, and test that framework for appropriateness and predictability using multivariate statistics. Scale and predictor variables were collected using an online instrument from a nationwide convenience sample of graduating…

  4. An assessment of organizational multicultural competences of ...

    African Journals Online (AJOL)

    Higher education institutions (HEIs) as multicultural organizations refer directly to the degree to which everyday institutional policies and practices support cultural plurality, which is the focus of the present study. In line with this, the multicultural competence levels of Ethiopian public universities were investigated.

  5. Assessing the ACEJMC Professional Values and Competencies

    Science.gov (United States)

    Christ, William G.; Henderson, Jennifer J.

    2014-01-01

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

  6. Assessing Cultural Competency in School Crisis Plans

    Science.gov (United States)

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

    2011-01-01

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

  7. Assessment of Health Informatics Competencies in Undergraduate ...

    African Journals Online (AJOL)

    Rwanda Journal Series F: Medicine and Health Sciences Vol. ... establishment of continuous on-the-job training in health informatics for those ... deals with the resources, devices and formalized methods .... informatics competencies in undergraduate level, the tool ... Descriptive statistics were used to describe numerical.

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

    Science.gov (United States)

    Harrison, Gill

    2015-02-01

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

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

    International Nuclear Information System (INIS)

    1998-06-01

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

  10. 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.

  11. Reflections on segregating and assessing areas of competence.

    Science.gov (United States)

    Checkland, D; Silberfeld, M

    1995-12-01

    Various complexities that arise in the application of legal and/or clinical criteria to the actual assessment of competence/capacity are discussed, and a particular way of understanding the nature of such criteria is recommended.

  12. [Assessment of moral competence of physicians].

    Science.gov (United States)

    Agurto, Mariela; Tello, Daniel; Elgueta, Alfredo; Larrea, Ricardo; Minaeff, Tamara; Miranda, Alejandro; Parodi, Ezio; Salas, Juan M; Vukusich, Antonio; Llanos, Semiramis; Daza, Pamela; López, Sebastián

    2017-09-01

    Moral competence (MC) in physicians is fundamental, given the increasing complexity of medicine. The "Moral Competence Test" (MCT © Lind) evaluates this feature and its indicator is the C Index (CI). To explore moral competence and its associated factors among physicians working in Chile. The MCT was answered by 236 physicians from two medical centers who voluntarily participated in the study. Besides the test, participants completed an encrypted form giving information about gender, years in practice and post-graduate studies. The average CI value of the participants was 20,9. Post-graduate studies had a significant positive influence on CI. There was a significant decrease in CI, between 16 and 20 years of professional exercise. Gender and the area of post-graduate studies did not have a significant influence. The studied physicians showed a wide range of CI which was positively affected by the postgraduate studies performed. The years of professional practice had a negative influence. Expanding training opportunities during professional practice could have a positive effect on CM as measured by CI.

  13. Assessment Competence through In Situ Practice for Preservice Educators

    Science.gov (United States)

    Hurley, Kimberly S.

    2018-01-01

    Effective assessment is the cornerstone of the teaching and learning process and a benchmark of teaching competency. P-12 assessment in physical activity can be complex and dynamic, often requiring a set of skills developed over time through trial and error. Novice teachers have limited time to hone an assessment process that can showcase their…

  14. Variability in multi-rater competency assessments

    Directory of Open Access Journals (Sweden)

    D. Theron

    1999-06-01

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

  15. [Measuring subjective social status in health research with a German version of the MacArthur Scale].

    Science.gov (United States)

    Hoebel, Jens; Müters, S; Kuntz, B; Lange, C; Lampert, T

    2015-07-01

    In health research, socio-economic status (SES) is traditionally assessed using objective indicators (education, occupation, income). For a couple of years, there has been a growing body of studies that additionally assess the subjective social status (SSS) of respondents, mostly using the MacArthur Scale. The aim of this study was to examine the construct validity of a German-language version of this instrument and to investigate whether SSS is associated with health over and above objective SES. Analyses were based on data from a population-based pilot study carried out within the 'German Health Update' (GEDA) study conducted by the Robert Koch Institute (n = 1,571; age: 18-79 years). SSS was measured with the MacArthur scale asking respondents to place themselves on a 10-rung "social ladder". The strongest correlations to SSS were found with measures of similar constructs such as a multidimensional index of objective SES, income level, occupational position and educational attainment (r = 0.32-0.60; p social support, mental well-being, depressiveness, and body-mass-index (r = - 0.29-0.30; p social disadvantage may have health implications beyond the impact of objective SES.

  16. Developing a tool for assessing competency in root cause analysis.

    Science.gov (United States)

    Gupta, Priyanka; Varkey, Prathibha

    2009-01-01

    Root cause analysis (RCA) is a tool for identifying the key cause(s) contributing to a sentinel event or near miss. Although training in RCA is gaining popularity in medical education, there is no published literature on valid or reliable methods for assessing competency in the same. A tool for assessing competency in RCA was pilot tested as part of an eight-station Objective Structured Clinical Examination that was conducted at the completion of a three-week quality improvement (QI) curriculum for the Mayo Clinic Preventive Medicine and Endocrinology fellowship programs. As part of the curriculum, fellows completed a QI project to enhance physician communication of the diagnosis and treatment plan at the end of a patient visit. They had a didactic session on RCA, followed by process mapping of the information flow at the project clinic, after which fellows conducted an actual RCA using the Ishikawa fishbone diagram. For the RCA competency assessment, fellows performed an RCA regarding a scenario describing an adverse medication event and provided possible solutions to prevent such errors in the future. All faculty strongly agreed or agreed that they were able to accurately assess competency in RCA using the tool. Interrater reliability for the global competency rating and checklist scoring were 0.96 and 0.85, respectively. Internal consistency (Cronbach's alpha) was 0.76. Six of eight of the fellows found the difficulty level of the test to be optimal. Assessment methods must accompany education programs to ensure that graduates are competent in QI methodologies and are able to apply them effectively in the workplace. The RCA assessment tool was found to be a valid, reliable, feasible, and acceptable method for assessing competency in RCA. Further research is needed to examine its predictive validity and generalizability.

  17. Assessing Pharmacy Students’ Self-Perception of Cultural Competence

    Science.gov (United States)

    Echeverri, Margarita; Brookover, Cecile; Kennedy, Kathleen

    2014-01-01

    Pharmacists play an increasingly important role in medication therapy management, which requires communicating effectively with patients. Pharmacy students completed the Self-Assessment of Perceived Level of Cultural Competence (SAPLCC) questionnaire, and their results were used to identify patterns in self-assessment of cultural competence. In general, students rated their knowledge as less than their skills and attitudes. Important differences were found by race, comparing each group with its counterparts: African American students rated their perceived competencies regarding patient discrimination and barriers to health care at a significantly higher level; Asian American students rated their attitudes to engaging in self-reflection and their knowledge in multicultural issues at significantly lower level; and White students rated their awareness regarding racial dynamics at a significantly lower level. It is recommended to consider the students’ cultural, racial, and ethnic backgrounds before developing curriculum in cultural competence and, perhaps, to develop targeted educational interventions for specific groups. PMID:23395945

  18. Assessing competencies of trainee sport psychologists: An examination of the 'Structured Case Presentation' assessment method

    NARCIS (Netherlands)

    Hutter, R.I.; Pijpers, J.R.; Oudejans, R.R.D.

    2016-01-01

    Objectives: There is virtually no literature on how to assess competencies of applied sport psychologists. We assessed casework of applied sport psychology students and compared written case report assessment (WCRA) with structured case presentation assessment (SCPA) on reliability and acceptability

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

    Science.gov (United States)

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

    2015-01-01

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

  20. Validation of a rubric to assess innovation competence

    Directory of Open Access Journals (Sweden)

    Frances Watts

    2012-06-01

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

  1. 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.…

  2. A tool for assessing cultural competence training in dental education.

    Science.gov (United States)

    Holyfield, Lavern J; Miller, Barbara H

    2013-08-01

    Policies exist to promote fairness and equal access to opportunities and services that address basic human needs of all U.S. citizens. Nonetheless, health disparities continue to persist among certain subpopulations, including those of racial, ethnic, geographic, socioeconomic, and other cultural identity groups. The Commission on Dental Accreditation (CODA) has added standards to address this concern. According to the most recent standards, adopted in 2010 for implementation in July 2013, CODA stipulates that "students should learn about factors and practices associated with disparities in health." Thus, it is imperative that dental schools develop strategies to comply with this addition. One key strategy for compliance is the inclusion of cultural competence training in the dental curriculum. A survey, the Dental Tool for Assessing Cultural Competence Training (D-TACCT), based on the Association of American Medical Colleges' Tool for Assessing Cultural Competence Training (TACCT), was sent to the academic deans at seventy-one U.S. and Canadian dental schools to determine best practices for cultural competence training. The survey was completed by thirty-seven individuals, for a 52 percent response rate. This article describes the use of this survey as a guide for developing culturally competent strategies and enhancing cultural competence training in dental schools.

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

    Directory of Open Access Journals (Sweden)

    Antonia Ramírez García

    2014-10-01

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

  4. Conceptual framework for performance assessment: competency, competence and performance in the context of assessments in healthcare--deciphering the terminology.

    Science.gov (United States)

    Khan, Kamran; Ramachandran, Sankaranarayanan

    2012-01-01

    The definitions of performance, competence and competency are not very clear in the literature. The assessment of performance and the selection of tools for this purpose depend upon a deep understanding of each of the above terms and the factors influencing performance. In this article, we distinguish between competence and competency and explain the relationship of competence and performance in the light of the Dreyfus model of skills acquisition. We briefly critique the application of the principles described by Miller to the modern assessment tools and distinguish between assessment of actual performance in workplace settings and the observed performance, demonstrated by the candidates in the workplace or simulated settings. We describe a modification of the Dreyfus model applicable to assessments in healthcare and propose a new model for the assessment of performance and performance rating scale (PRS) based on this model. We propose that the use of adapted versions of this PRS will result in benchmarking of performance and allowing the candidates to track their progression of skills in various areas of clinical practice.

  5. 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,…

  6. "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

  7. 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.

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

    Directory of Open Access Journals (Sweden)

    Dominique Giroux

    2015-01-01

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

  9. Objective and structured assessment of lung ultrasound competence

    DEFF Research Database (Denmark)

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

    2017-01-01

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

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

    Science.gov (United States)

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

    2016-03-25

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

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

    Science.gov (United States)

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

    2016-01-01

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

  12. Appropriate assessment of English language competency for South ...

    African Journals Online (AJOL)

    Appropriate assessment of English language competency for South African teachers-in-training. ... albeit having regard to learner attitudes and purposes. The paper concludes that using the new communicative methods of language testing with foundation phase teachers-in-training may improve classroom practice.

  13. Self-Assessment of Competences in Management Education

    Science.gov (United States)

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

    2015-01-01

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

  14. Assessing Competency to Address Ethical Issues in Medicine.

    Science.gov (United States)

    Cohen, Robert; And Others

    1991-01-01

    A study evaluated the feasibility of an objective structured clinical examination to assess the competence of foreign medical school graduates, clinical clerks, and interns to address clinical ethical situations. The University of Toronto's experience with the measure found it useful but in need of improvement. (MSE)

  15. Assessment and Intervention for Academic Task Attack Strategy Competencies

    Science.gov (United States)

    Busse, R. T.; Lee, Charlene

    2015-01-01

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

  16. Formative assessment framework proposal for transversal competencies: Application to analysis and problem-solving competence

    Directory of Open Access Journals (Sweden)

    Pedro Gómez-Gasquet

    2018-04-01

    Full Text Available Purpose: In the last years, there is an increasing interest in the manner that transversal competences (TC are introduced in the curricula. Transversal competences are generic and relevant skills that students have to develop through the several stages of the educational degrees. This paper analyses TCs in the context of the learning process of undergraduate and postgraduate courses. The main aim of this paper is to propose a framework to improve results. The framework facilities the student's training and one of the important pieces is undoubtedly that he has constant feedback from his assessments that allowing to improve the learning. An applying in the analysis and problem solving competence in the context of Master Degree in Advanced Engineering Production, Logistics and Supply Chain at the UPV is carried out. Design/methodology/approach: The work is the result of several years of professional experience in the application of the concept of transversal competence in the UPV with undergraduate and graduate students. As a result of this work and various educational innovation projects, a team of experts has been created, which has been discussing some aspects relevant to the improvement of the teaching-learning process. One of these areas of work has been in relation to the integration of various proposals on the application and deployment of transversal competences. With respect to this work, a conceptual proposal is proposed that has subsequently been empirically validated through the analysis of the results of several groups of students in a degree. Findings: The main result that is offered in the work is a framework that allows identifying the elements that are part of the learning process in the area of transversal competences. Likewise, the different items that are part of the framework are linked to the student's life cycle, and a temporal scope is established for their deployment. Practical implications: One of the most noteworthy

  17. A Framework for Enhancing and Assessing Cultural Competency Training

    Directory of Open Access Journals (Sweden)

    Désirée Lie

    2009-09-01

    Full Text Available The globalization of medical practice using accepted evidence-based approaches is matched by a growing trend for shared curricula in medicine and other health professions across international boundaries. Interest in the common challenges of curricular design, delivery and assessment is expressed in conferences and dialogues focused on topics such as teaching of professionalism, humanism, integrative medicine, bioethics and cultural competence. The spirit of collaboration, sharing, acknowledgment and mutual respect is a guiding principle in cross-cultural teaching. This paper uses the Tool for Assessing Cultural Competency Training to explore methods for designing and implementing cultural competency curricula. The intent is to identify elements shared across institutional, national and cross-cultural borders and derive common principles for the assessment of learners and the curricula. Two examples of integrating new content into existing clerkships are provided to guide educators interested in an integrated and learner-centered approach to assimilate cultural competency teaching into existing required courses, clerkships and elective experiences. The paper follows an overarching principle that “every patient–doctor encounter is a cross-cultural encounter”, whether based on ethnicity, age, socioeconomic status, sex, religious values, disability, sexual orientation or other differences; and whether the differences are explicit or implicit.

  18. CUMULATIVE SYSTEM OF STUDENTS’ COMPETENCIES ASSESSMENT IN HIGHER EDUCATION

    Directory of Open Access Journals (Sweden)

    Vladimir GUŢU

    2017-03-01

    Full Text Available This article is dedicated to the problem of competencies assessment, which is a new reference framework of edu­cational outcomes. It proposes a systemic and contextual approach to this process focusing on the following issues: understanding the multifunctional phenomenon of competencies, gradual manifestation of competencies in different contexts, diversified range of assessment forms and techniques determined by the contexts and peculiarities of com­pe­tence’s manifestation, accumulation of points during learning-assessment process, determination of ranking concerning the level of competencies possession.SISTEMUL CUMULATIV DE EVALUARE A COMPETENŢELOR LA STUDENŢI ÎN CADRUL ÎNVĂŢĂMÂNTULUI SUPERIORArticolul este dedicat problemei privind evaluarea competenţelor – un nou cadru de referinţă al finalităţilor educaţionale. Se propune o abordare sistemică şi contextuală a acestui proces axată pe: înţelegerea fenomenului polifuncţional al competenţelor, manifestarea graduală a competeneţelor în diferite contexte, ansamblu diversificat de forme şi tehnici de evaluare determinate de contexte şi particularităţile de manifestare a competenţei, acumularea de punctaj pe parcursul procesului de învăţare-evaluare, stabilirea clasamentului privind nivelul de posedare a competenţelor.

  19. The assessment of professional competence: building blocks for theory development.

    Science.gov (United States)

    van der Vleuten, C P M; Schuwirth, L W T; Scheele, F; Driessen, E W; Hodges, B

    2010-12-01

    This article presents lessons learnt from experiences with assessment of professional competence. Based on Miller's pyramid, a distinction is made between established assessment technology for assessing 'knows', 'knowing how' and 'showing how' and more recent developments in the assessment of (clinical) performance at the 'does' level. Some general lessons are derived from research of and experiences with the established assessment technology. Here, many paradoxes are revealed and empirical outcomes are often counterintuitive. Instruments for assessing the 'does' level are classified and described, and additional general lessons for this area of performance assessment are derived. These lessons can also be read as general principles of assessment (programmes) and may provide theoretical building blocks to underpin appropriate and state-of-the-art assessment practices. Copyright © 2010 Elsevier Ltd. All rights reserved.

  20. On the Assessment of Emotions and Emotional Competencies

    Directory of Open Access Journals (Sweden)

    Johnny J.R Fontaine

    2011-11-01

    Full Text Available The idea to devote a special issue on the Assessment of Emotional Functioning and Emotional Competence arose during the preparation of the 10th European Conference on Psychological Assessment that took place from the 16th until 19th September 2009 in Ghent. The conference theme was "The assessment of emotions and emotional competencies". Emotions have become a cross-cutting theme of research across theoretical and applied domains in psychology. The academic interest is especially voiced by scientific journals focusing on emotion, such as 'Motivation and Emotion', 'Cognition and Emotion', and more recently 'Emotion'. Moreover, there has been a long-standing interest in emotions in the applied domains, especially in clinical psychology.

  1. Peer and Self-Assessment of Teamwork Collaboration Competencies

    DEFF Research Database (Denmark)

    Maribo, Peder

    2015-01-01

    The ability to collaborate in teams is a central learning objective in a course for students enrolled in the elective 6th semester Civil Engineering Program. Therefore, methods for project management and team collaboration were facilitated through a designated course. The teamwork collaboration...... competencies of each student are, however, very difficult to assess for external supervisors not being part of the team. As a consequence, a model for peer and self-assessment of this competence was included as a central part of the course assessment. Each team of 4 persons had a facilitated process of making...... an Agreement of Collaboration (AC) for the project, including listing of values, norms and rules defining their mutual understanding of good teamwork behavior. The AC was discussed with the supervisors and finally signed by each member of the team. At the completion of the project period each team member...

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

    DEFF Research Database (Denmark)

    Jacobsen, Stine Lindahl

    This paper is part of a symposium on music therapy with families with Kirsi Tuomi as Chair. It revolves around the clinical application of a new music therapy assessment model on parent-child interaction and parenting competencies. APC was developed for emotional neglected children and their pare......This paper is part of a symposium on music therapy with families with Kirsi Tuomi as Chair. It revolves around the clinical application of a new music therapy assessment model on parent-child interaction and parenting competencies. APC was developed for emotional neglected children......, child somatic hospitals, centers for refuges and other populations where it would be clinical relevant to assess the parent-child interaction. APC is an observational and improvisational based assessment model evaluating dyads of parent and child (child age range is 5-12). It produces information...... (numbers, graphs, and descriptions) of parent-child interaction and parenting competencies including nonverbal communication, level of attunement in the dyad, and level of emotional support from the parent. It is based on video analysis and a fixed assessment protocol. It was developed through a completed...

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

    Science.gov (United States)

    Desjardins, Marc; Fleming, Christine Ann

    2014-08-01

    Accreditation in Ontario, Canada, requires that licensed clinical laboratories participate in external quality assessment (also known as proficiency testing) and perform competency evaluation of their staff. To assess the extent of ongoing competency assessment practices, the Quality Management Program--Laboratory Services (QMP-LS) Microbiology Committee surveyed all 112 licensed Ontario microbiology laboratories. The questionnaire consisted of a total of 21 questions that included yes/no, multiple-choice, and short-answer formats. Participants were asked to provide information about existing programs, the frequency of testing, what areas are evaluated, and how results are communicated to the staff. Of the 111 responding laboratories, 6 indicated they did not have a formal evaluation program since they perform only limited bacteriology testing. Of the remaining 105 respondents, 87% perform evaluations at least annually or every 2 years, and 61% include any test or task performed, whereas 16% and 10% focus only on problem areas and high-volume complex tasks, respectively. The most common methods of evaluation were review of external quality assessment (EQA) challenges, direct observation, and worksheet review. With the exception of one participant, all communicate results to staff, and most take remedial action to correct the deficiencies. Although most accredited laboratories have a program to assess the ongoing competency of their staff, the methods used are not standardized or consistently applied, indicating that there is room for improvement. The survey successfully highlighted potential areas for improvement and allowed the QMP-LS Microbiology Committee to provide guidance to Ontario laboratories for establishing or improving existing microbiology-specific competency assessment programs. Copyright © 2014, American Society for Microbiology. All Rights Reserved.

  4. Students Explaining Science—Assessment of Science Communication Competence

    Science.gov (United States)

    Kulgemeyer, Christoph; Schecker, Horst

    2013-12-01

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

  5. Special competencies for psychological assessment of torture survivors.

    Science.gov (United States)

    Huminuik, Kirby

    2017-04-01

    In spite of the absolute prohibition against torture in international law, this grave human rights abuse is still practiced systematically and with impunity in the majority of countries around the world. Mental health professionals can play a positive role in the fight against torture and impunity, by developing competencies to assess the psychological sequelae of torture. High-quality psychological evidence can help to substantiate allegations of torture, thereby increasing the likelihood of success in civil, administrative, and criminal proceedings. This article will orient mental health professionals to issues specific to forensic assessment of torture survivors. It provides a brief introduction to the sociopolitical context of torture, reviews literature on the psychological sequelae of torture, introduces the reader to key competencies, offers information on strategies for producing documentary evidence and expert opinion, highlights ethical considerations, and suggests areas for development in the field.

  6. Milestones: a rapid assessment method for the Clinical Competency Committee

    OpenAIRE

    Nabors, Christopher; Forman, Leanne; Peterson, Stephen J.; Gennarelli, Melissa; Aronow, Wilbert S.; DeLorenzo, Lawrence; Chandy, Dipak; Ahn, Chul; Sule, Sachin; Stallings, Gary W.; Khera, Sahil; Palaniswamy, Chandrasekar; Frishman, William H.

    2016-01-01

    Introduction Educational milestones are now used to assess the developmental progress of all U.S. graduate medical residents during training. Twice annually, each program?s Clinical Competency Committee (CCC) makes these determinations and reports its findings to the Accreditation Council for Graduate Medical Education (ACGME). The ideal way to conduct the CCC is not known. After finding that deliberations reliant upon the new milestones were time intensive, our internal medicine residency pr...

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

    OpenAIRE

    Antonia Ramírez García; Carmen Corpas Reina; María Isabel Amor Almedina; Rocío Serrano Rodríguez

    2014-01-01

    The aims of this research are focus in evaluate linguistic communication and mathematics competences of students in sixth grade of primary education from their perception, and to develop a valid and reliable questionnaire in order to perform a self-assessment. The methodology has quantitative, descriptive and correlational character. In this research 1424 students from 46 schools in Cordova and its province participated. The results show that variables such as gender, age, number of siblings ...

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

  10. Rezension von: Sally Macarthur: Towards a Twenty-First-Century Feminist Politics of Music. Aldershot: Ashgate 2010.

    Directory of Open Access Journals (Sweden)

    Kordula Knaus

    2011-09-01

    Full Text Available Sally Macarthur unternimmt mit Rückgriff auf Philosophien von Deleuze und Guattari bzw. deren feministische Weiterentwicklung u. a. durch Grosz und Braidotti eine Neupositionierung der Figur der Komponistin in der zeitgenössischen Musikproduktion. Auf der Grundlage von Denkkonzepten wie ‚Differenz‘, ‚Virtualität‘, ‚Werden‘ oder ‚Deterritorialisierung‘ dekonstruiert Macarthur die Master-Narrative von autonomer, innovativer, schöpferischer, männlicher Musikproduktion. Ihre Thesen exemplifiziert Macarthur durch die Analyse der Musik der Komponistinnen Sofia Gubaidulina, Elena Kats-Chernin und Anne Boyd sowie in der Auseinandersetzung mit den Bedingungen und Inhalten des gegenwärtigen Kompositionsunterrichts.

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

    Science.gov (United States)

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

    2018-01-01

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

  12. Reverse Discourse Completion Task as an Assessment Tool for Intercultural Competence

    Science.gov (United States)

    Kanik, Mehmet

    2013-01-01

    This paper proposes a prototypic assessment tool for intercultural communicative competence. Because traditional discourse completion tasks (DCTs) focus on illocutionary competence rather than sociolinguistic competence, a modified version of a DCT was created to target sociolinguistic competence. The modified DCT employs speech acts as prompts…

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

    DEFF Research Database (Denmark)

    Jensen, Morten Lind; Hesselfeldt, Rasmus; Rasmussen, Maria Birkvad

    2008-01-01

    Aim of the study: Several studies using a variety of assessment approaches have demonstrated that young doctors possess insufficient resuscitation competence. The aims of this study were to assess newly graduated doctors’ resuscitation competence against an internationally recognised standard and...

  14. Preliminary Turkish study of psychiatric in-patients' competence to make treatment decisions.

    Science.gov (United States)

    Aydin Er, Rahime; Sehiralti, Mine; Aker, Ahmet Tamer

    2013-03-01

    Competence is a prerequisite for informed consent. Patients who are found to be competent are entitled to accept or refuse the proposed treatment. In recent years, there has been an increased interest in studies examining competence for treatment in psychiatric patients. In this study, we aimed to investigate the decision-making competencies of inpatients with a range of psychiatric diseases. This study was carried out at the psychiatry clinic of Kocaeli University Hospital in Turkey from June 2007 to February 2008. Decision-making competence was assessed in 83 patients using the MacArthur Competence Assessment Tool-Treatment (MacCAT-T). The study groups consisted of patients with mood (39.8%), psychotic (27.7%) and anxiety disorders (18.1%), and alcohol/substance addiction (14.5%). There was a significant relation between decision-making competence and demographic and clinical characteristics. Appreciation of the given information was more impaired in psychotic disorder patients than in other patients, but understanding and reasoning of the given information was similar in all groups. These results reveal the importance of evaluating decision-making competencies of psychiatric patients before any treatment or intervention is carried out to ascertain their ability to give informed consent to treatment. Institutional and national policies need to be determined and put into practice relating to the assessment and management of competence in patients with psychiatric disorders. Copyright © 2012 Wiley Publishing Asia Pty Ltd.

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

    Science.gov (United States)

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

    2016-01-01

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

  16. Heroic Measures for an American Hero: Attempting to Save the Life of General Douglas MacArthur.

    Science.gov (United States)

    Pappas, Theodore N

    2017-12-01

    General Douglas MacArthur was a towering public figure on an international stage for the first half of the 20th century. He was healthy throughout his life but developed a series of medical problems when he entered his 80s. This article reviews the General's medical care during two separate life-threatening medical crises that required surgical intervention. The first episode occurred in 1960 when MacArthur presented with renal failure due to an obstructed prostate. Four years later after his 84th birthday, MacArthur developed bile duct obstruction from common duct stones. He underwent an uncomplicated cholecystectomy and common duct exploration but developed variceal bleeding requiring an emergent splenorenal shunt. His terminal event was precipitated by strangulated bowel in long-ignored very large inguinal hernias. MacArthur died, despite state-of-the-art surgical intervention, due to renal failure and hepatic coma.

  17. Physics Competence Assessment in Engineering Higher Education Institution

    Directory of Open Access Journals (Sweden)

    A. F. An

    2015-01-01

    Full Text Available In designing the undergraduate programmes, a development of objectified procedures to assess students and graduates’ level of skills and learning outcomes aimed at achieving the ultimate goals of training is an important task for Higher Education Institutions (HEI.The purpose of this work is to develop a description of the physics course objectives differentiated according to levels of learning achievements for engineering HEI, as well as the assessment procedures and diagnostic means associated with this description to specify and define the degree of their achievement.The taxonomy of levels to master learning content is proposed and tested. Its aim is to assess rapidly a degree of achieved objectives i.e. meeting requirements for student and graduate’s competences in physics. Classification is given according to which the reproductive activity is a manifestation of the levels of recognition, reproduction and reproductive use of knowledge while the productive activity is an ability to use previously learned information, methods of action for the new scenarios, situations, conditions. The paper presents content of the main features of learning the study materials in physics at each taxonomic level. It offers a developed package of assessment materials based on traditional (tests, training tasks and competence-oriented control methods (professionally oriented and case studies, integrative assignments. The paper proves that when designing the diagnostic means it is expedient to take into consideration the analysis results of the expert assessments that the physics course curricular elements are of significance for fundamental and ideological studies and successful learning of the module of professional disciplines. It also shows that there is a need to use the content of typical tasks in disciplines of professional cycle of the undergraduate programme.The proposed approaches and results can serve as a basis for teaching improvement in physics

  18. Strategy, Operational Art and MacArthur in the Southwest Pacific 1944

    Science.gov (United States)

    2016-05-26

    Guinea Campaign.11 It studies the campaign exclusively from the February 1944 through October 1944. The choice in dates argues that the campaign...the Pacific. King continued to maintain that MacArthur’s line of operation in SWPA, toward the Philippines to the exclusion of the central Pacific...with Nimitz allowed MacArthur the rare luxury of aircraft carriers providing a protective bubble over both the Morotai and Palaus operations. Escort

  19. 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

  20. Validation of the Australian Midwifery Standards Assessment Tool (AMSAT): A tool to assess midwifery competence.

    Science.gov (United States)

    Sweet, Linda; Bazargan, Maryam; McKellar, Lois; Gray, Joanne; Henderson, Amanda

    2018-02-01

    There is no current validated clinical assessment tool to measure the attainment of midwifery student competence in the midwifery practice setting. The lack of a valid assessment tool has led to a proliferation of tools and inconsistency in assessment of, and feedback on student learning. This research aimed to develop and validate a tool to assess competence of midwifery students in practice-based settings. A mixed-methods approach was used and the study implemented in two phases. Phase one involved the development of the AMSAT tool with qualitative feedback from midwifery academics, midwife assessors of students, and midwifery students. In phase two the newly developed AMSAT tool was piloted across a range of midwifery practice settings and ANOVA was used to compare scores across year levels, with feedback being obtained from assessors. Analysis of 150 AMSAT forms indicate the AMSAT as: reliable (Cronbach alpha greater than 0.9); valid-data extraction loaded predominantly onto one factor; and sensitivity scores indicating level of proficiency increased across the three years. Feedback evaluation forms (n=83) suggest acceptance of this tool for the purpose of both assessing and providing feedback on midwifery student's practice performance and competence. The AMSAT is a valid, reliable and acceptable midwifery assessment tool enables consistent assessment of midwifery student competence. This assists benchmarking across midwifery education programs. Copyright © 2017 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

  1. Risks, risk assessment and risk competence in toxicology

    Science.gov (United States)

    Stahlmann, Ralf; Horvath, Aniko

    2015-01-01

    Understanding the toxic effects of xenobiotics requires sound knowledge of physiology and biochemistry. The often described lack of understanding pharmacology/toxicology is therefore primarily caused by the general absence of the necessary fundamental knowledge. Since toxic effects depend on exposure (or dosage) assessing the risks arising from toxic substances also requires quantitative reasoning. Typically public discussions nearly always neglect quantitative aspects and laypersons tend to disregard dose-effect-relationships. One of the main reasons for such disregard is the fact that exposures often occur at extremely low concentrations that can only be perceived intellectually but not by the human senses. However, thresholds in the low exposure range are often scientifically disputed. At the same time, ignorance towards known dangers is wide-spread. Thus, enhancing the risk competence of laypersons will have to be initially restricted to increasing the awareness of existing problems. PMID:26195922

  2. Catalogue for the Assessment of Social, Emotional, and Intercultural Competencies

    DEFF Research Database (Denmark)

    Denk, Albert; Müller, Fabian; Lubaway, Emily

    2017-01-01

    - Social and Emotional Skills for Tolerant and Non-Discriminative Societies (A Whole School Approach). The collection is based on a systematic literature review and completed through inputs by four partner institutions (Educational Research Institute, Ljubljana; Institute for Social Research, Zagreb; Mid......The following catalogue contains 169 scientific assessment tools and 15 existing practices in order to measure social, emotional, and intercultural competencies in 8th grade. These tools were collected by the team at Technical University Munich within the framework of the project Hand in Hand...... Sweden University, Sundsvall; German Institute for International Educational Research, Frankfurt). In order to conduct an interdisciplinary systematic review, we selected the following databases: ERIC (Pedagogy), PsycInfo (Psychology), PSYNDEX (Psychology), Scopus (Natural-, Engineering Science...

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

    Science.gov (United States)

    Stahlmann, Ralf; Horvath, Aniko

    2015-01-01

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

  4. Risks, risk assessment and risk competence in toxicology

    Directory of Open Access Journals (Sweden)

    Stahlmann, Ralf

    2015-07-01

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

  5. Systematic Assessment of Regulatory Competences (SARCON) V18a

    International Nuclear Information System (INIS)

    Zimmermann, Moritz

    2014-01-01

    Why Competence Management? • Arrangements for competence management is a key factor to: • Support the implementation of article 8 of CNS (Convention on Nuclear Safety – “regulatory body with adequate competence and human resources”); • Support the implementation of Modules 3 and 4 of the IRRS and other IAEA Safety Standards (Module 3: “Responsibilities and functions of the regulatory body”, Module 4: “Management system of the regulatory body”); • Identify gaps between regulatory required competences and the existing resources; • Develop and implement tools and programmes to fill the gaps; • Review periodically the competence needs and training programmes

  6. Assessment of the competing technologies to fuel cells in the stationary power and CHP markets

    Energy Technology Data Exchange (ETDEWEB)

    Pears, T.J.

    1999-07-01

    This report summarises the results of a study assessing the commercial technologies that are likely to compete with fuel cells in the fields of stationary power and cogeneration markets. The competing technologies examined include clean coal technologies, reciprocating engines, gas turbines, microturbines, and stirling engines. Energy and environmental legislation, and the ranking of the competing technologies are discussed. (UK)

  7. Understanding the current state of infection preventionists through competency, role, and activity self-assessment.

    Science.gov (United States)

    Kalp, Ericka L; Marx, James F; Davis, James

    2017-06-01

    The Association for Professionals in Infection Control and Epidemiology (APIC) MegaSurvey, administered in 2015, was completed by approximately 4,079 APIC members. The survey sought to gain a better understanding the current state of 4 components of infection prevention practice: demographic characteristics, compensation, organizational structure, and practice and competency. The data for this analysis come from the APIC MegaSurvey Practice and Competency domain. Descriptive statistics and χ 2 analyses were conducted to examine differences in infection preventionist (IP) competency, roles, and activity self-assessments. The majority of IPs self-assessed their competency as Proficient compared with Novice or Expert for each of the 8 IP core competency activities. Forty percent of IPs self-rated their competency as Expert in the Preventing/Controlling the Transmission of Infectious Agents/HAIs component. IPs reported Novice competency in Employee/Occupational Health (29%); Cleaning, Sterilization, Disinfection, and Asepsis (23%); and Education and Research categories (22%). Differences in self-rated competency among IPs by discipline type (public health, nurse, and laboratory) were identified. Differences in self-rated competency were identified for each of the 8 IP core competency activities. IPs report using various resource types to gain competency. Future research is needed to identify opportunities to increase competency levels in the weakest-rated competency activities. Copyright © 2017 Association for Professionals in Infection Control and Epidemiology, Inc. Published by Elsevier Inc. All rights reserved.

  8. Development of the Competency Assessment Tool-Mental Health, an instrument to assess core competencies for mental health care workers.

    Science.gov (United States)

    Clasen, Carla; Meyer, Cheryl; Brun, Carl; Mase, William; Cauley, Kate

    2003-01-01

    As the focus on accountability in health care increases, there has been a corresponding emphasis on establishing core competencies for health care workers. This article discusses the development of an instrument to establish core competencies for workers in inpatient mental health settings. Twenty-six competencies were identified and rated by mental health care personnel on two subscales: the importance of the competency and how much behavioral health care workers could benefit from training on the competency. The reliability of the scale and its contributions to the training, retention and recruitment of direct care workers for behavioral health are discussed.

  9. 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....

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

    Science.gov (United States)

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

    2012-01-01

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

  11. 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…

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

    Science.gov (United States)

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

    2011-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Masood mahreini

    2008-09-01

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

  14. The examination assessment of technical competence in vascular surgery.

    Science.gov (United States)

    Pandey, V A; Wolfe, J H N; Liapis, C D; Bergqvist, D

    2006-09-01

    The European Board of Surgery Qualification in Vascular Surgery is a pan-European examination for vascular surgeons who have attained a national certificate of completion of specialist training. A 2-year study was conducted before the introduction of a technical skills assessment in the examination. The study included 30 surgeons: 22 candidates and eight examiners. They were tested on dissection (on a synthetic saphenofemoral junction model), anastomosis (on to anterior tibial artery of a synthetic leg model) and dexterity (a knot-tying simulator with electromagnetic motion analysis). Validated rating scales were used by two independent examiners. Composite knot-tying scores were calculated for the computerized station. The stations were weighted 35, 45 and 20 percent, respectively. Examiners performed better than candidates in the dissection (P<0.001), anastomosis (P=0.002) and dexterity (P=0.005) stations. Participants performed consistently in the examination (dissection versus anastomosis: r=0.79, P<0.001; dexterity versus total operative score: r=-0.73, P<0.001). Interobserver reliability was high (alpha=0.91). No correlation was seen between a candidate's technical skill and oral examination performance or logbook-accredited scores. Current surgical examinations do not address technical competence. This model appears to be a valid assessment of technical skills in an examination setting. The standards are set at a level appropriate for a specialist vascular surgeon. Copyright (c) 2006 British Journal of Surgery Society Ltd.

  15. Assessment of competence for caesarean section with global rating scale

    International Nuclear Information System (INIS)

    Qureshi, R.N.; Ali, S.K.

    2013-01-01

    Objective: To establish as reliable and valid the nine-point global rating scale for assessing residents' independent performance of Caesarean Section. Methods: The validation study was conducted at the Department of Obstetrics and Gynaecology, Aga Khan University Hospital, from April to December 2008, and comprised 15 residents during 40 Caesarean Sections over 9 months. Independently two evaluators rated each procedure and the difficulty of each case. Results: The observations per faculty ranged from 1-8 (mean 4.07+- 2.56). The Year 4 residents were observed the most i.e. 32 (40%), followed by Year 3, 30 (37.5%); Year 2; 14 (17.5%); and Year 1, 4 (5%). Mean time required for observation of the surgery was 43.81+-14.28 (range: 20-90) with a mode of 45 min. Mean aggregate rating on all items showed gradual progression with the year of residency. The assessment tool had an internal consistency reliability (Cronbach's alpha) of 0.9097 with low inter-rater reliability. Conclusion: The evaluation tool was found to be reliable and valid for evaluating a resident's competence for performing Caesarean Section. Training of the assessors is required for a better inter-rater agreement. (author)

  16. Self-assessment of competencies in dental education in Germany - a multicentred survey.

    Science.gov (United States)

    Bitter, K; Rüttermann, S; Lippmann, M; Hahn, P; Giesler, M

    2016-11-01

    The aim was to assess the competencies of undergraduate dental students in Germany in the domains team competence, communicative competence, learning competence and scholarship. The survey was conducted at 11 dental schools that are equally distributed all over Germany. Competencies were assessed with the Freiburg Questionnaire to Assess Competencies in Medicine (FCM). A short version of the FCM was used in this study. This short form included the four domains: team competence (three items), communicative competence (eight items), learning competence (five items) and scholarship (four items). Students had to rate each item twice: first with regard to the respondent's current level of competence and second with regard to the level of competence that respondents think is required by their job. All items were rated on a five-point Likert scale (1 'very much' and 5 'not at all'). Responsible lecturers from all selected dental schools received another questionnaire to answer the questions whether the FCM domain corresponding learning objectives were taught at the respective dental school. A total of 317 undergraduate students from 11 dental schools in their last clinical year participated. The response rate varied between 48% and 92%. Cronbach's α for the FCM scales addressing the current level of competencies ranged from 0.70 to 0.89 and for the scales measuring the presumed level of competencies demanded by their job ranged from 0.72 to 0.82. The mean values of the scales for the assessment of the presumed level of competencies demanded by the job were significantly lower compared to the mean values of the scales for the current level of competencies (P competence (SRM 1.34), learning competence (SRM 1.27) and communicative competence (SRM 1.18). Overall, the learning objectives that correspond to the assessed domains of competencies were taught to 19.6% completely, to 55.4% partially and to 25% not at all at the participating dental schools. The results of the

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

    Science.gov (United States)

    Cortoni, Ida; LoPresti, Veronica; Cervelli, Pierluigi

    2015-01-01

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

  18. 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.

  19. Identification and classification of behavioural indicators to assess innovation competence

    Directory of Open Access Journals (Sweden)

    María Jose Pérez Peñalver

    2018-02-01

    Design/methodology/approach: A literature review was addressed by means of a search in Elsevier’s Scopus, Web of Science and Google Scholar. By applying inclusive and exclusive criteria, references were obtained with the search protocol. After filtering and scanning, there was a selection of references plus other articles added by the snowball effect. The final phase undertaken was the classification of the main indicators raised in the publications selected. Findings: Our main contribution was the identification of the behavioural indicators of innovators at the workplace and their classification in five dimensions. Practical implications: This research may yield some light on the assessment of innovative workplace performance of individuals in organisations, as well as on the development of the innovative competence of students in academic institutions as a challenge to meet the needs of both professionals and Higher Education institutions. Originality/value: Some authors have studied the characteristics of innovative people mainly focusing on cognitive abilities, personality, motivation and knowledge. We have sought to offer a better understanding of the phenomenon of individual innovation in organisations, through the analysis of behavioural indicators, an issue that has not been studied from this perspective previously.

  20. Key factors in children's competence to consent to clinical research.

    Science.gov (United States)

    Hein, Irma M; Troost, Pieter W; Lindeboom, Robert; Benninga, Marc A; Zwaan, C Michel; van Goudoever, Johannes B; Lindauer, Ramón J L

    2015-10-24

    Although law is established on a strong presumption that persons younger than a certain age are not competent to consent, statutory age limits for asking children's consent to clinical research differ widely internationally. From a clinical perspective, competence is assumed to involve many factors including the developmental stage, the influence of parents and peers, and life experience. We examined potential determining factors for children's competence to consent to clinical research and to what extent they explain the variation in competence judgments. From January 1, 2012 through January 1, 2014, pediatric patients aged 6 to 18 years, eligible for clinical research studies were enrolled prospectively at various in- and outpatient pediatric departments. Children's competence to consent was assessed by MacArthur Competence Assessment Tool for Clinical Research. Potential determining child variables included age, gender, intelligence, disease experience, ethnicity and socio-economic status (SES). We used logistic regression analysis and change in explained variance in competence judgments to quantify the contribution of a child variable to the total explained variance. Contextual factors included risk and complexity of the decision to participate, parental competence judgment and the child's or parents decision to participate. Out of 209 eligible patients, 161 were included (mean age, 10.6 years, 47.2 % male). Age, SES, intelligence, ethnicity, complexity, parental competence judgment and trial participation were univariately associated with competence (P competence judgments was 71.5 %. Only age and intelligence significantly and independently explained the variance in competence judgments, explaining 56.6 % and 12.7 % of the total variance respectively. SES, male gender, disease experience and ethnicity each explained less than 1 % of the variance in competence judgments. Contextual factors together explained an extra 2.8 % (P > 0.05). Age is the factor that

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

    LENUS (Irish Health Repository)

    Meagher, Frances M

    2009-11-01

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

  2. Framework for Assessing the ICT Competency in Teachers up to the Requirements of "Teacher" Occupational Standard

    Science.gov (United States)

    Avdeeva, Svetlana; Zaichkina, Olga; Nikulicheva, Nataliya; Khapaeva, Svetlana

    2016-01-01

    The paper deals with problems of working out a test framework for the assessment of teachers' ICT competency in line with the requirements of "Teacher" occupational standard. The authors have analyzed the known approaches to assessing teachers' ICT competency--ISTE Standards and UNESCO ICT CFT and have suggested their own approach to…

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

    NARCIS (Netherlands)

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

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

  4. The modern surgeon and competency assessment: are the workplace-based assessments evidence-based?

    Science.gov (United States)

    Torsney, K M; Cocker, D M; Slesser, A A P

    2015-03-01

    The assessment of higher surgical training has changed in the last decade or two, with a greater emphasis on work-based assessments (WBAs) to prove competency. The aim of this study was to determine the evidence underpinning the use and number of WBAs in surgical training. In July 2013, a systematic electronic literature review was undertaken using PubMed (Medline), Embase, Google Scholar and the Cochrane library. A total of 27 studies met the inclusion criteria of which 25 were observational studies and only five assessed WBAs in a surgical setting. Validity and feasibility in surgical training were assessed in two studies, respectively, with the results suggesting that WBAs maybe neither feasible nor valid in surgical training. The number required to achieve reliability in surgical training was demonstrated to be three in two separate studies. The evidence for the reliability, feasibility and validity of WBAs in other non-surgical fields was conflicting. There is a paucity of evidence supporting the use of WBAs as a tool to determine competency in surgical training, and as such, they should only have a limited role in training until more evidence is available. There appears to be no justification or evidence underpinning the use of a specific number of WBAs to determine surgical competency.

  5. Assessment of Students' Mathematical Competency, a case Study in ...

    African Journals Online (AJOL)

    *Department of mathematics, Dire-Dawa University Ethiopia, e-mail: ... Statistics. Unless the university mathematical competency of these students reaches the desired level, any effort to ..... Applications of Derivative. • Partial Derivatives.

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

    Science.gov (United States)

    Steffen, John J.; Redden, Joan

    1977-01-01

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

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

    NARCIS (Netherlands)

    Schaaf, M.F. van der

    2005-01-01

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

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

    Science.gov (United States)

    2013-01-01

    Background The assessment of the performance of medical school graduates during their first postgraduate years provides an early indicator of the quality of the undergraduate curriculum and educational process. The objective of this study was to assess the clinical competency of medical graduates, as perceived by the graduates themselves and by the experts. Methods This is a hospital based cross-sectional study. It covered 105 medical graduates and 63 experts selected by convenient sampling method. A self-administered questionnaire covering the different areas of clinical competency constructed on a five-point Likert scale was used for data collection. Data processing and analysis were performed using the Statistical Package for Social Science (SPSS) 16.0. The mean, frequency distribution, and percentage of the variables were calculated. A non-parametric Kruskal Wallis test was applied to verify whether the graduates' and experts' assessments were influenced by the graduates' variables such as age, gender, experience, type of hospital, specialty and location of work at a (p ≤ 0.05) level of significance. Results The overall mean scores for experts' and graduates' assessments were 3.40 and 3.63, respectively (p= 0.035). Almost 87% of the graduates perceived their competency as good and very good in comparison with only 67.7% by experts. Female and male graduates who rated themselves as very good were 33.8% and 25% respectively. More than 19% of the graduates in the age group > 30 years perceived their clinical competency as inadequate in contrast with only 6.2% of the graduates in the youngest age group. Experts rated 40% of the female graduates as inadequate versus 20% of males, (p= 0.04). More than 40% of the graduates in younger age group were rated by experts as inadequate, versus 9.7% of the higher age group >30 years (p = 0.03). Conclusion There was a wide discrepancy between the graduates' self-assessment and experts' assessment, particularly in the level

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

    OpenAIRE

    Nour S.

    2014-01-01

    Assessment of effectiveness of Chinese aid in competence building and financing development in Sudan by S. Nour [abstract] This paper discusses the effectiveness of Chinese aid for competence building and financing development in Sudan using new primary data at the micro level. We find that Chinese aid and loans to Sudan caused mixed positive-negative impacts. The positive impact is competence building and providing alternative complementary sources of finance to complement domestic capital a...

  10. Student self-assessment a feedback seeking strategy through competence evaluation

    OpenAIRE

    Mancebo Fernández, Núria; Bikfalvi, Andrea; Llach Pagès, Josep; Marquès i Gou, Pilar

    2008-01-01

    There is a body of literature that suggests that student self-assessment is a main goal in higher education (Boud et al., 1995; Tan, 2008); moreover new forms of work organization require a high level of skills and competences. The efforts to deal with competence gaps could be developed at many levels, such as employers, educational institutions, individuals and public agents. Employers could put into practice competence development programs to moderate these gaps. Educational institutions...

  11. Identifying Factors Associated with Risk Assessment Competencies of Public Health Emergency Responders.

    Science.gov (United States)

    Hao, Jiejing; Ren, Jiaojiao; Wu, Qunhong; Hao, Yanhua; Sun, Hong; Ning, Ning; Ding, Ding

    2017-06-04

    This study aimed to better understand the current situation of risk assessment and identify the factors associated with competence of emergency responders in public health risk assessment. The participants were selected by a multi-stage, stratified cluster sampling method in Heilongjiang Centers for Disease Control and Prevention (CDC). The questionnaires that measured their perceptions on risk assessment competences were administered through the face-to-face survey. A final sample of 1889 staff was obtained. Of this sample, 78.6% of respondents rated their own risk assessment competences as "relatively low", contrasting with 21.4% rated as "relatively high". Most of the respondents (62.7%) did not participate in any risk assessment work. Only 13.7% and 42.7% of respondents reported participating in risk assessment training and were familiar with risk assessment tools. There existed statistical significance between risk assessment-related characteristics of respondents and their self-rated competences scores. Financial support from the government and administrative attention were regarded as the important factors contributing to risk assessment competences of CDC responders. Higher attention should be given to risk assessment training and enhancing the availability of surveillance data. Continuous efforts should be made to remove the financial and technical obstacles to improve the competences of risk assessment for public health emergency responders.

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

    Directory of Open Access Journals (Sweden)

    Alexander Fedorov

    2011-12-01

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

  13. The visibility of QSEN competencies in clinical assessment tools in Swedish nurse education.

    Science.gov (United States)

    Nygårdh, Annette; Sherwood, Gwen; Sandberg, Therese; Rehn, Jeanette; Knutsson, Susanne

    2017-12-01

    Prospective nurses need specific and sufficient knowledge to be able to provide quality care. The Swedish Society of Nursing has emphasized the importance of the six quality and safety competencies (QSEN), originated in the US, in Swedish nursing education. To investigate the visibility of the QSEN competencies in the assessment tools used in clinical practice METHOD: A quantitative descriptive method was used to analyze assessment tools from 23 universities. Teamwork and collaboration was the most visible competency. Patient-centered care was visible to a large degree but was not referred to by name. Informatics was the least visible, a notable concern since all nurses should be competent in informatics to provide quality and safety in care. These results provide guidance as academic and clinical programs around the world implement assessment of how well nurses have developed these essential quality and safety competencies. Copyright © 2017 Elsevier Ltd. All rights reserved.

  14. Development of Procedures to Assess Problem-Solving Competence in Computing Engineering

    Science.gov (United States)

    Pérez, Jorge; Vizcarro, Carmen; García, Javier; Bermúdez, Aurelio; Cobos, Ruth

    2017-01-01

    In the context of higher education, a competence may be understood as the combination of skills, knowledge, attitudes, values, and abilities that underpin effective and/or superior performance in a professional area. The aim of the work reported here was to design a set of procedures to assess a transferable competence, i.e., problem solving, that…

  15. Assessing innovation-related competences in the MaRIHE Program : Teacher and student perceptions

    NARCIS (Netherlands)

    Kopelyan, Sofya; Godonoga, Ana; Güney, Isil; Yasmin, Nowreen

    2016-01-01

    The paper aims at expanding the body of research on innovation pedagogy and competence assessment by exploring the teaching and learning of innovation-related competences in an Erasmus Mundus Master program in Research and Innovation in Higher Education (MaRIHE). It does so by comparing the results

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

    NARCIS (Netherlands)

    Nour, S.

    2014-01-01

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

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

    Science.gov (United States)

    Maderick, Joseph Andrew

    2013-01-01

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

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

    Science.gov (United States)

    Nynas, Suzette Marie

    2015-01-01

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

  19. How to Assess Professional Competencies in Education for Sustainability?: An Approach from a Perspective of Complexity

    Science.gov (United States)

    Garcia, Maria Rosa; Junyent, Mercè; Fonolleda, Marta

    2017-01-01

    Purpose: This study aims to contribute to the professional competency approach in Education for Sustainability (ES) from the perspective of complexity and to the assessment of these competencies. Design/methodology/approach: A qualitative research process was used, which consisted of two main phases--a documentary analysis of the internationally…

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

    Science.gov (United States)

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

    2014-01-01

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

  1. 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…

  2. Self-assessment on the competencies and reported improvement priorities for pediatrics residents.

    Science.gov (United States)

    Li, Su-Ting T; Tancredi, Daniel J; Burke, Ann E; Guillot, Ann; Guralnick, Susan; Trimm, R Franklin; Mahan, John D

    2012-12-01

    Self-assessment and self-directed learning are essential to becoming an effective physician. To identify factors associated with resident self-assessment on the competencies, and to determine whether residents chose areas of self-assessed relative weakness as areas for improvement in their Individualized Learning Plan (ILP). We performed a cross-sectional analysis of the American Academy of Pediatrics' PediaLink ILP database. Pediatrics residents self-assessed their competency in the 6 Accreditation Council for Graduate Medical Education competencies using a color-coded slider scale with end anchors "novice" and "proficient" (0-100), and then chose at least 1 competency to improve. Multivariate regression explored the relationship between overall confidence in core competencies, sex, level of training, and degree (MD or DO) status. Correlation examined whether residents chose to improve competencies in which they rated themselves as lower. A total of 4167 residents completed an ILP in academic year 2009-2010, with residents' ratings improving from advanced beginner (48 on a 0-100 scale) in postgraduate year-1 residents (PGY-1s) to competent (75) in PGY-3s. Residents rated themselves as most competent in professionalism (mean, 75.3) and least competent in medical knowledge (mean, 55.8) and systems-based practice (mean, 55.2). In the adjusted regression model, residents' competency ratings increased by level of training and whether they were men. In PGY-3s, there was no difference between men and women. Residents selected areas for improvement that correlated to competencies where they had rated themselves lower (P knowledge and systems-based practice, even as PGY-3s. Residents tended to choose subcompetencies, which they rated as lower to focus on improving.

  3. Multi-institutional validation of a web-based core competency assessment system.

    Science.gov (United States)

    Tabuenca, Arnold; Welling, Richard; Sachdeva, Ajit K; Blair, Patrice G; Horvath, Karen; Tarpley, John; Savino, John A; Gray, Richard; Gulley, Julie; Arnold, Teresa; Wolfe, Kevin; Risucci, Donald A

    2007-01-01

    The Association of Program Directors in Surgery and the Division of Education of the American College of Surgeons developed and implemented a web-based system for end-of-rotation faculty assessment of ACGME core competencies of residents. This study assesses its reliability and validity across multiple programs. Each assessment included ratings (1-5 scale) on 23 items reflecting the 6 core competencies. A total of 4241 end-of-rotation assessments were completed for 332 general surgery residents (> or =5 evaluations each) at 5 sites during the 2004-2005 and 2005-2006 academic years. The mean rating for each resident on each item was computed for each academic year. The mean rating of items representing each competency was computed for each resident. Additional data included USMLE and ABSITE scores, PGY, and status in program (categorical, designated preliminary, and undesignated preliminary). Coefficient alpha was greater than 0.90 for each competency score. Mean ratings for each competency increased significantly (p competencies at all PGY levels. Competency ratings of PGY 1 residents correlated significantly with USMLE Step I, ranging from (r = 0.26, p competencies correlated significantly with the 2006 ABSITE Total Percentile Score (range: r = 0.20, p core competencies are internally consistent. The pattern of statistically significant correlations between competency ratings and USMLE and ABSITE scores supports the postdictive and concurrent validity, respectively, of faculty perceptions of resident knowledge. The pattern of increased ratings as a function of PGY supports the construct validity of faculty ratings of resident core competencies.

  4. Assessment of Primary 5 Students' Mathematical Modelling Competencies

    Science.gov (United States)

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

    2012-01-01

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

  5. Assessing Mathematical Competencies: An Analysis of Swedish National Mathematics Tests

    Science.gov (United States)

    Boesen, Jesper; Lithner, Johan; Palm, Torulf

    2018-01-01

    Internationally, education reform has been directed towards describing educational goals that go beyond topic and content descriptions. The idea of mathematical competencies describes such goals. National tests have been seen as one way of communicating these goals and influence teaching. The present study analyses Swedish national tests in…

  6. Benchmarking ACEJMC Competencies: What It Means for Assessment

    Science.gov (United States)

    Henderson, Jennifer J.; Christ, William G.

    2014-01-01

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

  7. Assessment of Staff Intercultural Competences in Health Care Organisations

    Directory of Open Access Journals (Sweden)

    Stašys Rimantas

    2017-10-01

    Full Text Available As a consequence of globalisation, people’s mobility has been increasing, which brought cultural diversity to a number of countries of the world, therefore intercultural competences became a particularly important research object in organisation management. Scientific literature is rich in publications on the topic, however, the latter problem and its specificity has been insufficiently studied in health care organisations whose performance is especially important for each patient and the cost of errors, possibly caused also by insufficient intercultural competences, may be very great. The conducted research justifies the meaning and significance of intercultural competences in health care organisations and identifies the principal problems in organisations faced when communicating in an intercultural environment. The development of intercultural competences was not sufficiently promoted in health care organisations, leaving that to the staff’s responsibility. Quite a few of health care services providers had a poor knowledge of etiquette and did not know much about the customs and traditions of other countries.

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

    Directory of Open Access Journals (Sweden)

    Mariya B. Shashkina

    2015-01-01

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

  9. Self-Assessed Competence of Experienced Expatriate Nurses in a Rural and Remote Setting

    Directory of Open Access Journals (Sweden)

    Salah Aqtash

    2017-04-01

    Full Text Available We aimed to measure the self-assessed level of competence among nurses working in the public hospitals of Al-Gharbia Region, a remote rural region of United Arab Emirates, and to explore the factors associated with the nurses’ self-perceived competency. The Nurse Competency Scale, which measures the self-assessed level of competency of nurses, has been validated in a variety of clinical settings, in facilities of various sizes, and in small and large cohorts. However, its application among an expatriate nursing workforce working in small hospitals and health facilities in remote and rural areas has not been examined. We used the Nurse Competency Scale to survey the nursing workforce in Al-Gharbia’s public hospitals in United Arab Emirates. All 435 practicing registered nurses with more than 3 months clinical experience in the network were invited to participate. Data were collected electronically and analyzed by international collaborators. Statistical analysis included analysis of variance, Kruskal–Wallis, multiple linear regression, χ 2 test of independence, and Cronbach’s α. Totally, 189 responses were analyzed (43.4% response rate. Overall self-assessed levels of competence were uniformly “very good” across all competence categories. The overall score (84.3 was higher than those found in most other studies. Frequency of use was the most outstanding variable influencing self-assessed competence. Total years of experience were the next significant variable. Some items of the scale were not yet applicable to activities in the region, particularly those relating to supervision of students. The high scores achieved by expatriate nurses in the small hospitals of Al-Gharbia reflect well on the rigor of the recruitment process, ongoing cross-training and functional competency assessment. Policies and practices aimed at recruiting experienced expatriate nurses and providing opportunities to use competencies continue to be critical in

  10. Assessment of Oral Communication Competencies at Johnson & Wales University. A Pilot Program Assessing Culinary Arts and Pastry Arts Students.

    Science.gov (United States)

    Crossman, Joanne Marciano

    The Oral Communication Competencies Assessment Project was designed to determine student communication competency across the curriculum, transferring skills taught in the communication skills class to authentic classroom performances. The 505 students who were required to make oral presentations across the curriculum during the first term of the…

  11. Stakeholders' perceptions on competency and assessment program of entry-level pharmacists in developing countries.

    Science.gov (United States)

    Asante, Isaac; Andoh, Irene; Muijtjens, Arno M M; Donkers, Jeroen

    2017-05-01

    To assess the stakeholders' perceptions on the competency of entry-level pharmacists and the use of written licensure examination as the primary assessment for licensure decisions on entry-level pharmacists who have completed the Pharmacy Internship Program 1 (PIP) in developing countries. A cross-sectional survey was conducted among stakeholders in which they completed a web-based 21-item pre-tested questionnaire to determine their views regarding the competency outcomes and assessment program for entry-level pharmacist. The stakeholders rated the entry-level pharmacists to possess all competencies except research skills. Stakeholders suggested improvement of the program by defining the competency framework and training preceptors. However, stakeholders disagree on using written examination as the primary assessment for licensure decision and suggested the incorporation of other performance-based assessments like preceptor's assessment reports. Stakeholders are uncertain on entry-level pharmacists in developing countries possessing adequate research competencies and think their assessment program for licensure need more than written examination to assess all required competencies. Copyright © 2017 Elsevier Inc. All rights reserved.

  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. Determining the quality of Competence Assessment Programs: A self-evaluation procedure

    NARCIS (Netherlands)

    Baartman, L.K.J.; Prins, F.J.; Kirschner, P.A.; Vleuten, van der C.P.M.

    2007-01-01

    As assessment methods are changing, the way to determine their quality needs to be changed accordingly. This article argues for the use Competence Assessment Programs (CAPs), combinations of traditional tests and new assessment methods which involve both formative and summative assessments. To

  14. Assessment of Competence in EVAR Stent Graft Sizing and Selection

    DEFF Research Database (Denmark)

    Strøm, M; Lönn, L.; Bech, B.

    2017-01-01

    Objectives and background: The aims of this study were to develop a test of competence in endovascular aortic repair (EVAR) stent graft sizing and selection; to examine the test for evidence of validity; and to explore the experience required for the task. Methods: The test was developed based...... measurements, Mann-Whitney U test could discriminate between experts and novices (p = .002), between experts and intermediates (p = .010), and between novices and intermediates (p = .036). In stent selection the experts performed significantly better than both the novices and the intermediates (p = .002 and p...... of competence in vessel analysis and stent graft selection for endovascular aortic repair. This was supported by strong validity evidence with good internal consistency and discriminatory ability. The tool may be used to facilitate training and certification of future endovascular specialists....

  15. Assessment of professional competencies and mobility of engineers in Europe

    OpenAIRE

    Busawon, Abheesha; Penlington, Roger; Perera, Noel

    2012-01-01

    This paper discusses an ongoing concern faced by employers in the engineering sector. Engineering education is faced with new challenges such as lack of student interest at university level, or loss of engineering graduates to other sectors. The impacts of globalisation in terms of movement of people and services, and high competitiveness of the 21st century mean that engineers are required to have a broader set of skills besides their engineering competencies. This poses obstacles in the are...

  16. Global assessment of internal audit competence: Does one size fi t all?

    African Journals Online (AJOL)

    Data from the Institute of Internal Auditors' (IIA's) latest global Common Body of Knowledge ... Australia consistently indicated different perceptions of the levels of ... Australia's need for a country-specifi c internal audit competency assessment.

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

    NARCIS (Netherlands)

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

    2007-01-01

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

  18. Results of the First National Assessment of Computer Competence (The Printout).

    Science.gov (United States)

    Balajthy, Ernest

    1988-01-01

    Discusses the findings of the National Assessment of Educational Progress 1985-86 survey of American students' computer competence, focusing on findings of interest to reading teachers who use computers. (MM)

  19. Obstetric and Gynecologic Ultrasound Curriculum and Competency Assessment in Residency Training Programs

    DEFF Research Database (Denmark)

    Abuhamad, Alfred; Minton, Katherine K; Benson, Carol B

    2018-01-01

    in Medicine assembled a multisociety task force to develop a consensus-based, standardized curriculum and competency assessment tools for obstetric and gynecologic ultrasound training in residency programs. The curriculum and competency assessment tools were developed based on existing national...... and international guidelines for the performance of obstetric and gynecologic ultrasound examinations and thus are intended to represent the minimum requirement for such training. By expert consensus, the curriculum was developed for each year of training, criteria for each competency assessment image were...... that the criteria set forth in this document will evolve with time. The task force also encourages use of ultrasound simulation in residency training and expects that simulation will play a significant part in the curriculum and the competency assessment process. Incorporating this training curriculum...

  20. Obstetric and gynecologic ultrasound curriculum and competency assessment in residency training programs

    DEFF Research Database (Denmark)

    Abuhamad, Alfred; Minton, Katherine K; Benson, Carol B

    2018-01-01

    in Medicine assembled a multisociety task force to develop a consensus-based, standardized curriculum and competency assessment tools for obstetric and gynecologic ultrasound training in residency programs. The curriculum and competency assessment tools were developed based on existing national...... and international guidelines for the performance of obstetric and gynecologic ultrasound examinations and thus are intended to represent the minimum requirement for such training. By expert consensus, the curriculum was developed for each year of training, criteria for each competency assessment image were...... that the criteria set forth in this document will evolve with time. The task force also encourages use of ultrasound simulation in residency training and expects that simulation will play a significant part in the curriculum and the competency assessment process. Incorporating this training curriculum...

  1. Self-assessment of Certified EFL Teachers in Central Sulawesi on Their Professional Competence

    Directory of Open Access Journals (Sweden)

    Anshari Syafar

    2014-06-01

    Full Text Available The study intends to describe the level of certified EFL teachers’ self-assessment of their competence to teach English. A cross-sectional survey design and systematic random sampling strategy were applied to take 227 research respondents. Questionnaire and interview were used for collecting data whereas frequency, percentage and descriptive statistics were employed to analyze the data. Most respondents self-rated their abilities to teach English at ‘competent’ and ‘strongly competent’ levels. Yet, their self-rating of English teaching competence did not match up with the re-sults of teacher competence test done by the government. Accordingly, the self-assessment should be endorsed with teaching performance assessment to have more reliable data for validating EFL teachers’ self-grading abilities in English teaching practices.  Key Words: self-assessment, teacher certification program, teacher standard of competence, certified EFL teachers, english teaching practices

  2. 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.

  3. Competence and quality assessment: the future of training in GI endoscopy

    NARCIS (Netherlands)

    V.E. Ekkelenkamp (Vivian)

    2014-01-01

    markdownabstract__Abstract__ __Introduction__: Training procedural skills in gastrointestinal endoscopy once focused on threshold numbers. However, as threshold numbers poorly reflect individual competence, the focus gradually shifts towards a more individual approach. Tools to assess and

  4. Army Enlisted Personnel Competency Assessment Program Phase 1. Volume 1: Needs Analysis

    National Research Council Canada - National Science Library

    Knapp, Deirdre

    2004-01-01

    .... The PerformM21 program has two mutually supporting tracks. The first is a needs analysis that will result in design recommendations and identification of issues related to implementation of a competency assessment program...

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

    OpenAIRE

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

    2013-01-01

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

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

    Directory of Open Access Journals (Sweden)

    José González-Such

    2013-11-01

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

  7. Nursing Informatics Competencies: Psychometric Validation, Dissemination, and Maintenance of Self-Assessment Tool for Nurse Leaders.

    Science.gov (United States)

    Collins, Sarah

    2016-01-01

    Due to rapid advances in technology, HIT competencies for nursing leaders require frequent attention and updating from experts in the field to ensure relevance to nursing leaders' work. This workshop will target nursing informatics researchers and leaders to: 1) learn methods and findings from a study validating a Self-Assessment Scale for Nursing Informatics Competencies for Nurse Leaders, 2) generate awareness of the Self-Assessment scale, 3) discuss strategies for maintenance of competencies overtime and 4) identify strategies to engage nursing leaders in this pursuit.

  8. Development of Instructional Competencies for Assessing and Managing Suicide Risk for Baccalaureate Nursing Education: A Modified Delphi Study.

    Science.gov (United States)

    Kotowski, Abigail; Roye, Carol

    2017-03-01

    Suicide is a major health problem and a leading cause of death throughout the world. A primary goal for suicide prevention is reforming health professional education in order to increase the competence of health professionals in assessing and managing suicide risk. Nursing leadership is involved in this reform, yet nurses frequently lack the competence to care for patients in suicidal crisis. An identified gap in baccalaureate nursing education is instructional competencies for assessing and managing suicide risk. A modified Delphi study was used. The study began with a focus group which was conducted in order to develop the Round I Survey which included forty-four competencies. After scoring these competencies, thirty-four were scored for inclusion, two were dropped and eight were revised according to panel members' comments. The Round II Survey comprised the eight revised competencies which were scored for inclusion, resulting in forty-two competencies in the final set of instructional competencies. Forty-two instructional competencies were developed: fourteen pre-assessment instructional competencies, fifteen assessment instructional competencies, and thirteen management instructional competencies. Incorporating these instructional competencies into baccalaureate nursing education might increase the competence of nursing students, and thus new nurses, in caring for patients at risk for suicide. These instructional competencies provide a first step to address the challenging task of intervening with patients at risk for suicide.

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

    Science.gov (United States)

    Eichbaum, Quentin

    2017-04-01

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

  10. 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.

  11. 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.

  12. The cognitive based approach of capacity assessment in psychiatry: a philosophical critique of the MacCAT-T.

    Science.gov (United States)

    Breden, Torsten Marcus; Vollmann, Jochen

    2004-12-01

    This article gives a brief introduction to the MacArthur Competence Assessment Tool-Treatment (MacCAT-T) and critically examines its theoretical presuppositions. On the basis of empirical, methodological and ethical critique it is emphasised that the cognitive bias that underlies the MacCAT-T assessment needs to be modified. On the one hand it has to be admitted that the operationalisation of competence in terms of value-free categories, e.g. rational decision abilities, guarantees objectivity to a great extent; but on the other hand it bears severe problems. Firstly, the cognitive focus is in itself a normative convention in the process of anthropological value-attribution. Secondly, it misses the complexity of the decision process in real life. It is therefore suggested that values, emotions and other biographic and context specific aspects should be considered when interpreting the cognitive standards according to the MacArthur model. To fill the gap between cognitive and non-cognitive approaches the phenomenological theory of personal constructs is briefly introduced. In conclusion some main demands for further research to develop a multi-step model of competence assessment are outlined.

  13. 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…

  14. Assessing Minimum Competencies of Beginning Teachers: Instrumentation, Measurement Issues, Legal Concerns.

    Science.gov (United States)

    Ellett, Chad D.

    An overview is presented of a performance-based assessment system, Teacher Performance Assessment Instruments (TPAI), developed by the Teacher Assessment Project at the University of Georgia to measure competencies of beginning teachers for initial professional certification. To clearly separate the preparation and certification functions within…

  15. Applying Kane's Validity Framework to a Simulation Based Assessment of Clinical Competence

    Science.gov (United States)

    Tavares, Walter; Brydges, Ryan; Myre, Paul; Prpic, Jason; Turner, Linda; Yelle, Richard; Huiskamp, Maud

    2018-01-01

    Assessment of clinical competence is complex and inference based. Trustworthy and defensible assessment processes must have favourable evidence of validity, particularly where decisions are considered high stakes. We aimed to organize, collect and interpret validity evidence for a high stakes simulation based assessment strategy for certifying…

  16. Music Therapy Assessment and Development of Parental Competences in Families Where Children Have Experienced Emotional Neglect

    DEFF Research Database (Denmark)

    Jacobsen, Stine Lindahl

    2012-01-01

    In trying to aid difficulties within social services of assessing families at risk, the thesis sat out to strengthen, further develop, and test a music therapy assessment tool, Assessment of Parenting Competencies (APC). The study also aimed to examine the effect of music therapy on parenting...

  17. Reliability assessment of competing risks with generalized mixed shock models

    International Nuclear Information System (INIS)

    Rafiee, Koosha; Feng, Qianmei; Coit, David W.

    2017-01-01

    This paper investigates reliability modeling for systems subject to dependent competing risks considering the impact from a new generalized mixed shock model. Two dependent competing risks are soft failure due to a degradation process, and hard failure due to random shocks. The shock process contains fatal shocks that can cause hard failure instantaneously, and nonfatal shocks that impact the system in three different ways: 1) damaging the unit by immediately increasing the degradation level, 2) speeding up the deterioration by accelerating the degradation rate, and 3) weakening the unit strength by reducing the hard failure threshold. While the first impact from nonfatal shocks comes from each individual shock, the other two impacts are realized when the condition for a new generalized mixed shock model is satisfied. Unlike most existing mixed shock models that consider a combination of two shock patterns, our new generalized mixed shock model includes three classic shock patterns. According to the proposed generalized mixed shock model, the degradation rate and the hard failure threshold can simultaneously shift multiple times, whenever the condition for one of these three shock patterns is satisfied. An example using micro-electro-mechanical systems devices illustrates the effectiveness of the proposed approach with sensitivity analysis. - Highlights: • A rich reliability model for systems subject to dependent failures is proposed. • The degradation rate and the hard failure threshold can shift simultaneously. • The shift is triggered by a new generalized mixed shock model. • The shift can occur multiple times under the generalized mixed shock model.

  18. Assessing the Impact of the Competency Level on the Success of Companies’ Integration

    Directory of Open Access Journals (Sweden)

    Marina Nikolayevna Rudenko

    2017-03-01

    Full Text Available The integration of companies is crucially important in the ongoing globalization processes. Companies must unify the material assets and optimize property. The integration of the company, incrementally, and competency development is also essential in order to expand the competitiveness of the company’s integrated structure. Identification and management of competencies are especially important for the enterprise structures, which carry out the integration processes. The level of competency development and the types of competencies may or may not be similar. The aim of this research is to specify and develop an organizational competency structure, which groups individual competencies of an organization into various segments based on their similarity. This research is relevant due to the need to systematize and streamline competencies in order to better identify them and develop a set of measures for their monitoring. The theoretical literature analysis allowed us to create a model that characterizes the assumed impact of the competencies on the successful integration of companies. Based on the data, we divided the organizational competencies into five major categories are. An empirical assessment of the impact of the competencies on the market success of the integration of enterprise structures is provided. This research indicates that the success of such integration is substantially determined by the formation and development of the competencies. The authors interviewed top managers of 225 medium and large-sized companies from all over the country were (the questionnaire was created by Rudenko M.N. The time lag is 5 years. Thereby, the results can be used in the process of regional policy formation.

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

    DEFF Research Database (Denmark)

    Jacobsen, Stine; Wigram, Tony

    2007-01-01

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

  20. On the Assessment of Paramedic Competence: A Narrative Review with Practice Implications.

    Science.gov (United States)

    Tavares, W; Boet, S

    2016-02-01

    Paramedicine is experiencing significant growth in scope of practice, autonomy, and role in the health care system. Despite clinical governance models, the degree to which paramedicine ultimately can be safe and effective will be dependent on the individuals the profession deems suited to practice. This creates an imperative for those responsible for these decisions to ensure that assessments of paramedic competence are indeed accurate, trustworthy, and defensible. The purpose of this study was to explore and synthesize relevant theoretical foundations and literature informing best practices in performance-based assessment (PBA) of competence, as it might be applied to paramedicine, for design or evaluation of assessment programs. A narrative review methodology was applied to focus intentionally, but broadly, on purpose relevant, theoretically derived research that could inform assessment protocols in paramedicine. Primary and secondary studies from a number of health professions that contributed to and informed best practices related to the assessment of paramedic clinical competence were included and synthesized. Multiple conceptual frameworks, psychometric requirements, and emerging lines of research are forwarded. Seventeen practice implications are derived to promote understanding as well as best practices and evaluation criteria for educators, employers, and/or licensing/certifying bodies when considering the assessment of paramedic competence. The assessment of paramedic competence is a complex process requiring an understanding, appreciation for, and integration of conceptual and psychometric principles. The field of PBA is advancing rapidly with numerous opportunities for research.

  1. Why is it hard to make progress in assessing children's decision-making competence?

    Science.gov (United States)

    Hein, Irma M; Troost, Pieter W; Broersma, Alice; de Vries, Martine C; Daams, Joost G; Lindauer, Ramón J L

    2015-01-10

    For decades, the discussion on children's competence to consent to medical issues has concentrated around normative concerns, with little progress in clinical practices. Decision-making competence is an important condition in the informed consent model. In pediatrics, clinicians need to strike a proper balance in order to both protect children's interests when they are not fully able to do so themselves and to respect their autonomy when they are. Children's competence to consent, however, is currently not assessed in a standardized way. Moreover, the correlation between competence to give informed consent and age in children has never been systematically investigated, nor do we know which factors exactly contribute to children's competence.This article aims at identifying these gaps in knowledge and suggests options for dealing with the obstacles in empirical research in order to advance policies and practices regarding children's medical decision-making competence. Understanding children's competency is hampered by the law. Legislative regulations concerning competency are established on a strong presumption that persons older than a certain age are competent, whereas younger persons are not. Furthermore, a number of contextual factors are believed to be of influence on a child's decision-making competence: the developmental stage of children, the influence of parents and peers, the quality of information provision, life experience, the type of medical decision, and so on. Ostensibly, these diverse and extensive barriers hinder any form of advancement in this conflicted area. Addressing these obstacles encourages the discussion on children's competency, in which the most prominent question concerns the lack of a clear operationalization of children's competence to consent. Empirical data are needed to substantiate the discussion. The empirical approach offers an opportunity to give direction to the debate. Recommendations for future research include: studying a

  2. Automated Assessment of Medical Students' Clinical Exposures according to AAMC Geriatric Competencies.

    Science.gov (United States)

    Chen, Yukun; Wrenn, Jesse; Xu, Hua; Spickard, Anderson; Habermann, Ralf; Powers, James; Denny, Joshua C

    2014-01-01

    Competence is essential for health care professionals. Current methods to assess competency, however, do not efficiently capture medical students' experience. In this preliminary study, we used machine learning and natural language processing (NLP) to identify geriatric competency exposures from students' clinical notes. The system applied NLP to generate the concepts and related features from notes. We extracted a refined list of concepts associated with corresponding competencies. This system was evaluated through 10-fold cross validation for six geriatric competency domains: "medication management (MedMgmt)", "cognitive and behavioral disorders (CBD)", "falls, balance, gait disorders (Falls)", "self-care capacity (SCC)", "palliative care (PC)", "hospital care for elders (HCE)" - each an American Association of Medical Colleges competency for medical students. The systems could accurately assess MedMgmt, SCC, HCE, and Falls competencies with F-measures of 0.94, 0.86, 0.85, and 0.84, respectively, but did not attain good performance for PC and CBD (0.69 and 0.62 in F-measure, respectively).

  3. Pennsylvania Occupational Competency Assessment Program--1983. Final Report. Vocational-Technical Education Research Report, Volume 22, Number 2. Occupational Competency Evaluation Monograph, Number 15.

    Science.gov (United States)

    Walter, Richard A.

    The Pennsylvania State University served as the Pennsylvania Coordinator of Occupational Competency Assessment (OCA). It managed the Pennsylvania OCA Program, which provides the secondary public schools of the state with competent vocational instructors as a component of teacher preparation at Temple University, Indiana University of Pennsylvania,…

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

    DEFF Research Database (Denmark)

    de Graaff, Erik; Kolmos, Anette

    of the curriculum. In particular when a school wants to change to a new pedagogical methods the skills and commitment of the teaching staff are essential. In order to set up a programme for training pedagogical competences of teachers in higher education it is necessary to assess the present level of competences......Traditionally, a university professor qualifies through achievements in research. However, presently, at the age of mass-higher education, teaching competences become more and more important for the success of a university study programme. It is recognized that the professors are at the heart...

  5. Assessing Capacity for Providing Culturally Competent Services to LGBT Older Adults

    Science.gov (United States)

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

    2014-01-01

    This qualitative, interview-based study assessed the cultural competence of health and social service providers to meet the needs of LGBT older adults in an urban neighborhood in Denver, Colorado, known to have a large LGBT community. Only 4 of the agencies were categorized as “high competency” while 12 were felt to be “seeking improvement” and 8 were considered “not aware.” These results indicate significant gaps in cultural competency for the majority of service providers. Social workers are well-suited to lead efforts directed at improving service provision and care competencies for the older LGBT community. PMID:24798180

  6. Assessment of competency for execution: professional guidelines and an evaluation checklist.

    Science.gov (United States)

    Zapf, Patricia A; Boccaccini, Marcus T; Brodsky, Stanley L

    2003-01-01

    The issue of whether mental health professionals should be involved in conducting evaluations of competency for execution is a topic that has elicited controversy and heated debate. This article picks up at a point beyond the controversy and addresses issues of professionalism and the objective assessment of competency for execution. Specifically, this article identifies professional standards for conducting competence for execution (CFE) evaluations, describes current practices in this area, and provides an interview checklist that can be used as an evaluation guide by involved professionals. Copyright 2002 John Wiley & Sons, Ltd.

  7. Assessment of competence in higher education: the case of a master's degree

    OpenAIRE

    Triadó-Ivern, Xavier; Aparicio-Chueca, Pilar; Elasri-Ejjaberi, Amal

    2013-01-01

    Competency implementation is a task that has gradually been incorporated by teachers in Spanish universities with the entry into the EHEA. However, it is still far from reaching optimal levels of competency assessment. This article allows for reflection on some good practices and the difficulties and limitations that appear when we want to implement a change in teaching methods, as a part of master degree. The results indicate the degree to which have been evaluated and acquired both generic ...

  8. Family Medicine Maternity Care Call to Action: Moving Toward National Standards for Training and Competency Assessment.

    Science.gov (United States)

    Magee, Susanna R; Eidson-Ton, W Suzanne; Leeman, Larry; Tuggy, Michael; Kim, Thomas O; Nothnagle, Melissa; Breuner, Joseph; Loafman, Mark

    2017-03-01

    Maternity care is an integral part of family medicine, and the quality and cost-effectiveness of maternity care provided by family physicians is well documented. Considering the population health perspective, increasing the number of family physicians competent to provide maternity care is imperative, as is working to overcome the barriers discouraging maternity care practice. A standard that clearly defines maternity care competency and a systematic set of tools to assess competency levels could help overcome these barriers. National discussions between 2012 and 2014 revealed that tools for competency assessment varied widely. These discussions resulted in the formation of a workgroup, culminating in a Family Medicine Maternity Care Summit in October 2014. This summit allowed for expert consensus to describe three scopes of maternity practice, draft procedural and competency assessment tools for each scope, and then revise the tools, guided by the Family Medicine and OB/GYN Milestones documents from the respective residency review committees. The summit group proposed that achievement of a specified number of procedures completed should not determine competency; instead, a standardized competency assessment should take place after a minimum number is performed. The traditionally held required numbers for core procedures were reassessed at the summit, and the resulting consensus opinion is proposed here. Several ways in which these evaluation tools can be disseminated and refined through the creation of a learning collaborative across residency programs is described. The summit group believed that standardization in training will more clearly define the competencies of family medicine maternity care providers and begin to reduce one of the barriers that may discourage family physicians from providing maternity care.

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

    LENUS (Irish Health Repository)

    Hennerby, Cathy

    2012-02-01

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

  10. Assessment of 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.

  11. A 2-year study of patient safety competency assessment in 29 clinical laboratories.

    Science.gov (United States)

    Reed, Robyn C; Kim, Sara; Farquharson, Kara; Astion, Michael L

    2008-06-01

    Competency assessment is critical for laboratory operations and is mandated by the Clinical Laboratory Improvement Amendments of 1988. However, no previous reports describe methods for assessing competency in patient safety. We developed and implemented a Web-based tool to assess performance of 875 laboratory staff from 29 laboratories in patient safety. Question categories included workplace culture, categorizing error, prioritization of patient safety interventions, strength of specific interventions, and general patient safety concepts. The mean score was 85.0%, with individual scores ranging from 56% to 100% and scores by category from 81.3% to 88.6%. Of the most difficult questions (laboratory technologists. Computer-based competency assessments help laboratories identify topics for continuing education in patient safety.

  12. 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

  13. Assessing the competences associated with a nursing Bachelor thesis by means of rubrics.

    Science.gov (United States)

    Llaurado-Serra, M; Rodríguez, E; Gallart, A; Fuster, P; Monforte-Royo, C; De Juan, M Á

    2018-07-01

    Writing a Bachelor thesis is the last step in obtaining a university degree. The thesis may be job- or research-orientated, but it must demonstrate certain degree-level competences. Rubrics are a useful way of unifying the assessment criteria. To design a system of rubrics for assessing the competences associated with the Bachelor thesis of a nursing degree, to examine the system's reliability and validity and to analyse results in relation to the final thesis mark. Cross-sectional and psychometric study conducted between 2012 and 2014. Nursing degree at a Spanish university. Twelve tutors who designed the system of rubrics. Students (n = 76) who wrote their Bachelor thesis during the 2013-2014 academic year. After deciding which aspects would be assessed, who would assess them and when, the tutors developed seven rubrics (drafting process, assessment of the written thesis by the supervisor and by a panel, student self-assessment, peer assessment, tutor evaluation of the peer assessment and panel assessment of the viva). We analysed the reliability (inter-rater and internal consistency) and validity (convergent and discriminant) of the rubrics, and also the relationship between the competences assessed and the final thesis mark. All the rubrics had internal consistency coefficients >0.80. The rubric for oral communication skills (viva) yielded inter-rater reliability of 0.95. Factor analysis indicated a unidimensional structure for all but one of the rubrics, the exception being the rubric for peer assessment, which had a two-factor structure. The main competences associated with a good quality Bachelor thesis were written communication skills and the ability to work independently. The assessment system based on seven rubrics is shown to be valid and reliable. Writing a Bachelor thesis requires a range of degree-level competences and it offers nursing students the opportunity to develop their evidence-based practice skills. Copyright © 2018 Elsevier Ltd. All

  14. Objective assessment of surgical competence in gynaecological laparoscopy

    DEFF Research Database (Denmark)

    Larsen, C R; Grantcharov, Teodor; Schouenborg, L

    2008-01-01

    The purpose of this study was to develop a global- and a procedure-specific rating scale based on a well-validated generic model (objective structured assessment of technical skills) for assessment of technical skills in laparoscopic gynaecology. Furthermore, we aimed to investigate the construct...

  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. [Civil competence assessment of the mental disorders involved in contract dispute].

    Science.gov (United States)

    Zhang, Qin-Ting; Pang, Yan-Xia; Cai, Wei-Xiong; Tang, Tao; Wang, Jian-Jun

    2009-04-01

    To search the criteria for evaluating the civil competence of the mental disorders involved in contract dispute. Data on the interviewee's mental status and the forensic expertise were collected retrospectively. And 6 indexes were selected and graded: awareness of situation, factual understanding of issues, appreciation of likely consequences, rational manipulation of information, functioning in one's own environment and communication of choice. All of the data were analyzed by SPSS. Fifty six cases were included and interviewee's civil competence was graded to three levels: full civil competence, diminished civil competence, and no civil competence. These cases included two types of contract: the real estate related contract (38 cases) and the labor related contract (14 cases). All of the 6 indexes were well correlated to the forensic expertise. The related coefficient was from 0.703 to 0.834, and the interrelated coefficient of the 6 items was also high, from 0.712 to 0.877. It is feasible to divide the civil competence of the mental disorders into three grades. As the basis, these 6 indexes mentioned above are representative and can be applied in further standardized and quantified assessment of civil competence.

  17. Preliminary assessment on the competency of technical staff of Atomic Energy Licensing Board

    International Nuclear Information System (INIS)

    Marina Mishar; Redzuwan Yahya

    2010-01-01

    The main purpose of this study is to carry out a preliminary assessment on the competency level of technical staff of Atomic Energy Licensing Board (AELB), the nuclear regulatory body in Malaysia for effectively monitoring and supervising the activities of the first nuclear power plant in Malaysia. The study is conducted out on the whole group of AELB technical staff, comprising 81 personnel from the supporting and professional categories. Findings showed that AELB technical staff who have been in the workforce for more than ten years have the required competency level for legal and regulatory processes competencies, regulatory practices competencies and effectiveness in personal and inter-personal competencies. Regression analysis between competency and working experience (length of service) showed a weak positive correlation, which could be contributed by job not related to the competency parameters for major functions of a regulatory body in controlling nuclear activity of a nuclear power plant. Results obtained could assist AELB in manpower development once Malaysia makes the decision to embark on a nuclear power programme. (author)

  18. Predictors of Rater Bias in the Assessment of Social-Emotional Competence

    Science.gov (United States)

    Shapiro, Valerie B.; Kim, B. K. Elizabeth; Accomazzo, Sarah; Roscoe, Joe N.

    2016-01-01

    "The Devereux Student Strengths Assessment Mini" (DESSA-Mini) (LeBuffe, Shapiro, & Naglieri, 2014) efficiently monitors the growth of Social-Emotional Competence (SEC) in the routine implementation of Social Emotional Learning programs. The DESSA-Mini is used to assess approximately half a million children around the world. Since…

  19. 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

  20. 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

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

    NARCIS (Netherlands)

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

    2011-01-01

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

  2. Clinical Case Vignettes: A Promising Tool to Assess Competence in the Management of Agitation.

    Science.gov (United States)

    Sowden, Gillian L; Vestal, Heather S; Stoklosa, Joseph B; Valcourt, Stephanie C; Peabody, John W; Keary, Christopher J; Nejad, Shamim H; Caminis, Argyro; Huffman, Jeff C

    2017-06-01

    While standardized patients (SPs) remain the gold standard for assessing clinical competence in a standardized setting, clinical case vignettes that allow free-text, open-ended written responses are more resource- and time-efficient assessment tools. It remains unknown, however, whether this is a valid method for assessing competence in the management of agitation. Twenty-six psychiatry residents partook in a randomized controlled study evaluating a simulation-based teaching intervention on the management of agitated patients. Competence in the management of agitation was assessed using three separate modalities: simulation with SPs, open-ended clinical vignettes, and self-report questionnaires. Performance on clinical vignettes correlated significantly with SP-based assessments (r = 0.59, p = 0.002); self-report questionnaires that assessed one's own ability to manage agitation did not correlate with SP-based assessments (r = -0.06, p = 0.77). Standardized clinical vignettes may be a simple, time-efficient, and valid tool for assessing residents' competence in the management of agitation.

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

    Science.gov (United States)

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

    2009-01-01

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

  4. Determining the expected competencies for oncology nursing: A needs assessment study

    Directory of Open Access Journals (Sweden)

    Nikoo Yamani

    2018-01-01

    Full Text Available Background: A critical component of cancer care, rarely addressed in the published literature, is an expected competency in oncology nursing education. The present text describes an effort to develop cancer-nursing competencies in Iran and the process of the needs assessment. Materials and Methods: A 3-phase, mixed-method approach for needs assessment was used, incorporating modified Delphi technique, literature review, interviews, and an expert panel. Different stakeholders, consisting of nurses, faculty members in fields related to oncology nursing education, and patients and their families, participated in different phases of the study. Data were analyzed using manual content analysis. Results: In the present study, totally 123 sub-competencies were identified under holistic physical healthcare for patients, psychological and social care, spiritual care, palliative care, ability to prevent at three levels, teamwork and inter-professional competencies, management and leadership competencies, ability to conduct research and evidence-based nursing, supportive care, communication skills, professionalism, provision of education and counselling to patients and their families, and reasoning, problem solving, and critical thinking skills, respectively. Conclusions: An updated and applicable list of competencies was extracted, which can be used to design and develop educational programs, which seek to train qualified oncology nurses for an effective nursing care.

  5. Combining different methods improves assessment of competence in colonoscopy

    DEFF Research Database (Denmark)

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

    2017-01-01

    under direct observation by an expert rater and by automatic computerized analysis of operator movements and scope movements, respectively. Reliability (Cronbach's alpha) for subjective assessment, time to cecum, analysis of operator movement and analysis of scope movements were calculated. Composite...

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

    Directory of Open Access Journals (Sweden)

    Joshua L. Schwarz PhD

    2015-04-01

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

  7. Assessing the Impact of IT Competency on Organizational Learning Capability of Indonesian Manufacturing Firms

    Directory of Open Access Journals (Sweden)

    Alizar Hasan

    2010-01-01

    Full Text Available This paper attempt to assessing the impact of IT competency on organizational learning capability by using the measurement scale that have been developed by Tippins et al. and Gomes et al. These studies cover a sample of 192 manufacturing firms. IT competencies are classified into three dimensions: IT knowledge, IT operations, and IT objects, and organizational learning capability are classified into four dimensions: Managerial commitment, System perspec-tive, Openness and experimentation, and Knowledge transfer and integration. The result of factor analysis on IT competency and Organizational learning capability show that all items have high loading only on a single factor with ranging from .60 to .84. The findings revealed that IT competency positively and significantly influences the organizational learning capability of Indonesian manufacturing firms.

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

    Science.gov (United States)

    Curyto, Kimberly J; Vriesman, Deedre K

    2016-02-01

    Competent dementia care requires caregivers with specialized knowledge and skills. The Knowledge of Dementia Competencies Self-Assessment Tool was developed to help direct care workers (DCWs) assess their knowledge of 7 dementia competencies identified by the Michigan Dementia Coalition. Item selection was guided by literature review and expert panel consultation. It was given to 159 DCWs and readministered to 57 DCWs in a range of long-term care settings and revised based on qualitative feedback and statistical item analyses, resulting in 82 items demonstrating good internal consistency and test-retest reliability. Performance on items assessing competencies rated as most important was significantly related to training in these competencies. The DCWs in day care obtained higher scores than those in home care settings, and their sites reported a greater number of hours of dementia training. Validation in a more diverse group of DCWs and assessing its relationship to other measures of knowledge and skill is needed. © The Author(s) 2015.

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

    Directory of Open Access Journals (Sweden)

    Kvas Andreja

    2014-02-01

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

  10. 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.

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

    Directory of Open Access Journals (Sweden)

    O. F. Shikhova

    2012-01-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

  13. Radiology education. The evaluation and assessment of clinical competence

    International Nuclear Information System (INIS)

    Hibbert, Kathryn M.; Van Deven, Teresa; Chhem, Rethy K.; Nagasaki Univ.; Wang, Shih-chang; Royal Australian and New Zealand College of Radiologists, Sydney

    2012-01-01

    Third volume of a trilogy devoted to radiology education and improvement of medical imaging students' learning, teaching, and scholarship. Reviews the philosophies, theories, and principles that underpin assessment and evaluation in radiology education. Includes a series of rich case studies. Written by an international group of experienced educators and medical professionals. This book reviews the philosophies, theories, and principles that underpin assessment and evaluation in radiology education, highlighting emerging practices and work done in the field. The sometimes conflicting assessment and evaluation needs of accreditation bodies, academic programs, trainees, and patients are carefully considered. The final section of the book examines assessment and evaluation in practice, through the development of rich case studies reflecting the implementation of a variety of approaches. This is the third book in a trilogy devoted to the scholarship of radiology education and is the culmination of an important initiative to improve medical imaging students' learning, teaching, and scholarship by bringing together experienced educators and medical professionals. The previous two books focused on the culture and the learning organizations in which our future radiologists are educated and on the application of educational principles in the education of radiologists. Here, the trilogy comes full circle: attending to the assessment and evaluation of the education of its members has much to offer back to the learning of the organization.

  14. The Impact of Elaborated Feedback on Competency Assessment of IT Professionals

    Directory of Open Access Journals (Sweden)

    Elena Alexandra TOADER

    2015-01-01

    Full Text Available Feedback represents an important component in the process of assessing the competencies of the IT professionals as it allows to evaluate their performance and helps their managers to personalize the learning content according to employees’ needs and profiles. In the current paper we propose a computer-based formative feedback framework that provides personalized feedback for the technical employees. Extensive research has been carried out focusing on formative assessment aspects that includes the elaborate feedback. An online competency assessment tool was designed and it is going to be implemented in order to measure the professionals’ performance in software organizations. The subjects of the study are going to be software developers, working in departments of IT Romanian companies. Their performance is going to be evaluated through the competency-based assessment tool. At the end of the assessment process, an elaborate feedback is provided in order to improve their current level of competency acquired. The current paper reveals the role of the computer-based formative assessment within software organizations as well as the importance of an elaborate feedback that can improve the employees’ knowledge and skills.

  15. Assessing the Development of Cross-Cultural Competence in Soldiers

    Science.gov (United States)

    2010-11-01

    Klein, 1997). Specifically, Cognitive Task Analysis protocols were used in interviews with both subject matter experts and potential end user...populations. Critical incidents elicited were enhanced via Critical Decision Method and Knowledge Audit protocols (Klein, Calderwood & MacGregor, 1989...Total inability to assess cultural encounters *Willing to interact with counterparts *Very slow to “pick up on etiquette issues” *Need

  16. Counselor Competence, Performance Assessment, and Program Evaluation: Using Psychometric Instruments

    Science.gov (United States)

    Tate, Kevin A.; Bloom, Margaret L.; Tassara, Marcel H.; Caperton, William

    2014-01-01

    Psychometric instruments have been underutilized by counselor educators in performance assessment and program evaluation efforts. As such, we conducted a review of the literature that revealed 41 instruments fit for such efforts. We described and critiqued these instruments along four dimensions--"Target Domain," "Format,"…

  17. Dental Students' Self-Assessed Competence in Geriatric Dentistry.

    Science.gov (United States)

    Kiyak, H. Asuman; Brudvik, James

    1992-01-01

    A study of four classes of dental students (n=172) exposed to both didactic and clinical geriatric dental training found that the students perceived significant improvements in their abilities to manage geriatric patients in all areas assessed, notably treatment planning, preventive dentistry, referrals, and providing care in alternative settings.…

  18. Continuing competence assessment and maintenance in occupational therapy: Scoping review with stakeholder consultation.

    Science.gov (United States)

    Myers, Christine T; Schaefer, Nancy; Coudron, Ashley

    2017-12-01

    Continuing competence activities hold the promise of improving health-care service quality, especially given concerns about system inefficiencies and fragmentation. The aim of this scoping review was to describe the assessment and maintenance of occupational therapists' continuing competence and identify knowledge gaps for future research. A secondary aim was comparing scoping review findings with those from other health-care fields and considering possible impact of varying international regulations. A series of database searches retrieved peer-reviewed and grey literature on assessment and maintenance of occupational therapy continuing competence from 1995 to 2015. Themes were developed and findings shared with stakeholders, whose comments drove a second phase: searching for reviews related to continuing competence from allied health, medicine, and nursing, and reviewing websites and documents concerning regulatory requirements for occupational therapy continuing competence in seven English-speaking nations. Twenty-seven sources from the scoping review search met inclusion criteria. Stakeholder consultation validated the themes and preliminary knowledge gaps. Research into other health-care specialties corresponded to findings from the scoping review. The website/document review of occupational therapy regulatory requirements revealed wide variation on both the state/province and national levels. This scoping review highlights gaps in research on effective methods and assessment of occupational therapy continuing competence. Findings suggest a need for research on approaches to continuing competence that incorporate the translation of evidence to practice and address the influence of external factors. Regulatory agencies may address the quality of occupational therapy services by incorporating a variety of professional development options into requirements. © 2017 Occupational Therapy Australia.

  19. Core competency requirements among extension workers in peninsular Malaysia: Use of Borich's needs assessment model.

    Science.gov (United States)

    Umar, Sulaiman; Man, Norsida; Nawi, Nolila Mohd; Latif, Ismail Abd; Samah, Bahaman Abu

    2017-06-01

    The study described the perceived importance of, and proficiency in core agricultural extension competencies among extension workers in Peninsular Malaysia; and evaluating the resultant deficits in the competencies. The Borich's Needs Assessment Model was used to achieve the objectives of the study. A sample of 298 respondents was randomly selected and interviewed using a pre-tested structured questionnaire. Thirty-three core competency items were assessed. Instrument validity and reliability were ensured. The cross-sectional data obtained was analysed using SPSS for descriptive statistics including mean weighted discrepancy score (MWDS). Results of the study showed that on a scale of 5, the most important core extension competency items according to respondents' perception were: "Making good use of information and communication technologies/access and use of web-based resources" (M=4.86, SD=0.23); "Conducting needs assessments" (M=4.84, SD=0.16); "organizing extension campaigns" (M=4.82, SD=0.47) and "Managing groups and teamwork" (M=4.81, SD=0.76). In terms of proficiency, the highest competency identified by the respondents was "Conducting farm and home visits (M=3.62, SD=0.82) followed by 'conducting meetings effectively' (M=3.19, SD=0.72); "Conducting focus group discussions" (M=3.16, SD=0.32) and "conducting community forums" (M=3.13, SD=0.64). The discrepancies implying competency deficits were widest in "Acquiring and allocating resources" (MWDS=12.67); use of information and communication technologies (ICTs) and web-based resources in agricultural extension (MWDS=12.59); and report writing and sharing the results and impacts (MWDS=11.92). It is recommended that any intervention aimed at developing the capacity of extension workers in Peninsular Malaysia should prioritize these core competency items in accordance with the deficits established in this study. Copyright © 2017 Elsevier Ltd. All rights reserved.

  20. Tools to Assess Behavioral and Social Science Competencies in Medical Education: A Systematic Review

    Science.gov (United States)

    Carney, Patricia A.; Palmer, Ryan T.; Miller, Marissa Fuqua; Thayer, Erin K.; Estroff, Sue E.; Litzelman, Debra K.; Biagioli, Frances E.; Teal, Cayla R.; Lambros, Ann; Hatt, William J.; Satterfield, Jason M.

    2015-01-01

    Purpose Behavioral and social science (BSS) competencies are needed to provide quality health care, but psychometrically validated measures to assess these competencies are difficult to find. Moreover, they have not been mapped to existing frameworks, like those from the Liaison Committee on Medical Education (LCME) and Accreditation Council for Graduate Medical Education (ACGME). This systematic review aimed to identify and evaluate the quality of assessment tools used to measure BSS competencies. Method The authors searched the literature published between January 2002 and March 2014 for articles reporting psychometric or other validity/reliability testing, using OVID, CINAHL, PubMed, ERIC, Research and Development Resource Base, SOCIOFILE, and PsycINFO. They reviewed 5,104 potentially relevant titles and abstracts. To guide their review, they mapped BSS competencies to existing LCME and ACGME frameworks. The final, included articles fell into three categories: instrument development, which were of the highest quality; educational research, which were of the second highest quality; and curriculum evaluation, which were of lower quality. Results Of the 114 included articles, 33 (29%) yielded strong evidence supporting tools to assess communication skills, cultural competence, empathy/compassion, behavioral health counseling, professionalism, and teamwork. Sixty-two (54%) articles yielded moderate evidence and 19 (17%) weak evidence. Articles mapped to all LCME standards and ACGME core competencies; the most common was communication skills. Conclusions These findings serve as a valuable resource for medical educators and researchers. More rigorous measurement validation and testing and more robust study designs are needed to understand how educational strategies contribute to BSS competency development. PMID:26796091

  1. Self-assessment of the competences in occupational medicine as an instrument for improving postgraduate training.

    Science.gov (United States)

    Boczkowski, A

    2000-01-01

    The main goal of the postgraduate training in occupational medicine is to make already experienced students develop appropriate competences to deal with health problems existing and emerging in the realities of different spheres of occupational health. The task requires checking on and evaluation of the students' learning process and its results. Thirteen types of competence transmitted to the students were made the points of reference in a special self-assessment questionnaire. The respondents were asked to assess the contribution of particular lectures and seminars to the acquirement or improvement of each type of competence. The results obtained in a group of students suggest that some modifications and improvements in the educational objectives and programmes should be introduced.

  2. Automatic and unbiased assessment of competence in colonoscopy

    DEFF Research Database (Denmark)

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

    2016-01-01

    is the first clinical descriptive report of a novel colonoscopy assessment tool based on Magnetic Endoscopic Imaging (MEI) data and the aim was to gather validity evidence based on the data collected using the "Colonoscopy Progression Score" (CoPS). Methods: We recorded 137 colonoscopy procedures performed...... sources of validity evidence were explored: response process (data collection), internal structure (reliability), relationship to other variables (i. e. operator experience), and consequences of testing (pass/fail). Results: Identical set-ups at all three locations ensured uniform data collection...

  3. Piaac: A New Strategy for Assessing Adult Competencies

    Science.gov (United States)

    Schleicher, Andreas

    2008-11-01

    At a time when governments face the challenges of maintaining competitiveness in a global economy, it is necessary to have high-quality comparative information regarding the fundamental skills of the adult population. Such information can help governments to evaluate policies and design more effective interventions. This article describes a strategy currently being developed by the OECD for assessing the literacy skills of adults, including familiarity with information and communication technologies and the ability to manage information, construct new knowledge and communicate with others. The work will enhance understanding of the effectiveness of education and training systems in developing basic cognitive skills and key generic work skills.

  4. Future orientation and competence to stand trial: the fragility of competence.

    Science.gov (United States)

    Kivisto, Aaron J; Moore, Todd M; Fite, Paula A; Seidner, Bruce G

    2011-01-01

    The current study examined the direct, indirect, and interactive effects of age, intellectual ability, psychiatric symptomatology, and future orientation on juvenile adjudicative competence utilizing a secondary sample of 927 youth from the MacArthur Juvenile Adjudicative Competence Study. Consistent with previous research, age, intellectual ability, and future orientation were found to be positively associated with competence, and psychiatric symptomatology was weakly negatively related to competence. Tests of indirect effects revealed that the development of an orientation toward future consequences partially explains the relationship between age and the capacity to reason about legal decision-making. Further, tests of invariance revealed that the competence of immature adolescents is particularly "fragile," in that smaller deficits in cognitive abilities appear to pose greater problems in youths regarding their adjudicative competence than in their more mature peers. Findings are discussed in regard to forensic practice as well as for future research.

  5. Quantitative methods for assessing the level of competence for quality management systems of education

    Directory of Open Access Journals (Sweden)

    Kajukova Inna Viktorovna

    2015-03-01

    Full Text Available The paper studies the process of assessing the quality of education in higher education. The concept of educational quality which is considered from the point of view of all interested parties in the form of indicators sets and which structure included the additional indicators connected with an external assessment from employers, graduates and all society. The Rasch model for educational quality assessment is modernized by introduction of the additional parameters characterizing tests non-standard and their practical importance. That allowed using model for forecasting of probability of manifestation of separate components of competence. The author shows aggregate indicators to measure the level of aggregate formed competencies. The results can be used to assess the quality of the educational process in the transition to the new educational standards. Assessed error of actual measurements. The results can be used in the Quality Management System of Education on going to new educational standards.

  6. Assessing the critical behavioral competencies of outstanding managed care primary care physicians.

    Science.gov (United States)

    Duberman, T L

    1999-03-01

    This study used job competence assessment to identify the behavioral characteristics that distinguish outstanding job performances of primary care physicians (PCPs) within a network-model HMO. Primary care physicians were chosen for the study based on six standard performance measures: (1) member satisfaction, (2) utilization, (3) patient complaints, (4) emergency room referrals, (5) out-of-network referrals, and (6) medical record completeness. Outstanding PCPs (N = 16) were identified as those performing within one standard deviation above the mean on all six of the performance measures. A control group of typical PCPs (N = 10) was selected from those performing outside the peer group mean on at least two performance measures. Subjects were administered the Behavioral Event Interview and the Picture Story Exercise. Higher overall competency levels of achievement orientation, concern for personal influence, empathic caregiving, and empowerment drive distinguished outstanding from typical PCPs. Outstanding PCPs also had higher overall frequency of competency in building team effectiveness and interpersonal understanding when compared with typical PCPs. This study suggests that PCP performance is the product of measurable competencies that are potentially amenable to improvement. Competency assessment and development of PCPs may benefit both organizational efficiency and physician and patient satisfaction.

  7. Meeting the challenge of assessing clinical competence of occupational therapists within a program management environment.

    Science.gov (United States)

    Salvatori, Penny; Simonavicius, Nijole; Moore, Joan; Rimmer, Georgina; Patterson, Michele

    2008-02-01

    Program management models have raised concerns among occupational therapists about professional standards related to clinical competence, performance review procedures, and quality improvement initiatives. This paper describes how a chart-stimulated recall (CSR) peer-review process and interview tool was revised, implemented, and evaluated as a pilot project to assess the clinical competence of occupational therapy staff at a large urban health centre in southern Ontario. Fourteen pairs (n=28) of occupational therapists representing various practice areas participated in this project. Half served as peer assessors and half as interviewees. Peer assessors conducted an independent chart review followed by a one-hour personal interview with a peer partner to discuss clinical management issues related to the client cases. Each interviewer rated his or her partner's clinical competence in eight areas of performance using a 7-point Likert scale. Results indicated that the CSR tool could discriminate among occupational therapists in terms of overall levels of clinical competence and also identify specific areas of concern that could be targeted for professional development. Feedback from participants was positive. The CSR tool was found to be useful for assessing clinical competence of occupational therapists in this large health centre as a quality improvement initiative within that discipline group. Further research is needed to establish the reliability and validity of the CSR tool.

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

    Science.gov (United States)

    Hennerby, Cathy; Joyce, Pauline

    2011-03-01

    This paper reports on the implementation of a competency assessment tool for registered general agency nurses working in an acute paediatric setting, using a change management framework. The increased number of registered general agency nurses working in an acute children's hospital alerted concerns around their competency in working with children. These concerns were initially raised via informal complaints about 'near misses', parental dissatisfaction, perceived competency weaknesses and rising cost associated with their use. [Young's (2009) Journal of Organisational Change, 22, 524-548] nine-stage change framework was used to guide the implementation of the competency assessment tool within a paediatric acute care setting. The ongoing success of the initiative, from a nurse manager's perspective, relies on structured communication with the agency provider before employing competent agency nurses. Sustainability of the change will depend on nurse managers' persistence in attending the concerns of those resisting the change while simultaneously supporting those championing the change. These key communication and supporting roles highlight the pivotal role held by nurse managers, as gate keepers, in safe-guarding children while in hospital. Leadership qualities of nurse managers will also be challenged in continuing to manage and drive the change where resistance might prevail. © 2011 The Authors. Journal compilation © 2011 Blackwell Publishing Ltd.

  9. ASSESSING STUDENTS’ COMPETENCE IN DEVELOPING CHOROPLETH MAPS COMBINED WITH DIAGRAM MAPS

    Directory of Open Access Journals (Sweden)

    GABRIELA OSACI-COSTACHE

    2015-01-01

    Full Text Available Choropleth maps combined with diagram maps are frequently used in geography. For this reason, based on the maps developed by students, the study aims at the following: identifying and analyzing the errors made by the students; establishing and analyzing the competence level of the students; identifying the causes that led to these errors; and finding the best solutions to improve both the educational process aiming at the formation of this kind of competences and the students’ results. The map assessment was accomplished during two academic years (2013-2014 and 2014-2015, in the aftermath of the activities meant to train the competence. We assessed 105 maps prepared by the students in Cartography (Faculty of Geography, University of Bucharest based on an analytical evaluation grid, with dichotomous scale, comprising 15 criteria. This tool helped us identify the errors made by the students, as well as their competence level. By applying a questionnaire, we identified the source of the errors from the students’ perspective, while by comparing the errors and the competence levels at the end of the two academic years we were able to come up with potential solutions for the improvement of the teaching and learning process.

  10. Assessing children’s competence to consent in research by a standardized tool: a validity study

    Science.gov (United States)

    2012-01-01

    Background Currently over 50% of drugs prescribed to children have not been evaluated properly for use in their age group. One key reason why children have been excluded from clinical trials is that they are not considered able to exercise meaningful autonomy over the decision to participate. Dutch law states that competence to consent can be presumed present at the age of 12 and above; however, in pediatric practice children’s competence is not that clearly presented and the transition from assent to active consent is gradual. A gold standard for competence assessment in children does not exist. In this article we describe a study protocol on the development of a standardized tool for assessing competence to consent in research in children and adolescents. Methods/design In this study we modified the MacCAT-CR, the best evaluated competence assessment tool for adults, for use in children and adolescents. We will administer the tool prospectively to a cohort of pediatric patients from 6 to18 years during the selection stages of ongoing clinical trials. The outcomes of the MacCAT-CR interviews will be compared to a reference standard, established by the judgments of clinical investigators, and an expert panel consisting of child psychiatrists, child psychologists and medical ethicists. The reliability, criterion-related validity and reproducibility of the tool will be determined. As MacCAT-CR is a multi-item scale consisting of 13 items, power was justified at 130–190 subjects, providing a minimum of 10–15 observations per item. MacCAT-CR outcomes will be correlated with age, life experience, IQ, ethnicity, socio-economic status and competence judgment of the parent(s). It is anticipated that 160 participants will be recruited over 2 years to complete enrollment. Discussion A validity study on an assessment tool of competence to consent is strongly needed in research practice, particularly in the child and adolescent population. In this study we will establish

  11. Assessing children’s competence to consent in research by a standardized tool: a validity study

    Directory of Open Access Journals (Sweden)

    Hein Irma M

    2012-09-01

    Full Text Available Abstract Background Currently over 50% of drugs prescribed to children have not been evaluated properly for use in their age group. One key reason why children have been excluded from clinical trials is that they are not considered able to exercise meaningful autonomy over the decision to participate. Dutch law states that competence to consent can be presumed present at the age of 12 and above; however, in pediatric practice children’s competence is not that clearly presented and the transition from assent to active consent is gradual. A gold standard for competence assessment in children does not exist. In this article we describe a study protocol on the development of a standardized tool for assessing competence to consent in research in children and adolescents. Methods/design In this study we modified the MacCAT-CR, the best evaluated competence assessment tool for adults, for use in children and adolescents. We will administer the tool prospectively to a cohort of pediatric patients from 6 to18 years during the selection stages of ongoing clinical trials. The outcomes of the MacCAT-CR interviews will be compared to a reference standard, established by the judgments of clinical investigators, and an expert panel consisting of child psychiatrists, child psychologists and medical ethicists. The reliability, criterion-related validity and reproducibility of the tool will be determined. As MacCAT-CR is a multi-item scale consisting of 13 items, power was justified at 130–190 subjects, providing a minimum of 10–15 observations per item. MacCAT-CR outcomes will be correlated with age, life experience, IQ, ethnicity, socio-economic status and competence judgment of the parent(s. It is anticipated that 160 participants will be recruited over 2 years to complete enrollment. Discussion A validity study on an assessment tool of competence to consent is strongly needed in research practice, particularly in the child and adolescent population. In

  12. A Contextual Approach to the Assessment of Social Skills: Identifying Meaningful Behaviors for Social Competence

    Science.gov (United States)

    Warnes, Emily D.; Sheridan, Susan M.; Geske, Jenenne; Warnes, William A.

    2005-01-01

    An exploratory study was conducted which assessed behaviors that characterize social competence in the second and fifth grades. A contextual approach was used to gather information from second- and fifth-grade children and their parents and teachers regarding the behaviors they perceived to be important for getting along well with peers. Data were…

  13. Implementation of Portfolio Assessment in a Competency-based Dental Hygiene Program.

    Science.gov (United States)

    Gadbury-Amyot, Cynthia C.; Holt, Lorie P.; Overman, Pamela R.; Schmidt, Colleen R.

    2000-01-01

    Describes the implementation of a portfolio assessment program in the dental hygiene program at the University of Missouri School of Dentistry. Tables provide examples of program competencies and related portfolio entries, the complete scoring rubric for portfolios, and the student portfolio evaluation survey. Concludes that although portfolio…

  14. Using Simulated Parent-Teacher Talks to Assess and Improve Prospective Teachers' Counseling Competence

    Science.gov (United States)

    Gerich, Mara; Schmitz, Bernhard

    2016-01-01

    In research on parental involvement and teacher professionalization, counseling parents on the support of their children's learning processes is considered to be an increasingly important competence area of teachers. However, to date little research has been conducted on the development of appropriate approaches to the assessment of teachers'…

  15. Assessing the Employment-Related Interpersonal Competence of Mildly Mentally Retarded Workers.

    Science.gov (United States)

    Bullis, Michael; Foss, Gilbert

    1986-01-01

    The Test of Interpersonal Competence for Employment (TICE) designed to assess a mildly retarded worker's knowledge of interpersonal skills in the employment setting, was developed based on analysis of problems that mildly retarded workers experience and identification of correct responses to those problems by competitive employers. Initial…

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

    NARCIS (Netherlands)

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

    2009-01-01

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

  17. Individualized Sampling Parameters for Behavioral Observations: Enhancing the Predictive Validity of Competing Stimulus Assessments

    Science.gov (United States)

    DeLeon, Iser G.; Toole, Lisa M.; Gutshall, Katharine A.; Bowman, Lynn G.

    2005-01-01

    Recent studies have used pretreatment analyses, termed competing stimulus assessments, to identify items that most effectively displace the aberrant behavior of individuals with developmental disabilities. In most studies, there appeared to have been no systematic basis for selecting the sampling period (ranging from 30 s to 10 min) in which items…

  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. Refining a self-assessment of informatics competency scale using Mokken scaling analysis.

    Science.gov (United States)

    Yoon, Sunmoo; Shaffer, Jonathan A; Bakken, Suzanne

    2015-01-01

    Healthcare environments are increasingly implementing health information technology (HIT) and those from various professions must be competent to use HIT in meaningful ways. In addition, HIT has been shown to enable interprofessional approaches to health care. The purpose of this article is to describe the refinement of the Self-Assessment of Nursing Informatics Competencies Scale (SANICS) using analytic techniques based upon item response theory (IRT) and discuss its relevance to interprofessional education and practice. In a sample of 604 nursing students, the 93-item version of SANICS was examined using non-parametric IRT. The iterative modeling procedure included 31 steps comprising: (1) assessing scalability, (2) assessing monotonicity, (3) assessing invariant item ordering, and (4) expert input. SANICS was reduced to an 18-item hierarchical scale with excellent reliability. Fundamental skills for team functioning and shared decision making among team members (e.g. "using monitoring systems appropriately," "describing general systems to support clinical care") had the highest level of difficulty, and "demonstrating basic technology skills" had the lowest difficulty level. Most items reflect informatics competencies relevant to all health professionals. Further, the approaches can be applied to construct a new hierarchical scale or refine an existing scale related to informatics attitudes or competencies for various health professions.

  20. Competence of Litter Ants for Rapid Biodiversity Assessments

    Directory of Open Access Journals (Sweden)

    T. H. Saumya E. Silva

    2017-01-01

    Full Text Available Rapid Biodiversity Assessment approaches associated with focusing taxa have overcome many of the problems related to large scale surveys. This study examined the suitability of litter ants as a focusing taxon by checking whether diversity and species assemblages of litter ants reflect the overall picture of arthropod diversity and assemblages in leaf litter in two vegetation types: secondary forest and pine plantation in Upper Hanthana forest reserve, Sri Lanka. In each vegetation type, arthropods were sampled using three sampling methods (Winkler extraction, hand collection, and pitfall traps along three 100 m line transects. From the two sites, 1887 litter ants (34 species and 3488 litter arthropods (52 species were collected. Species assemblages composition of both ants and other arthropods differed significantly between the two sites (ANOSIM, p=0.001 with both groups generating distinct clusters for the two sites (SIMPROF, p=0.001. But there was no significant correlation (p>0.05 between abundance and richness of litter ants and those of other arthropods in both vegetation types. The overall finding suggests that the litter ants do not reflect the holistic picture of arthropod diversity and assemblages in leaf litter, but the quality of the habitat for the survival of all litter arthropods.

  1. Assessment of Anatomical Knowledge and Core Trauma Competency Vascular Skills.

    Science.gov (United States)

    Granite, Guinevere; Pugh, Kristy; Chen, Hegang; Longinaker, Nyaradzo; Garofalo, Evan; Shackelford, Stacy; Shalin, Valerie; Puche, Adam; Pasley, Jason; Sarani, Babak; Henry, Sharon; Bowyer, Mark; Mackenzie, Colin

    2018-03-01

    Surgical residents express confidence in performing specific vascular exposures before training, but such self-reported confidence did not correlate with co-located evaluator ratings. This study reports residents' self-confidence evaluated before and after Advanced Surgical Skills for Exposure in Trauma (ASSET) cadaver-based training, and 12-18 mo later. We hypothesize that residents will better judge their own skill after ASSET than before when compared with evaluator ratings. Forty PGY2-7 surgical residents performed four procedures: axillary artery (AA), brachial artery (BA), femoral artery exposure and control (FA), and lower extremity fasciotomy (FAS) at the three evaluations. Using 5-point Likert scales, surgeons self-assessed their confidence in anatomical understanding and procedure performance after each procedure and evaluators rated each surgeon accordingly. For all the three evaluations, residents consistently rated their anatomical understanding (p < 0.04) and surgical performance (p < 0.03) higher than evaluators for both FA and FAS. Residents rated their anatomical understanding and surgical performance higher (p < 0.005) than evaluators for BA after training and up to 18 mo later. Only for third AA evaluation were there no rating differences. Residents overrate their anatomical understanding and performance abilities for BA, FA, and FAS even after performing the procedures and being debriefed three times in 18 mo.

  2. University Competencies Quality Management: from Self-Assessment to International Comparison

    Directory of Open Access Journals (Sweden)

    Denys Ilnytskyy

    2017-03-01

    Full Text Available The article represents a methodological summary of the main levels, tools, approaches and subjects of the use of assessment in educational activity with an emphasis on the university-based dimension. It has been revealed that the use of assessment as one of the tools for quality management has both internal (self-assessment and external dimensions (variety of tools, which is widespread in universities in the field of implementation of educational programs that have a competency-based dimension. The deep integration of assessment components into a competency-based model for the US labour force development system, as well as the disposition of assessment in the system of competencies in the national qualifications framework in higher education, which are characteristic for the European countries, have been identified. It has been demonstrated that the educational trajectory of personality training throughout life and career development is encountered at various stages with a variety of assessment tools. The comparative characteristics of pre-university assessment, certification programs of global assessment, external assessment of applicants and graduates, and persons aged 30+, functioning of accreditation agencies and agencies of professional accreditation, international rating, international comparisons of education quality, are given. It is proved that the necessity to bear costs for conducting international comparisons, national and international ratings is conditioned not only by the impact of the internationalization of educational activities and the globalization of the world economy, but primarily by the desire to ensure the highest quality of educational services, provided by leaders, and their high average level within the national educational systems. The results are broadly illustrated by evidence and examples from the developed countries (mainly the United States and Ukraine. Based on the research of the attitude of students and

  3. Proposal of a Framework for Innovation Competencies Development and Assessment (FINCODA

    Directory of Open Access Journals (Sweden)

    Juan A. Marin-Garcia

    2016-12-01

    Full Text Available In this article we propose a model of innovation competence of people, based on the existing literature to integrate and complement the existing models. The main contribution of this work consists in demonstrating the differences and similarities of current models and in providing a conceptual definition for each model element. In this way, both researchers and people in charge of Human Resources in companies can obtain a framework to design measuring instruments to assess the innovation competence, which can fulfil the twofold demand requirement of validity and reliability.

  4. Environmental Assessment for Perimeter Security Lighting at Fort MacArthur, California

    Science.gov (United States)

    2007-07-01

    8217J lOft pPm ifllti" ~ r- IVf $ 10~11)’ \\Qiume, or l!lO’Cm)lesOI j:""-t.-m! pE"f m;::le of gas. • ~ tQUI•<tlii:I I)IOC:tdtlr• ""lidl Wlbt $00l’l𔃻ll0...defines the appropriate styles, finishes, and materials to be used to achieve the best facility life-cycle costs . An objective of the plan is to

  5. Environmental Assessment for Slope Stabilization Projects at Fort MacArthur, San Pedro, California

    Science.gov (United States)

    2012-01-01

    effective in stabilizing slopes. The USAF and its consultants identified the most effective remedial measures that can be economically constructed within...consultants identified the most effective remedial measures that can be economically constructed with the physical and property boundary constraints...carbon tetrachloride, ammonia, hydrogen sulfide, hydrogen cyanide , and methane. The SCAB is not classified under CAAQS for any TACs (CARB 2011). EA

  6. 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…

  7. Assessing and counseling the obese patient: Improving resident obesity counseling competence.

    Science.gov (United States)

    Iyer, Shwetha; Jay, Melanie; Southern, William; Schlair, Sheira

    To evaluate obesity counseling competence among residents in a primary care training program METHODS: We delivered a 3h obesity curriculum to 28 Primary Care residents and administered a pre-curriculum and post curriculum survey looking specifically at self-assessed obesity counseling competence. Nineteen residents completed both the pre curriculum survey and the post curriculum survey. The curriculum had a positive impact on residents' ability to ascertain patient's stage of change, use different methods to obtain diet history (including 24h recall, food record or food frequency questionnaire), respond to patient's questions regarding treatment options, assist patients in setting realistic goals for weight loss based on making permanent lifestyle changes, and use of motivational interviewing to change behavior. When looking at the 5As domains, there was a significant improvement in the domains of Assess, Advise, and Assist. The proportion of residents with a lower level of self-assessed obesity counseling competence reduced from 75% before the curriculum to 37.5% (p=0.04) after the curriculum. Our curriculum addressing weight loss counseling using the 5As model increased obesity counseling competence among residents in a primary care internal medicine residency program. Copyright © 2018 Asia Oceania Association for the Study of Obesity. Published by Elsevier Ltd. All rights reserved.

  8. Contribution of occupational therapy to the assessment of competence: A case study

    Science.gov (United States)

    Blanchet, Marie; Huynh, Tammy; Giroux, Dominique; Bottari, Carolina

    2016-06-01

    Many occupational therapists contribute to the assessment of competence to take care of oneself and manage one’s affairs, but few guidelines exist regarding this practice with adults who have experienced a traumatic brain injury (TBI). This study explored the ability of the Instrumental Activities of Daily Living Profile (IADL Profile) to capture competence following a TBI. Task performance on the IADL Profile of a 46-year-old man (ML) who was found to be incompetent following a severe TBI was compared to eight control subjects (mean age 49.3 ± 4.2 years). The IADL Profile scores, observable behaviours, and verbalizations were compared using descriptive statistics (M, SD) and qualitative analyses. The independence level of ML was lower than that of the control subjects on seven of the eight tasks of the IADL Profile (p competence. © CAOT 2016.

  9. Assessment of Advanced Life Support competence when combining different test methods--reliability and validity

    DEFF Research Database (Denmark)

    Ringsted, C; Lippert, F; Hesselfeldt, R

    2007-01-01

    Cardiac Arrest Simulation Test (CASTest) scenarios for the assessments according to guidelines 2005. AIMS: To analyse the reliability and validity of the individual sub-tests provided by ERC and to find a combination of MCQ and CASTest that provides a reliable and valid single effect measure of ALS...... that possessed high reliability, equality of test sets, and ability to discriminate between the two groups of supposedly different ALS competence. CONCLUSIONS: ERC sub-tests of ALS competence possess sufficient reliability and validity. A combined ALS score with equal weighting of one MCQ and one CASTest can...... competence. METHODS: Two groups of participants were included in this randomised, controlled experimental study: a group of newly graduated doctors, who had not taken the ALS course (N=17) and a group of students, who had passed the ALS course 9 months before the study (N=16). Reliability in terms of inter...

  10. Assessing cultural competence at a local hospital system in the United States.

    Science.gov (United States)

    Polacek, Georgia N L J; Martinez, Rubén

    2009-01-01

    Cultural competence in health care has come to the forefront with the changing demographics in the United States. Standards have been created by the Office of Minority Health for culturally appropriate health care. This article presents the findings of one hospital system's cultural competency assessment. Employee surveys and patient and physician focus groups were conducted to gain insight into cultural differences and challenges encountered in this system. Statistically significant effects of ethnicity and gender on language skills and awareness, as well as differences in awareness and knowledge by the respondent's employment position, were found. Patient concerns included access to care and respect from staff. The need for cross-cultural education and training for all health care delivery personnel was reinforced. Cultural competency will not be achieved if education, attention to diversity, trained interpreters, and the understanding that social factors have a profound influence on health and health outcomes are not considered.

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

    Directory of Open Access Journals (Sweden)

    Shailly Shah

    2016-01-01

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

  12. [The theory of dependent-care--a conceptual framework for assessing, supporting, and promoting parental competencies].

    Science.gov (United States)

    Holoch, Elisabeth

    2010-02-01

    Parental competencies have influence on the professional health care needs of a child and its caregivers. One reason for this is the influence of parental competencies on the healthy development of the child. This applies especially to infants and young children. In order to develop their inborn abilities to regulate themselves and their behaviour, infants and young children are dependent on the perception of and appropriate response to their behaviour by the persons they are most closely attached to. The differentiation of self-regulating abilities is a precondition for a healthy development. The current rise of sleeping and feeding disorders, as well as interaction problems among infants and young children, indicates that parents are increasingly dependent on support in the perception and development of their parental competencies. Paediatric nurses can make an important contribution to this, where a concept of parental competencies, defined by nursing professionals, is available. The Theory of Dependent-Care and especially the concept of Dependent-Care Agency will be presented in this paper. It will be examined how they can provide a theoretical framework for the systematic assessment, support, and promotion of parental competencies by paediatric nurses. To conclude, issues for further investigation of parental Dependent-Care Agency and the necessity for a more detailed conceptualisation of the Theory of Dependent-Care will be demonstrated.

  13. Validity and reliability of a pictorial instrument for assessing perceived motor competence in Portuguese children.

    Science.gov (United States)

    Lopes, V P; Barnett, L M; Saraiva, L; Gonçalves, C; Bowe, S J; Abbott, G; Rodrigues, L P

    2016-09-01

    It is important to assess young children's perceived Fundamental Movement Skill (FMS) competence in order to examine the role of perceived FMS competence in motivation toward physical activity. Children's perceptions of motor competence may vary according to the culture/country of origin; therefore, it is also important to measure perceptions in different cultural contexts. The purpose was to assess the face validity, internal consistency, test-retest reliability and construct validity of the 12 FMS items in the Pictorial Scale for Perceived Movement Skill Competence for Young Children (PMSC) in a Portuguese sample. Two hundred one Portuguese children (girls, n = 112), 5 to 10 years of age (7.6 ± 1.4), participated. All children completed the PMSC once. Ordinal alpha assessed internal consistency. A random subsamples (n = 47) were reassessed one week later to determine test-retest reliability with Bland-Altman method. Children were asked questions after the second administration to determine face validity. Construct validity was assessed on the whole sample with a Bayesian Structural Equation Modelling (BSEM) approach. The hypothesized theoretical model used the 12 items and two hypothesized factors: object control and locomotor skills. The majority of children correctly identified the skills and could understand most of the pictures. Test-retest reliability analysis was good, with an agreement ration between 0.99 and 1.02. Ordinal alpha values ranged from acceptable (object control 0.73, locomotor 0.68) to good (all FMS 0.81). The hypothesized BSEM model had an adequate fit. The PMSC can be used to investigate perceptions of children's FMS competence. This instrument can also be satisfactorily used among Portuguese children. © 2016 John Wiley & Sons Ltd.

  14. Assessing Therapist Competence : Development of a Performance-Based Measure and Its Comparison With a Web-Based Measure

    NARCIS (Netherlands)

    Cooper, Zafra; Doll, Helen; Bailey-Straebler, Suzanne; Bohn, Kristin; de Vries, Dian; Murphy, Rebecca; O'Connor, Marianne E; Fairburn, Christopher G

    2017-01-01

    BACKGROUND: Recent research interest in how best to train therapists to deliver psychological treatments has highlighted the need for rigorous, but scalable, means of measuring therapist competence. There are at least two components involved in assessing therapist competence: the assessment of their

  15. 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.

  16. 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.

  17. Enhancing Student Communication Skills Through Arabic Language Competency and Simulated Patient Assessments.

    Science.gov (United States)

    Hasan, Sanah; Tarazi, Hamadeh M Khier; Halim Hilal, Dana Abdel

    2017-05-01

    Objective. To assess student communication and patient management skill with introduction of Arabic and use of simulated patient assessments to a communication and counseling course. Design. Five, 3-hour tutorials (clinical skill laboratory) were added to the course covering: listening and empathic responding, non-verbal communications, interviewing skills, assertiveness, counseling in special situations: conflict, anger, worry or rushed situations, and professional decision making. Arabic content was introduced to the course to enhance Arabic communications and competence among students. Simulated patient assessment was used to evaluate student skills. Students' feedback about course changes was evaluated. Assessment. The course now covers a wider content and Arabic language. Students' scores were similar in the assessment and other assessments within the course and between Arabic and English groups. Students favorably rated the changes in the course and provided constructive feedback on content usefulness and adequacy. Conclusion. Expanding the course to include Arabic language and content and simulated patient assessments enhanced student communication skills.

  18. [Assessment of risk of burden in construction: improvement interventions and contribution of the competent physician].

    Science.gov (United States)

    Martinelli, R; Tarquini, M

    2012-01-01

    Three construction companies in three years have changed the operating modes, making use of innovative carpentry, with little amount of equipment, improved usability of the site, reduced cleaning time, less manual handling and reduced risk of accidents. The Competent Doctor has participated in the review of the risk assessment of manual handling: data has been acquired on musculoskeletal disorders to compare, in terms of this innovation, the average trend and changes, with encouraging results in terms of incidence of musculoskeletal disorders, absenteeism due to illness by these causes, new cases of lumbar diseases. It remains difficult in building to assess manual handling risk, but the collaboration between the Employer, Prevention and Protection Service and Competent Doctor, thanks to the greater attention that the design subject to these issues, suggests improvements and further steps to extend to all phases of operation of building.

  19. Assessment of competence in video-assisted thoracoscopic surgery lobectomy: A Danish nationwide study.

    Science.gov (United States)

    Petersen, René Horsleben; Gjeraa, Kirsten; Jensen, Katrine; Møller, Lars Borgbjerg; Hansen, Henrik Jessen; Konge, Lars

    2018-04-18

    Competence in video-assisted thoracoscopic surgery lobectomy has previously been established on the basis of numbers of procedures performed, but this approach does not ensure competence. Specific assessment tools, such as the newly developed video-assisted thoracoscopic surgery lobectomy assessment tool, allow for structured and objective assessment of competence. Our aim was to provide validity evidence for the video-assisted thoracoscopic surgery lobectomy assessment tool. Video recordings of 60 video-assisted thoracoscopic surgery lobectomies performed by 18 thoracic surgeons were rated using the video-assisted thoracoscopic surgery lobectomy assessment tool. All 4 centers of thoracic surgery in Denmark participated in the study. Two video-assisted thoracoscopic surgery experts rated the videos. They were blinded to surgeon and center. The total internal consistency reliability Cronbach's alpha was 0.93. Inter-rater reliability between the 2 raters was Pearson's r = 0.71 (P video-assisted thoracoscopic surgery lobectomy assessment tool scores for the 10 procedures performed by beginners were 22.1 (standard deviation [SD], 8.6) for the 28 procedures performed by the intermediate surgeons, 31.2 (SD, 4.4), and for the 20 procedures performed by experts 35.9 (SD, 2.9) (P better than intermediates (P better than beginners (P video-assisted thoracoscopic surgery lobectomy (video-assisted thoracoscopic surgery lobectomy assessment tool) in a clinical setting. The discriminatory ability among expert surgeons, intermediate surgeons, and beginners proved highly significant. The video-assisted thoracoscopic surgery lobectomy assessment tool could be an important aid in the future training and certification of thoracic surgeons. Copyright © 2018 The American Association for Thoracic Surgery. Published by Elsevier Inc. All rights reserved.

  20. Assessing competence in communication and interpersonal skills: the Kalamazoo II report.

    Science.gov (United States)

    Duffy, F Daniel; Gordon, Geoffrey H; Whelan, Gerald; Cole-Kelly, Kathy; Frankel, Richard; Buffone, Natalie; Lofton, Stephanie; Wallace, MaryAnne; Goode, Leslie; Langdon, Lynn

    2004-06-01

    Accreditation of residency programs and certification of physicians requires assessment of competence in communication and interpersonal skills. Residency and continuing medical education program directors seek ways to teach and evaluate these competencies. This report summarizes the methods and tools used by educators, evaluators, and researchers in the field of physician-patient communication as determined by the participants in the "Kalamazoo II" conference held in April 2002. Communication and interpersonal skills form an integrated competence with two distinct parts. Communication skills are the performance of specific tasks and behaviors such as obtaining a medical history, explaining a diagnosis and prognosis, giving therapeutic instructions, and counseling. Interpersonal skills are inherently relational and process oriented; they are the effect communication has on another person such as relieving anxiety or establishing a trusting relationship. This report reviews three methods for assessment of communication and interpersonal skills: (1) checklists of observed behaviors during interactions with real or simulated patients; (2) surveys of patients' experience in clinical interactions; and (3) examinations using oral, essay, or multiple-choice response questions. These methods are incorporated into educational programs to assess learning needs, create learning opportunities, or guide feedback for learning. The same assessment tools, when administered in a standardized way, rated by an evaluator other than the teacher, and using a predetermined passing score, become a summative evaluation. The report summarizes the experience of using these methods in a variety of educational and evaluation programs and presents an extensive bibliography of literature on the topic. Professional conversation between patients and doctors shapes diagnosis, initiates therapy, and establishes a caring relationship. The degree to which these activities are successful depends, in

  1. Assessing Statistical Competencies in Clinical and Translational Science Education: One Size Does Not Fit All

    Science.gov (United States)

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

    2014-01-01

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

  2. Description of a developmental criterion-referenced assessment for promoting competence in internal medicine residents.

    Science.gov (United States)

    Varney, Andrew; Todd, Christine; Hingle, Susan; Clark, Michael

    2009-09-01

    End-of- rotation global evaluations can be subjective, produce inflated grades, lack interrater reliability, and offer information that lacks value. This article outlines the generation of a unique developmental criterion-referenced assessment that applies adult learning theory and the learner, manager, teacher model, and represents an innovative application to the American Board of Internal Medicine (ABIM) 9-point scale. We describe the process used by Southern Illinois University School of Medicine to develop rotation-specific, criterion-based evaluation anchors that evolved into an effective faculty development exercise. The intervention gave faculty a clearer understanding of the 6 Accreditation Council for Graduate Medical Education competencies, each rotation's educational goals, and how rotation design affects meaningful work-based assessment. We also describe easily attainable successes in evaluation design and pitfalls that other institutions may be able to avoid. Shifting the evaluation emphasis on the residents' development of competence has made the expectations of rotation faculty more transparent, has facilitated conversations between program director and residents, and has improved the specificity of the tool for feedback. Our findings showed the new approach reduced grade inflation compared with the ABIM end-of-rotation global evaluation form. We offer the new developmental criterion-referenced assessment as a unique application of the competences to the ABIM 9-point scale as a transferable model for improving the validity and reliability of resident evaluations across graduate medical education programs.

  3. Methodology for the Systematic Assessment of the Regulatory Competence Needs (SARCoN) for Regulatory Bodies of Nuclear Installations

    International Nuclear Information System (INIS)

    2015-03-01

    A regulatory body’s competence is dependent, among other things, on the competence of its staff. A necessary, but not sufficient, condition for a regulatory body to be competent is that its staff can perform the tasks related to the functions of the regulatory body. In 2001, the IAEA published TECDOC 1254, Training the Staff of the Regulatory Body for Nuclear Facilities: A Competency Framework, which examines the manner in which the recognized regulatory functions of a nuclear regulatory body results in competence needs. Using the internationally recognized systematic approach to training, TECDOC 1254 provides a framework for regulatory bodies for managing training and developing, and maintaining the competence of its staff. It has been successfully used by many regulatory bodies all over the world, including States embarking on a nuclear power programme. The IAEA has also introduced a methodology and an assessment tool — Guidelines for Systematic Assessment of Regulatory Competence Needs (SARCoN) — which provides practical guidance on analysing the training and development needs of a regulatory body and, through a gap analysis, guidance on establishing competence needs and how to meet them. In 2013, the IAEA published Safety Reports Series No. 79, Managing Regulatory Body Competence, which provides generic guidance based on IAEA safety requirements in the development of a competence management system within a regulatory body’s integrated management system. An appendix in the Safety Report deals with the special case of building up the competence of regulatory bodies as part of the overall process of establishing an embarking State’s regulatory system. This publication provides guidance for the analysis of required and existing competences to identify those required by the regulatory body to perform its functions and therefore associated needs for acquiring competences. Hence, it is equally applicable to the needs of States embarking on nuclear power

  4. Methods of sociological diagnostics in the assessment of staff's competencies: a case of a state museum (St. Petersburg, Russia

    Directory of Open Access Journals (Sweden)

    Asiia Usiaeva

    2016-01-01

    Full Text Available The study is dedicated to research of methods of sociological diagnostics, which can be used in the assessment of staff's competencies. Theoretical framework of this survey is T. Parson’s structural functionalism, the approach that sees the society as a complex system. The research questions were how we can analyze competencies by using sociological diagnostics and what the features of sociological diagnostics are. In order to achieve the target, it was analyzed the assessment of staff's competencies in the museum complex “The Cathedral”, Saint-Petersburg, Russia. Methodology of the research was structured observation, data collected by using “Mystery shopper” method. As a result, it was showed which techniques were applied in the staff’s assessment in this museum. Besides, the researcher discovered the level of museum staff’s competencies and revealed that the least developed employees’ competence was communication with visitors.

  5. The effects of self-assessment and supervisor feedback on residents' patient-education competency using videoed outpatient consultations

    NARCIS (Netherlands)

    Wouda, Jan C.; van de Wiel, Harry B. M.

    2014-01-01

    Objectives: To determine the effects of residents' communication self-assessment and supervisor feedback on residents' communication-competency awareness, on their patient-education competency, and on their patients' opinion. Methods: The program consisted of the implementation of a communication

  6. Assessment of Management Competencies Possessed by Postgraduate University Business Education Students to Handle Entrepreneurship Business Challenges in Nigeria

    Science.gov (United States)

    Okoro, James

    2015-01-01

    University Business Education graduates, by the nature of their programme, ought to possess relevant management competencies for successful entrepreneurship but casual observation and empirical reports indicate that they are not doing well in this aspect. Therefore, this study assessed the management competencies possessed by the university…

  7. Assessment of Accounting Competencies Possessed by Postgraduate University Business Education Students to Handle Entrepreneurship Business Challenges in Nigeria

    Science.gov (United States)

    Okoro, James

    2014-01-01

    University Business Education graduates, by the nature of their programme, ought to possess relevant accounting competencies for successful entrepreneurship but casual observation and empirical reports indicate that they are not doing well in this aspect. Therefore, this study assessed the accounting competencies possessed by university…

  8. Self-vs.-Teammate Assessment of Leadership Competence: The Effects of Gender, Leadership Self-Efficacy, and Motivation to Lead

    Science.gov (United States)

    Rosch, David M.; Collier, Daniel A.; Zehr, Sarah M.

    2014-01-01

    A sample (N = 81) of undergraduates participating in a semester-long team-project engineering course completed assessments of their leadership competence, motivation to lead, and leadership self-efficacy, as well as the leadership competence of their peers who served within their durable teams. Results indicated that peers scored students lower…

  9. 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.

  10. The feasibility and acceptability of using a portfolio to assess professional competence.

    Science.gov (United States)

    Miller, Patricia A; Tuekam, Rosine

    2011-01-01

    Little is known about physical therapists' views on the use of portfolios to evaluate professional competence. The purpose of this study was to gather the opinions of physical therapists on the feasibility and acceptability of a portfolio prepared to demonstrate evidence of clinical specialization through reported activities and accomplishments related to professional development, leadership, and research. Twenty-nine Canadian physical therapists practising in the neurosciences area were given 8 weeks to prepare a professional portfolio. Participants submitted the portfolio along with a survey addressing the preparation of the portfolio and its role as an assessment tool. Qualitative content analysis was used to interpret the participants' comments. Participants reported that maintaining organized records facilitated the preparation of their portfolio. They experienced pride when reviewing their completed portfolios, which summarized their professional activities and highlighted their achievements. Concerns were noted about the veracity of self-reported records and the ability of the documentation to provide a comprehensive view of the full scope of the professional competencies required for clinical specialization (e.g., clinical skills). The study's findings support the feasibility and acceptability of a portfolio review to assess professional competence and clinical specialization in physical therapy and have implications for both physical therapists and professional agencies.

  11. Competence for Contract and Competence to Consent to Treatment

    OpenAIRE

    前田, 泰

    2008-01-01

    This paper analyzes assessing competence to consent to treatment. It focuses on problems of competence for contract and competence to consent to treatment. Finally, it discusses the degree of assessing competence to consent to treatment.

  12. Assessing Social Competence and Behavior Problems in a Sample of Italian Preschoolers Using the Social Competence and Behavior Evaluation Scale

    Science.gov (United States)

    Sette, Stefania; Baumgartner, Emma; MacKinnon, David P.

    2015-01-01

    Research Findings: The main goals of this study were to examine the factor validity of the Social Competence and Behavior Evaluation (SCBE-30) scale using exploratory factor analysis and confirmatory factor analysis and to test factor invariance across gender in a sample of Italian preschool-age children (241 boys, 252 girls). The concurrent…

  13. Assessing Patients’ Cognitive Therapy Skills: Initial Evaluation of the Competencies of Cognitive Therapy Scale

    Science.gov (United States)

    Strunk, Daniel R.; Hollars, Shannon N.; Adler, Abby D.; Goldstein, Lizabeth A.; Braun, Justin D.

    2014-01-01

    In Cognitive Therapy (CT), therapists work to help patients develop skills to cope with negative affect. Most current methods of assessing patients’ skills are cumbersome and impractical for clinical use. To address this issue, we developed and conducted an initial psychometric evaluation of self and therapist reported versions of a new measure of CT skills: the Competencies of Cognitive Therapy Scale (CCTS). We evaluated the CCTS at intake and post-treatment in a sample of 67 patients participating in CT. The CCTS correlated with a preexisting measure of CT skills (the Ways of Responding Questionnaire) and was also related to concurrent depressive symptoms. Across CT, self-reported improvements in CT competencies were associated with greater changes in depressive symptoms. These findings offer initial evidence for the validity of the CCTS. We discuss the CCTS in comparison with other measures of CT skills and suggest future research directions. PMID:25408560

  14. Competencies development and self-assessment in maintenance management e-training

    Science.gov (United States)

    Papathanassiou, Nikos; Pistofidis, Petros; Emmanouilidis, Christos

    2013-10-01

    The maintenance management function requires staff to possess a truly multidisciplinary set of skills. This includes competencies from engineering and information technology to health and safety, management and finance, while also taking into account the normative and legislative issues. This body of knowledge is rarely readily available within a single university course. The potential of e-learning in this field is significant, as it is a flexible and less costly alternative to conventional training. Furthermore, trainees can follow their own pace, as their available time is often a commodity. This article discusses the development of tools to support competencies development and self-assessment in maintenance management. Based on requirements arising from professional bodies' guidelines and a user survey, the developed tools implement a dedicated maintenance management training curriculum. The results from pilot testing on academic and industrial user groups are discussed and user evaluations are linked with specific e-learning design issues.

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

    Science.gov (United States)

    Bernhard, Gerda; Knibbe, Ronald A; von Wolff, Alessa; Dingoyan, Demet; Schulz, Holger; Mösko, Mike

    2015-01-01

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

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

    Science.gov (United States)

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

    2008-08-01

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

  17. [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.

  18. Simulation Technology for Skills Training and Competency Assessment in Medical Education

    Science.gov (United States)

    Obeso, Vivian T.; Issenberg, S. Barry

    2007-01-01

    Medical education during the past decade has witnessed a significant increase in the use of simulation technology for teaching and assessment. Contributing factors include: changes in health care delivery and academic environments that limit patient availability as educational opportunities; worldwide attention focused on the problem of medical errors and the need to improve patient safety; and the paradigm shift to outcomes-based education with its requirements for assessment and demonstration of competence. The use of simulators addresses many of these issues: they can be readily available at any time and can reproduce a wide variety of clinical conditions on demand. In lieu of the customary (and arguably unethical) system, whereby novices carry out the practice required to master various techniques—including invasive procedures—on real patients, simulation-based education allows trainees to hone their skills in a risk-free environment. Evaluators can also use simulators for reliable assessments of competence in multiple domains. For those readers less familiar with medical simulators, this article aims to provide a brief overview of these educational innovations and their uses; for decision makers in medical education, we hope to broaden awareness of the significant potential of these new technologies for improving physician training and assessment, with a resultant positive impact on patient safety and health care outcomes. PMID:18095044

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

    Science.gov (United States)

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

    2014-01-01

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

  20. The Effect Of Problem Based Learning And Self-Assessment On Students’ Writing Competency And Self-Regulated Learningm

    Directory of Open Access Journals (Sweden)

    Suyoga Dharma I Putu

    2018-01-01

    Full Text Available This experimental study aimed at investigating the effect of Problem Based Learning (PBL and self-assessment (SA on students’ writing competency and self-regulated learning in Tabanan Regency. This research applied 2x2 factorial design. 96 students were selected as sample through random sampling. Data were collected by test (writing competency and questionnaire (self-regulation. Students’ writings were scored by analytical scoring rubric. The obtained data were analyzed statistically by MANOVA at 5% significance level. This research discovers: 1 there is a significant effect of PBL which occurs simultaneously and separately on students’ writing competency and self-regulated learning, 2 there is a significant effect of SA which ocurs simultaneously and separately on students’ writing competency and self-regulated learning, 3 there is a significant interaction between teaching model and assessment type on students’ writing competency and self-regulated learning which occurs simultaneously, 4 there is no significant interaction between teaching model and assessment type on students’ writing competency, and 5 there is a significant interaction between teaching model and assessment type on students’ self-regulated learning. This research results implies that PBL and SA should be applied in instruction process as a way to improve the quality of students’ writing competency and self-regulated learning.

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

    Science.gov (United States)

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

    2014-12-01

    This study evaluated weather educational outcomes of nurse education meet the requirements of nursing practice by exploring the correspondence between nurse educators' and nurse managers' assessments of novice nurses' professional competence. The purpose was to find competence areas contributing to the acknowledged practice-theory gap. A cross-sectional, comparative design using the Nurse Competence Scale was applied. The sample comprised nurse educators (n = 86) and nurse managers (n = 141). Descriptive and inferential statistics were used in the data analysis. Educators assessed novice nurses' competence to a significantly higher level than managers in all competence areas (p competencies related to immediate patient care, commitment to ethical values, maintaining professional skills and nurses' care of the self. The biggest differences were in competencies related to developmental and evaluation tasks, coaching activities, use of evidence-based knowledge and in activities which required mastering a comprehensive view of care situations. However, differences between educators' and managers' assessments were strongly associated with their age and work experience. Active and improved collaboration should be focused on areas in which the differences between educators' and managers' assessments greatly differ in ensuring novice nurses' fitness for practice. © 2014 The Authors. Scandinavian Journal of Caring Sciences published by John Wiley & Sons Ltd on behalf of Nordic College of Caring Science.

  2. 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.

  3. Student´s self-assessment of clinical competence and objective clinical performance in OSCE evaluation

    OpenAIRE

    Jünger, J; Schellberg, D; Nikendei, C

    2006-01-01

    [english] Overestimating one's clinical competence can be dangerous to patient's safety. Therefore the goal of this study was to identify students with high confidence in their own clinical competence but low performance in objective assessment. 171 students in the 14 week course in internal medicine completed the clinical skills-related self-assessment expectations (SE) and were tested in a 12 station OSCE. Both measures were obtained within three days. In total we identified 16% of students...

  4. Norwegian Football Academy Players-Players Self-Assessed Competence, Perfectionism, Goal Orientations and Motivational Climate

    Directory of Open Access Journals (Sweden)

    Eirik Nerland

    2016-06-01

    Full Text Available Grounded in the theoretical framework of achievement goal theory and perfectionism theory, the purpose of this study was to examine how self-assessed perceived abilities covariance these variables among Norwegian football academy players. 140 adolescent football players participated, representing three football academies. Perceived competence was reported as equivalent to or better than others. Perfectionism scores showed personal standards as the highest of the dimensions of perfectionism, while perceived parental pressure was lowest. In contrast, mean task orientation and perceived mastery climate were higher than ego orientation and perceived performance climate. The correlation analysis showed that perceived competence correlated positively with personal standards. Personal standards correlated positively with the rest of the perfectionism dimensions as well as ego orientation, perceived mastery- and performance climate. Concern over mistakes was positively correlated with ego-orientation. Overall, findings suggested that personal standards correlate with perceived competence, while these variables also relate to other perfectionism dimensions, goal orientations and perceived motivational climate. Therefore, coaches should highlight the importance of high personal standards, as a potentially maladaptive function on talent development.

  5. Design of mathematical models assessment of working achievements based on spencer competency in PT. Z

    Science.gov (United States)

    Siregar, K.; Siregar, S. F.

    2018-02-01

    This research is design employee performance assessment by considering work result of employee based on competency. Relevant competencies are identified according to Spencer’s competence of employees that subsequently processed by Analytical Hierarchy Process (AHP) method. The results of weighting AHP indicate the highest priority order of criteria, there are; concern of customer satisfaction (0.1325), group work (0.1324) and technical expertise (0.0826). The weight of the criteria is used to design the Work Performance Value (WPV) to be used as the basis for calculating the incentive index. The higher incentive index of an employee, the greater amount of incentives was earned. The calculation of incentives is made to four employees of chopsticks production. From employee incentives A, B, C and D, employee D has the highest incentive index and increment of IDR 2,700,675 compared to previous incentive system. The incentive division system based on the Work Performance Values (WPV) of this proposal reflects a real incentive so that the incapacity of incentive can be reduced.

  6. Incorporating cultural competency into the general surgery residency curriculum: a preliminary assessment.

    Science.gov (United States)

    Chun, Maria B J; Young, Keane G M; Jackson, David S

    2009-08-01

    In response to the growing diversity of the United States population and concerns with health disparities, formal training in cross-cultural care has become mandatory for all medical specialties, including surgery. The aim of this study was to assess the readiness of a general surgery residency program to incorporate cultural competency initiatives into its curriculum. Eighteen surgical teaching faculty (at a community-based hospital with a university affiliation) voluntarily participated in a qualitative study to share their views on cultural competency and to discuss ways that it could potentially be incorporated into the curriculum. Reflective of current definitions of cultural competency, faculty viewed the term culture broadly (i.e., beyond race and ethnicity). Suggested instructional methods varied, with some noting that exposure to different cultures was helpful. Others stated the importance of faculty serving as role models. Most faculty in this study appear open to cultural training, but desire a clear understanding of what that would entail and how it can be taught. They also acknowledged the lack of time to address cultural issues. Taking into consideration these and other concerns, planned curricular interventions are also presented.

  7. Assessing the professional development needs of public health educators in light of changing competencies.

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    Demers, Anne Roesler; Mamary, Edward

    2008-10-01

    Because of the need for a well-trained public health workforce, professional competencies have been recently revised by the Institute of Medicine and the National Health Educator Competencies Update Project. This study compared the self-identified training needs of public health educators with the updated competencies and assessed employer support for continuing education. A convenience sample of public health educators was recruited from an e-mail list of San Jose State University master of public health alumni. Respondents completed a Web-based survey that elicited information on emerging trends in public health education, training needs, and employer support for continuing education. Concerns about funding cuts and privatization of resources emerged as a theme. Key trends reported were an increase in information technology, the need for policy advocacy skills, and the importance of a lifespan approach to health issues. Primary areas for training were organization development, evaluation, and management. Although most employers were reported to support continuing education, less than two-thirds of respondents were reimbursed for expenses. These findings have implications for both research and practice. Innovative technologies should be developed to address health education professionals' training needs, and emerging themes should be incorporated into curricula for students.

  8. Miller's Pyramid and Core Competency Assessment: A Study in Relationship Construct Validity.

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    Williams, Betsy White; Byrne, Phil D; Welindt, Dillon; Williams, Michael V

    2016-01-01

    Continuous professional development relies on the link between performance and an educational process aimed at improving knowledge and skill. One of the most broadly used frameworks for assessing skills is Miller's Pyramid. This Pyramid has a series of levels of achievement beginning with knowledge (at the base) and ending with routine application in the clinical setting. The purpose of this study was to determine the degree of convergence of two measurement methods, one based on Miller's framework, the second using the Accreditation Council for Graduate Medical Education/American Board of Medical Specialties (ACGME/ABMS) Core Competency framework. The data were gathered from the faculty of a large, Midwestern regional health care provider and hospital system. Data from 264 respondents were studied. The 360° data were from raters of physicians holding supervisory roles in the organization. The scale items were taken from an instrument that has been validated for both structure and known group prediction. The Miller scale was purposely built for this application. The questions were designed to describe each level of the model. The Miller scale was reduced to a single dimension. This result was then regressed on the items from the 360° item ratings. Results of a multivariate analysis of variance isolated a significant relationship between the Miller's Pyramid score and the competency items (P core competencies. Equally important is the finding that while they are related they are not identical. These findings have implications for continuous professional development programing design.

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

    Science.gov (United States)

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

    2015-01-01

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

  10. 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.

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

    Science.gov (United States)

    Ashraf, Sania; Kao, Angie; Hugo, Cecilia; Christophel, Eva M; Fatunmbi, Bayo; Luchavez, Jennifer; Lilley, Ken; Bell, David

    2012-10-24

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

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

    Directory of Open Access Journals (Sweden)

    Ashraf Sania

    2012-10-01

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

  13. Application of active learning modalities to achieve medical genetics competencies and their learning outcome assessments

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    Hagiwara N

    2017-12-01

    Full Text Available Nobuko Hagiwara Division of Cardiovascular Medicine, Department of Internal Medicine, School of Medicine, University of California, Davis, CA, USA Abstract: The steadily falling costs of genome sequencing, coupled with the growing number of genetic tests with proven clinical validity, have made the use of genetic testing more common in clinical practice. This development has necessitated nongeneticist physicians, especially primary care physicians, to become more responsible for assessing genetic risks for their patients. Providing undergraduate medical students a solid foundation in genomic medicine, therefore, has become all the more important to ensure the readiness of future physicians in applying genomic medicine to their patient care. In order to further enhance the effectiveness of instructing practical skills in medical genetics, the emphasis of active learning modules in genetics curriculum at medical schools has increased in recent years. This is because of the general acceptance of a better efficacy of active learner-centered pedagogy over passive lecturer-centered pedagogy. However, an objective standard to evaluate students’ skill levels in genomic medicine achieved by active learning is currently missing. Recently, entrustable professional activities (EPAs in genomic medicine have been proposed as a framework for developing physician competencies in genomic medicine. EPAs in genomic medicine provide a convenient guideline for not only developing genomic medicine curriculum but also assessing students’ competency levels in practicing genomic medicine. In this review, the efficacy of different types of active learning modules reported for medical genetics curricula is discussed using EPAs in genomic medicine as a common evaluation standard for modules’ learning outcomes. The utility of the EPAs in genomic medicine for designing active learning modules in undergraduate medical genetics curricula is also discussed. Keywords

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

    Science.gov (United States)

    Beran, Michael J; Heimbauer, Lisa A

    2015-01-01

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

  15. Formative assessment to develop oral communication competency using YouTube: self- and peer assessment in engineering

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    Nikolic, Sasha; Stirling, David; Ros, Montserrat

    2018-07-01

    Obtaining oral communication competency is an important skill for engineering students to prepare them for interacting and working in any professional setting. For engineers, it is also important to be able to present technical information to non-technical audiences. To ensure oral competency, a non-graded formative assessment approach using video with self- and peer assessment was introduced into a final-year engineering thesis course. A low workload approach was used due to growing student numbers and higher pressures on academic staff. A quasi-experimental design was used to investigate the differences between traditional delivery, self-assessment and combined self-assessment with peer feedback. The study found that the formative models were seen by students to help develop their presentation skills. However, the results showed no significant improvement compared to the traditional method. This could be due to previous presentation practice within the degree or more probable, the lack of incentive for weaker students to engage and improve due to the ungraded nature of the activity.

  16. Immune competence assessment in marine medaka (Orzyias melastigma)-a holistic approach for immunotoxicology.

    Science.gov (United States)

    Ye, Roy R; Peterson, Drew R; Seemann, Frauke; Kitamura, Shin-Ichi; Lee, J S; Lau, Terrance C K; Tsui, Stephen K W; Au, Doris W T

    2017-12-01

    Many anthropogenic pollutants in coastal marine environments can induce immune impairments in wild fish and reduce their survival fitness. There is a pressing need to establish sensitive and high throughput in vivo tools to systematically evaluate the immunosuppressive effects of contaminants in marine teleosts. This study reviewed a battery of in vivo immune function detection technologies established for different biological hierarchies at molecular (immune function pathways and genes by next generation sequencing (NGS)), cellular (leukocytes profiles by flow cytometry), tissues/organ system (whole adult histo-array), and organism (host resistance assays (HRAs)) levels, to assess the immune competence of marine medaka Oryzias melastigma. This approach enables a holistic assessment of fish immune competence under different chemical exposure or environmental scenarios. The data obtained will also be useful to unravel the underlying immunotoxic mechanisms. Intriguingly, NGS analysis of hepatic immune gene expression profiles (male > female) are in support of the bacterial HRA findings, in which infection-induced mortality was consistently higher in females than in males. As such, reproductive stages and gender-specific responses must be taken into consideration when assessing the risk of immunotoxicants in the aquatic environment. The distinct phenotypic sexual dimorphism and short generation time (3 months) of marine medaka offer additional advantages for sex-related immunotoxicological investigation.

  17. The Construct Validity and Reliability of an Assessment Tool for Competency in Cochlear Implant Surgery

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    Patorn Piromchai

    2014-01-01

    Full Text Available Introduction. We introduce a rating tool that objectively evaluates the skills of surgical trainees performing cochlear implant surgery. Methods. Seven residents and seven experts performed cochlear implant surgery sessions from mastoidectomy to cochleostomy on a standardized virtual reality temporal bone. A total of twenty-eight assessment videos were recorded and two consultant otolaryngologists evaluated the performance of each participant using these videos. Results. Interrater reliability was calculated using the intraclass correlation coefficient for both the global and checklist components of the assessment instrument. The overall agreement was high. The construct validity of this instrument was strongly supported by the significantly higher scores in the expert group for both components. Conclusion. Our results indicate that the proposed assessment tool for cochlear implant surgery is reliable, accurate, and easy to use. This instrument can thus be used to provide objective feedback on overall and task-specific competency in cochlear implantation.

  18. Adjudicative Competence

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    Dawes, Sharron E.; Palmer, Barton W.; Jeste, Dilip V.

    2008-01-01

    Purpose of review Although the basic standards of adjudicative competence were specified by the U.S. Supreme Court in 1960, there remain a number of complex conceptual and practical issues in interpreting and applying these standards. In this report we provide a brief overview regarding the general concept of adjudicative competence and its assessment, as well as some highlights of recent empirical studies on this topic. Findings Most adjudicative competence assessments are conducted by psychiatrists or psychologists. There are no universal certification requirements, but some states are moving toward required certification of forensic expertise for those conducting such assessments. Recent data indicate inconsistencies in application of the existing standards even among forensic experts, but the recent publication of consensus guidelines may foster improvements in this arena. There are also ongoing efforts to develop and validate structured instruments to aid competency evaluations. Telemedicine-based competency interviews may facilitate evaluation by those with specific expertise for evaluation of complex cases. There is also interest in empirical development of educational methods to enhance adjudicative competence. Summary Adjudicative competence may be difficult to measure accurately, but the assessments and tools available are advancing. More research is needed on methods of enhancing decisional capacity among those with impaired competence. PMID:18650693

  19. Structuring and self-competence: How they can make a difference in assessing and managing risk

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    Virtu Chongtham

    2015-01-01

    Full Text Available Background: Assessing risk is a mandatory part of standard mental health practice in the West, but is fraught with difficulties. Structuring and self-efficacy are important factors, but there is near absence of work on this aspect from India. This study aimed to determine how these two concepts can make a difference in assessing and managing risk. Methods: A prospective cross-sectional study over 2 months was conducted with 35 participants (dealing with patients with mental illnesses from Department of Psychiatry, Government Medical College and Hospital-32, Chandigarh and 30 participants in comparison group (dealing with people with intellectual disabilities from Regional Institute of Mentally Handicapped-31, Chandigarh using Risk Assessment and Management Self-efficacy Scale (RAMSES. Results : In overall sample (n = 65, only 17% reported using a screening instrument while 62% reported use of screening questions thereby making the total prevalence of use of screening instruments and/or questions as 79%. Total RAMSES score and mean score for all three domains was 7.14 and between 7 and 8 respectively for the study group; while for the comparison group, the total RAMSES score was 7.92 and the mean score for all three domains was between 7 and 9 respectively indicating above average level of reported self-efficacy. For the individual RAMSES items, a lower competency (<7 for study group and (<8 for comparison group was reported for formal or written process related to synthesis of risk assessment and risk management. The study group showed lower self-efficacy scores on majority of individual RAMSES items, 2/3 domains and overall score. Conclusions: Indian mental health professionals of different backgrounds with varying duration of experience reported reasonable degree of competence regarding risk assessment (primarily for the risk toward self and others. Hence, we recommend that they embrace the western concept of "risk assessment" by incorporating

  20. Organizational cultural competence in community health and social service organizations: how to conduct a self-assessment.

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    Olavarria, Marcela; Beaulac, Julie; Bélanger, Alexandre; Young, Marta; Aubry, Tim

    2009-01-01

    In an effort to address the significant socio-cultural changes in the population demographics of the United States (US) and Canada, organizations are increasingly seeking ways of improving their level of cultural competence. Evaluating organizational cultural competence is essential to address the needs of ethnic and cultural minorities. Yet, research related to organizational cultural competence is relatively new. The purpose of this paper is to review the extant literature with a specific focus on: (1) identifying the key standards that define culturally competent community health and social service organizations; and (2) outlining the core elements for evaluating cultural competence in a health and social service organization. Furthermore, issues related to choosing self-assessment tools and conducting an evaluation will be explored.

  1. Resident Self-Assessment and Learning Goal Development: Evaluation of Resident-Reported Competence and Future Goals.

    Science.gov (United States)

    Li, Su-Ting T; Paterniti, Debora A; Tancredi, Daniel J; Burke, Ann E; Trimm, R Franklin; Guillot, Ann; Guralnick, Susan; Mahan, John D

    2015-01-01

    To determine incidence of learning goals by competency area and to assess which goals fall into competency areas with lower self-assessment scores. Cross-sectional analysis of existing deidentified American Academy of Pediatrics' PediaLink individualized learning plan data for the academic year 2009-2010. Residents self-assessed competencies in the 6 Accreditation Council for Graduate Medical Education (ACGME) competency areas and wrote learning goals. Textual responses for goals were mapped to 6 ACGME competency areas, future practice, or personal attributes. Adjusted mean differences and associations were estimated using multiple linear and logistic regression. A total of 2254 residents reported 6078 goals. Residents self-assessed their systems-based practice (51.8) and medical knowledge (53.0) competencies lowest and professionalism (68.9) and interpersonal and communication skills (62.2) highest. Residents were most likely to identify goals involving medical knowledge (70.5%) and patient care (50.5%) and least likely to write goals on systems-based practice (11.0%) and professionalism (6.9%). In logistic regression analysis adjusting for postgraduate year (PGY), gender, and degree type (MD/DO), resident-reported goal area showed no association with the learner's relative self-assessment score for that competency area. In the conditional logistic regression analysis, with each learner serving as his or her own control, senior residents (PGY2/3+s) who rated themselves relatively lower in a competency area were more likely to write a learning goal in that area than were PGY1s. Senior residents appear to develop better skills and/or motivation to explicitly turn self-assessed learning gaps into learning goals, suggesting that individualized learning plans may help improve self-regulated learning during residency. Copyright © 2015 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  2. Using an Internally-Developed Tool to Assess Intercultural Competence in Short-Term Study Abroad Programs

    Science.gov (United States)

    Kartoshkina, Yuliya

    2013-01-01

    An internally-developed tool was developed to assess the intercultural competence of students taking part in short-term study abroad programs. Four scales were built to assess possible change in students' host culture knowledge, cross-cultural awareness, cross-cultural adaptation, and self-assessed foreign language proficiency. Enrollment in a…

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

    Science.gov (United States)

    Yamada, Ann-Marie; Brekke, John S

    2008-12-01

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

  4. Comparing assessments of the decision-making competencies of psychiatric inpatients as provided by physicians, nurses, relatives and an assessment tool.

    Science.gov (United States)

    Aydin Er, Rahime; Sehiralti, Mine

    2014-07-01

    To compare assessments of the decision-making competencies of psychiatric inpatients as provided by physicians, nurses, relatives and an assessment tool. This study was carried out at the psychiatry clinic of Kocaeli University Hospital from June 2007 to February 2008. The decision-making competence of the 83 patients who participated in the study was assessed by physicians, nurses, relatives and MacCAT-T. Of the 83 patients, the relatives of 73.8% of them, including the parents of 47.7%, were interviewed during the study. A moderately good consistency between the competency assessments of the nurses versus those of the physicians, but a poor consistency between the assessments of the physicians and nurses versus those of the patients' relatives, was determined. The differences in the competency assessment obtained with the MacCAT-T versus the evaluations of the physicians, nurses and patients' relatives were statistically significant. Our findings demonstrate those physicians, nurses and the patients' relatives have difficulty in identifying patients lacking decision-making competence. Therefore, an objective competence assessment tool should be used along with the assessments of physicians and nurses, both of whom can provide clinical data, as well as those of relatives, who can offer insights into the patient's moral values and expectations. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

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

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    Gary S. Ferenchick

    2013-09-01

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

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

    Science.gov (United States)

    Ferenchick, Gary S; Solomon, David

    2013-01-01

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

  7. Can Source Triangulation Be Used to Overcome Limitations of Self-Assessments? Assessing Educational Needs and Professional Competence of Pharmacists Practicing in Qatar.

    Science.gov (United States)

    Kheir, Nadir; Al-Ismail, Muna Said; Al-Nakeeb, Reem

    2017-01-01

    Continuing professional development activities should be designed to meet the identified personal goals of the learner. This article aims to explore the self-perceived competency levels and the professional educational needs of pharmacists in Qatar and to compare these with observations of pharmacy students undergoing experiential training in pharmacies (students) and pharmacy academics, directors, and managers (managers). Three questionnaires were developed and administered to practicing pharmacists, undergraduate pharmacy students who have performed structured experiential training rotations in multiple pharmacy outlets in Qatar and pharmacy managers. The questionnaires used items extracted from the National Association of Pharmacy Regulatory Authorities (NAPRA) Professional competencies for Canadian pharmacists at entry to practice and measured self- and observed pharmacists' competency and satisfaction with competency level. Training and educational needs were similar between the pharmacists and observers, although there was trend for pharmacists to choose more fact-intensive topics compared with observers whose preferences were toward practice areas. There was no association between the competency level of pharmacists as perceived by observers and as self-assessed by pharmacists (P ≤ .05). Pharmacists' self-assessed competency level was consistently higher than that reported by students (P ≤ .05). The results suggest that the use of traditional triangulation might not be sufficient to articulate the professional needs and competencies of practicing pharmacists as part of a strategy to build continuing professional development programs. Pharmacists might have a limited ability to accurately self-assess, and observer assessments might be significantly different from self-assessments which present a dilemma on which assessment to consider closer to reality. The processes currently used to evaluate competence may need to be enhanced through the use of well

  8. Consumer-Based Brand Equity of Products and Services: Assessing a Measurement Model with Competing Brands

    Directory of Open Access Journals (Sweden)

    Rafael Barreiros Porto

    2018-04-01

    Full Text Available  Objective: Identifying which brand in a category conveys more or less value to the consumer raises questions about the composition of brand equity measures and the brands that make up the category. Measures to identify Consumer-Based Brand Equity (CBBE may include functional assessments of consumer’s brand choice and firms’ brand performance, as long as they embrace competing brands. In view of this, this study comes up with a validation of a measurement model of Consumer-Based Brand Equity for competing brands of products and services, testing for possible moderation (product / service and experienced / non-experienced consumers. Method: Appraising 39 brands, the model was composed of 6 metrics: awareness, perceived quality, loyalty, association, exclusiveness and willingness to pay a price premium. Confirmatory factorial analysis revealed the CBBE structure and multigroup moderation tests showed the comparisons between products and services and between experienced and non-experienced consumers. Main Result: The metrics have convergent validity with very good model fit. The metrics are similar for products / services, but different for consumers with / without experience (evidence of moderation. Contributions: Based on this measure, researchers and marketers can identify whether their brand's performance has been perceived better or worse than that of their competitors. Relevance/Originality: This article is the first to offer a more complete scale to assess the consumer-based brand equity of products and services, allowing the researcher to compare the competitiveness between brands. 

  9. General Douglas MacArthur Military Leadership Writing Competition, Command and General Staff College, 2012

    Science.gov (United States)

    2013-01-01

    powerful study because it statistically analyzes the outcomes of a large collection of research results for the purpose of integrating the findings...omitting a critical aspect of the formula used to calculate competent leadership. 7 In conducting extensive research on this issue, Haslam , Reicher...Transformational Stories will improve the organization because leaders will be using researched methods to ensure that these ideas stick with our

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

    Science.gov (United States)

    Gadbury-Amyot, Cynthia C.

    This study examined validity and reliability of portfolio assessment using Messick's (1996, 1995) unified framework of construct validity. Theoretical and empirical evidence was sought for six aspects of construct validity. The sample included twenty student portfolios. Each portfolio were evaluated by seven faculty raters using a primary trait analysis scoring rubric. There was a significant relationship (r = .81--.95; p Dental Hygiene Board Examination (r = .60; p Dental Testing Service examination was both weak and nonsignificant (r = .19; p > .05). An open-ended survey was used to elicit student feedback on portfolio development. A majority of the students (76%) perceived value in the development of programmatic portfolios. In conclusion, the pattern of findings from this study suggest that portfolios can serve as a valid and reliable measure for assessing student competency.

  11. [The evolution of the assessment and development of nursing competences in the Italian health-care system].

    Science.gov (United States)

    Laquintana, Dario

    2016-01-01

    . The evolution of the assessment and development of nursing competences in the Italian health-care system. The issue of the skills, in health care organizations, received a boost in the last 15 years as a result of contractual innovations that recognized different career levels in the nursing profession, and of the widespread dissemination of quality systems for certification or accreditation for excellence. These events prompted organizations to assess the competence of their professionals. A further stimulus was given by the recent debate on nursing sensitive outcomes, by the changes in patients' needs and by the increased production of knowledge from the nursing profession which contributed to an increase of competences and to their expanded role. To improve patients' care and avoid conflicts, and to maximize the benefits to users, professionals need to learn to work together, integrating and respecting roles and competences.

  12. Teachers’ design and use of rubrics and modeling activities for formative assessment of lower secondary school students’ modeling competence in science

    DEFF Research Database (Denmark)

    Nielsen, Sanne Schnell

    Modeling competence plays a central role in the recently revised science curriculum in Denmark. Teachers are requested to assess students learning progress targeting the modeling competence in their daily teaching. Accordingly, the teachers must understand this competence and have suitable...... assessment criteria and methods at hand. However, the curriculum descriptions of the modeling competence concept is only phrased in general terms and not based on a systematic framework....

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

    Science.gov (United States)

    Koloi-Keaikitse, Setlhomo

    2016-01-01

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

  14. Investigating the validity and usability of an interactive computer programme for assessing competence in telephone-based mental health triage.

    Science.gov (United States)

    Sands, Natisha; Elsom, Stephen; Keppich-Arnold, Sandra; Henderson, Kathryn; King, Peter; Bourke-Finn, Karen; Brunning, Debra

    2016-02-01

    Telephone-based mental health triage services are frontline health-care providers that operate 24/7 to facilitate access to psychiatric assessment and intervention for people requiring assistance with a mental health problem. The mental health triage clinical role is complex, and the populations triage serves are typically high risk; yet to date, no evidence-based methods have been available to assess clinician competence to practice telephone-based mental health triage. The present study reports the findings of a study that investigated the validity and usability of the Mental Health Triage Competency Assessment Tool, an evidence-based, interactive computer programme designed to assist clinicians in developing and assessing competence to practice telephone-based mental health triage. © 2015 Australian College of Mental Health Nurses Inc.

  15. Using virtual reality simulation to assess competence in video-assisted thoracoscopic surgery (VATS) lobectomy.

    Science.gov (United States)

    Jensen, Katrine; Bjerrum, Flemming; Hansen, Henrik Jessen; Petersen, René Horsleben; Pedersen, Jesper Holst; Konge, Lars

    2017-06-01

    The societies of thoracic surgery are working to incorporate simulation and competency-based assessment into specialty training. One challenge is the development of a simulation-based test, which can be used as an assessment tool. The study objective was to establish validity evidence for a virtual reality simulator test of a video-assisted thoracoscopic surgery (VATS) lobectomy of a right upper lobe. Participants with varying experience in VATS lobectomy were included. They were familiarized with a virtual reality simulator (LapSim ® ) and introduced to the steps of the procedure for a VATS right upper lobe lobectomy. The participants performed two VATS lobectomies on the simulator with a 5-min break between attempts. Nineteen pre-defined simulator metrics were recorded. Fifty-three participants from nine different countries were included. High internal consistency was found for the metrics with Cronbach's alpha coefficient for standardized items of 0.91. Significant test-retest reliability was found for 15 of the metrics (p-values 50 VATS lobectomies performed). A pass/fail level defined as approximately one standard deviation from the mean metric scores for experienced surgeons passed none of the novices (0 % false positives) and failed four of the experienced surgeons (29 % false negatives). This study is the first to establish validity evidence for a VATS right upper lobe lobectomy virtual reality simulator test. Several simulator metrics demonstrated significant differences between novices and experienced surgeons and pass/fail criteria for the test were set with acceptable consequences. This test can be used as a first step in assessing thoracic surgery trainees' VATS lobectomy competency.

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

    Directory of Open Access Journals (Sweden)

    Diego Anguís

    2012-03-01

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

  17. Student representational competence and self-assessment when solving physics problems

    Directory of Open Access Journals (Sweden)

    Noah D. Finkelstein

    2005-10-01

    Full Text Available Student success in solving physics problems is related to the representational format of the problem. We study student representational competence in two large-lecture algebra-based introductory university physics courses with approximately 600 participants total. We examined student performance on homework problems given in four different representational formats (mathematical, pictorial, graphical, verbal, with problem statements as close to isomorphic as possible. In addition to the homeworks, we examine students’ assessment of representations by providing follow-up quizzes in which they chose between various problem formats. As a control, some parts of the classes were assigned a random-format follow-up quiz. We find that there are statistically significant performance differences between different representations of nearly isomorphic statements of quiz and homework problems. We also find that allowing students to choose which representational format they use improves student performance under some circumstances and degrades it in others. Notably, one of the two courses studied shows much greater performance differences between the groups that received a choice of format and those that did not, and we consider possible causes. Overall, we observe that student representational competence is tied to both micro- and macrolevel features of the task and environment.

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

    Directory of Open Access Journals (Sweden)

    Raffaele Antonelli Incalzi

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

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

    Science.gov (United States)

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

    2011-01-01

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

  20. The GP tests of competence assessment: which part best predicts fitness to practise decisions?

    Science.gov (United States)

    Jayaweera, Hirosha Keshani; Potts, Henry W W; Keshwani, Karim; Valerio, Chris; Baker, Magdalen; Mehdizadeh, Leila; Sturrock, Alison

    2018-01-02

    The General Medical Council (GMC) conducts Tests of Competence (ToC) for doctors referred for Fitness to Practise (FtP) issues. GPs take a single best answer knowledge test, an Objective Structured Clinical Examination (OSCE), and a Simulated Surgery (SimSurg) assessment which is a simulated GP consultation. The aim of this study was to examine the similarities between OSCEs and SimSurg to determine whether each assessment contributed something unique to GP ToCs. A mixed methods approach was used. Data were collated on 153 GPs who were required to undertake a ToC as a part of being investigated for FtP issues between February 2010 and October 2016. Using correlation analysis, we examined to what degree performance on the knowledge test, OSCE, and SimSurg related to case examiner recommendations and FtP outcomes, including the unique predictive power of these three assessments. The outcome measures were case examiner recommendations (i) not fit to practise; ii) fit to practise on a limited basis; or iii) fit to practise) as well as FtP outcomes (i) erased/removed from the register; ii) having restrictions/conditions; or iii) be in good standing). For the qualitative component, 45 GP assessors were asked to rate whether they assess the same competencies and which assessment provides better feedback about candidates. There was significant overlap between OSCEs and SimSurg, p < 0.001. SimSurg had additional predictive power in the presence of OSCEs and the knowledge test (p = 0.030) in distinguishing doctors from different FtP categories, while OSCEs did not (p = 0.080). Both the OSCEs (p = 0.004) and SimSurg (p < 0.001) had significant negative correlations with case examiner recommendations when accounting for the effects of the other two assessments. Inductive thematic analysis of the responses to the questionnaire showed that assessors perceived OSCEs to be better suited to target specific knowledge and skills. SimSurg was thought to produce a

  1. Assessing English Teachers as a Foreign Language (EFL) Telecollaborative Competence: A Case Study from Saudi Arabia

    Science.gov (United States)

    Al Khateeb, Ahmed Abdulateef

    2018-01-01

    The role of telecollaborative competence has become vital among twenty-first century English language teachers. Yet, the reinforcement of this competence with its establishment within educational systems is not always straightforward; particularly in traditional educational settings. Looking at telecollaborative competence amongst English as a…

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

    Science.gov (United States)

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

    2014-01-01

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

  3. Evaluating Research-Oriented Teaching: A New Instrument to Assess University Students' Research Competences

    Science.gov (United States)

    Böttcher, Franziska; Thiel, Felicitas

    2018-01-01

    Several concepts have been developed to implement research-oriented teaching in higher education in the last 15 years. The definition of research competences, however, has received minor attention so far. Some approaches to modeling research competences describe these competences along the research process but either focus on a specific academic…

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

    NARCIS (Netherlands)

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

    2015-01-01

    Although competency-based education is well established in health care education, research shows that the competencies do not always match the reality of clinical workplaces. Therefore, there is a need to design feasible and evidence-based competency frameworks that fit the workplace reality. This

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

    Science.gov (United States)

    Bernhard, Gerda; Knibbe, Ronald A.; von Wolff, Alessa; Dingoyan, Demet; Schulz, Holger; Mösko, Mike

    2015-01-01

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

  6. Competency Assessment in Senior Emergency Medicine Residents for Core Ultrasound Skills.

    Science.gov (United States)

    Schmidt, Jessica N; Kendall, John; Smalley, Courtney

    2015-11-01

    Quality resident education in point-of-care ultrasound (POC US) is becoming increasingly important in emergency medicine (EM); however, the best methods to evaluate competency in graduating residents has not been established. We sought to design and implement a rigorous assessment of image acquisition and interpretation in POC US in a cohort of graduating residents at our institution. We evaluated nine senior residents in both image acquisition and image interpretation for five core US skills (focused assessment with sonography for trauma (FAST), aorta, echocardiogram (ECHO), pelvic, central line placement). Image acquisition, using an observed clinical skills exam (OSCE) directed assessment with a standardized patient model. Image interpretation was measured with a multiple-choice exam including normal and pathologic images. Residents performed well on image acquisition for core skills with an average score of 85.7% for core skills and 74% including advanced skills (ovaries, advanced ECHO, advanced aorta). Residents scored well but slightly lower on image interpretation with an average score of 76%. Senior residents performed well on core POC US skills as evaluated with a rigorous assessment tool. This tool may be developed further for other EM programs to use for graduating resident evaluation.

  7. Predictors of financial capacity performance in older adults using the Financial Competence Assessment Inventory.

    Science.gov (United States)

    Pachana, Nancy A; Byrne, Gerard J; Wilson, Jill; Tilse, Cheryl; Pinsker, Donna M; Massavelli, Bronwyn; Vearncombe, Katharine J; Mitchell, Leander K

    2014-06-01

    Declines in financial capacity in later life may arise from both neurocognitive and/or psychiatric disorders. The influence of socio-demographic, cognitive, health, and psychiatric variables on financial capacity performance was explored. Seventy-six healthy community-dwelling adults and 25 older patients referred for assessment of financial capacity were assessed on pertinent cognitive, psychiatric, and financial capacity measures, including Addenbrooke's Cognitive Examination - Revised (ACE-R), Informant Questionnaire on Cognitive Decline in the Elderly (IQCODE), Geriatric Depression Scale (GDS), Geriatric Anxiety Inventory (GAI), selected Neuropsychiatric Inventory (NPI) items, Financial Competence Assessment Inventory (FCAI), and Social Vulnerability Scale (SVS). The internal consistency of the debt management subscale of the FCAI was relatively poor in our sample. Financial capacity performance differed between controls and patients. In our sample, performance on the FCAI was predicted by Mini-Mental State Examination, IQCODE, and GAI, but not by ACE-R, GDS, NPI items, or SVS (adjusted R(2) = 0.7059). Anxiety but not depression predicted financial capacity performance, possibly reflecting relatively low variance of depressive symptoms in this sample. Current cognitive decline as measured by the informant-rated IQCODE was more highly correlated to financial capacity than either educational attainment or ACE-R scores. Lack of significance of ACE-R data may reflect the instrument's decreased sensitivity to domains relevant to financial capacity, compared with more detailed neuropsychological assessment tools. The FCAI displayed fairly robust psychometric properties apart from the debt management subscale.

  8. Random Number Simulations Reveal How Random Noise Affects the Measurements and Graphical Portrayals of Self-Assessed Competency

    Directory of Open Access Journals (Sweden)

    Edward Nuhfer

    2016-01-01

    Full Text Available Self-assessment measures of competency are blends of an authentic self-assessment signal that researchers seek to measure and random disorder or "noise" that accompanies that signal. In this study, we use random number simulations to explore how random noise affects critical aspects of self-assessment investigations: reliability, correlation, critical sample size, and the graphical representations of self-assessment data. We show that graphical conventions common in the self-assessment literature introduce artifacts that invite misinterpretation. Troublesome conventions include: (y minus x vs. (x scatterplots; (y minus x vs. (x column graphs aggregated as quantiles; line charts that display data aggregated as quantiles; and some histograms. Graphical conventions that generate minimal artifacts include scatterplots with a best-fit line that depict (y vs. (x measures (self-assessed competence vs. measured competence plotted by individual participant scores, and (y vs. (x scatterplots of collective average measures of all participants plotted item-by-item. This last graphic convention attenuates noise and improves the definition of the signal. To provide relevant comparisons across varied graphical conventions, we use a single dataset derived from paired measures of 1154 participants' self-assessed competence and demonstrated competence in science literacy. Our results show that different numerical approaches employed in investigating and describing self-assessment accuracy are not equally valid. By modeling this dataset with random numbers, we show how recognizing the varied expressions of randomness in self-assessment data can improve the validity of numeracy-based descriptions of self-assessment.

  9. Application of active learning modalities to achieve medical genetics competencies and their learning outcome assessments.

    Science.gov (United States)

    Hagiwara, Nobuko

    2017-01-01

    The steadily falling costs of genome sequencing, coupled with the growing number of genetic tests with proven clinical validity, have made the use of genetic testing more common in clinical practice. This development has necessitated nongeneticist physicians, especially primary care physicians, to become more responsible for assessing genetic risks for their patients. Providing undergraduate medical students a solid foundation in genomic medicine, therefore, has become all the more important to ensure the readiness of future physicians in applying genomic medicine to their patient care. In order to further enhance the effectiveness of instructing practical skills in medical genetics, the emphasis of active learning modules in genetics curriculum at medical schools has increased in recent years. This is because of the general acceptance of a better efficacy of active learner-centered pedagogy over passive lecturer-centered pedagogy. However, an objective standard to evaluate students' skill levels in genomic medicine achieved by active learning is currently missing. Recently, entrustable professional activities (EPAs) in genomic medicine have been proposed as a framework for developing physician competencies in genomic medicine. EPAs in genomic medicine provide a convenient guideline for not only developing genomic medicine curriculum but also assessing students' competency levels in practicing genomic medicine. In this review, the efficacy of different types of active learning modules reported for medical genetics curricula is discussed using EPAs in genomic medicine as a common evaluation standard for modules' learning outcomes. The utility of the EPAs in genomic medicine for designing active learning modules in undergraduate medical genetics curricula is also discussed.

  10. Assessment of attitudes for interprofessional team working and knowledge of health professions competencies for final year health professional students

    Directory of Open Access Journals (Sweden)

    Pei Se Wong

    2018-01-01

    Full Text Available Inter-professional education (IPE contributes to the development of an ‘inter-professional, collaborative and practice-ready’ healthcare workforce that is well prepared to respond to local healthcare needs. Little is known about the extent, to which health professional students who are nearing graduation understand the competencies of diverse health professions. The aim of this study was to investigate the perception of final-year undergraduate students’ towards interprofessional team working and their knowledge of the competencies of 6 health professions. This study evaluated the final-year health professional students’ from six (6 health professions programmes namely medical, dental, nursing, pharmacy, dietetics and biomedical sciences programmes. Attitudes towards Health Care Team Scale (ATHCTS was used to measure students’ attitudes towards teamwork while a checklist was used measure students’ knowledge of 6 health professionals competencies. Construct validity was ascertain and findings from ATHCTS showed mean scores ranges from 48.57 to 54.23 indicating positive attitudes toward working within interprofessional health care teams. While the ACTHS findings were positive, the competencies checklist showed mixed findings in that students correctly identified some competencies and had misconceptions for others. For example, the majority of students regarded physicians as competent in ‘assessment and evaluation’ and ‘medication management’ while less than 50% of participants recognised the importance of assessment of patient’s health-illness as a competency for dieticians. Gaps identified in final year students’ knowledge of the roles and competencies of health professions has an impact on future interprofessional collaborative practice suggesting a need to further improve curriculum design and delivery of IPE.

  11. Gap analysis: a method to assess core competency development in the curriculum.

    Science.gov (United States)

    Fater, Kerry H

    2013-01-01

    To determine the extent to which safety and quality improvement core competency development occurs in an undergraduate nursing program. Rapid change and increased complexity of health care environments demands that health care professionals are adequately prepared to provide high quality, safe care. A gap analysis compared the present state of competency development to a desirable (ideal) state. The core competencies, Nurse of the Future Nursing Core Competencies, reflect the ideal state and represent minimal expectations for entry into practice from pre-licensure programs. Findings from the gap analysis suggest significant strengths in numerous competency domains, deficiencies in two competency domains, and areas of redundancy in the curriculum. Gap analysis provides valuable data to direct curriculum revision. Opportunities for competency development were identified, and strategies were created jointly with the practice partner, thereby enhancing relevant knowledge, attitudes, and skills nurses need for clinical practice currently and in the future.

  12. Fifteen years of portfolio assessment of dental hygiene student competency: lessons learned.

    Science.gov (United States)

    Gadbury-Amyot, Cynthia C; Bray, Kimberly Krust; Austin, Kylie J

    2014-10-01

    Adoption of portfolio assessment in the educational environment is gaining attention as a means to incorporate self-assessment into the curriculum and to use evidence to support learning outcomes and to demonstrate competency. Portfolios provide a medium for students to demonstrate and document their personal and professional growth across the curriculum. The purpose of this literature review is to discuss the drivers for portfolio education, the benefits to both students and program faculty/administrators, the barriers associated with portfolio use, and suggested solutions that have been determined through several years of "lessons learned." The University of Missouri Kansas City School of Dentistry, Division of Dental Hygiene department has been utilizing portfolio assessment for over 15 years and has collected data related to portfolio performance since 2001. Results from correlational statistics calculated on the 312 dental hygiene students that graduated from 2001 to 2013 demonstrate a positive and significant relationship between portfolio performance and overall GPA as well as portfolio performance and NBDHE scores. Copyright © 2014 The American Dental Hygienists’ Association.

  13. 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.

  14. Competence is Competence

    DEFF Research Database (Denmark)

    Bramming, Pia

    2004-01-01

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

  15. Informed consent instead of assent is appropriate in children from the age of twelve: Policy implications of new findings on children's competence to consent to clinical research.

    Science.gov (United States)

    Hein, Irma M; De Vries, Martine C; Troost, Pieter W; Meynen, Gerben; Van Goudoever, Johannes B; Lindauer, Ramón J L

    2015-11-09

    For many decades, the debate on children's competence to give informed consent in medical settings concentrated on ethical and legal aspects, with little empirical underpinnings. Recently, data from empirical research became available to advance the discussion. It was shown that children's competence to consent to clinical research could be accurately assessed by the modified MacArthur Competence Assessment Tool for Clinical Research. Age limits for children to be deemed competent to decide on research participation have been studied: generally children of 11.2 years and above were decision-making competent, while children of 9.6 years and younger were not. Age was pointed out to be the key determining factor in children's competence. In this article we reflect on policy implications of these findings, considering legal, ethical, developmental and clinical perspectives. Although assessment of children's competence has a normative character, ethics, law and clinical practice can benefit from research data. The findings may help to do justice to the capacities children possess and challenges they may face when deciding about treatment and research options. We discuss advantages and drawbacks of standardized competence assessment in children on a case-by-case basis compared to application of a fixed age limit, and conclude that a selective implementation of case-by-case competence assessment in specific populations is preferable. We recommend the implementation of age limits based on empirical evidence. Furthermore, we elaborate on a suitable model for informed consent involving children and parents that would do justice to developmental aspects of children and the specific characteristics of the parent-child dyad. Previous research outcomes showed that children's medical decision-making capacities could be operationalized into a standardized assessment instrument. Recommendations for policies include a dual consent procedure, including both child as well as parents

  16. Effects of an in-training assessment programme on supervision of and feedback on competencies in an undergraduate Internal Medicine clerkship

    NARCIS (Netherlands)

    Daelmans, H.E.M.; Hoogenboom, R.J.; Scherpbier, A.J.J.A.; Stehouwer, C.D.A.; Vleuten, van der C.P.M.

    2005-01-01

    Assessment drives the educational behaviour of students and supervisors. Therefore, an assessment programme targeted at specific competencies may be expected to motivate supervisors and students to pay more attention to those competencies. In-training assessment (ITA) is regarded as a feasible

  17. Competency Assessment of the Last Year Students of Tabriz Dentistry School in the Major Skills Needed for a New Dentist

    Directory of Open Access Journals (Sweden)

    R Pourabbas

    2013-05-01

    Full Text Available Background: Assessment of educational courses has a critical impact on quality improvement in all curricula. Surveys aimed at alumni and graduating students may be useful for the evaluation of the program outcomes and revision. The aims of this study were to describe levels of competency of last year students of an Iranian dental school in the major skills needed for a new dentist and to investigate its relationship with background factors such as gender, marriage status, entrance exam score , entrance quotas and their economic status.Methods: In this cross-sectional descriptive analytic study, 55 last year dental students filled out a valid and reliable questionnaire including demographic characteristics and 132 competencies that could be rated on a four point Likert’s Scale. The data were analyzed by one-way ANOVA, independent-samples ttest and Pearson correlation coefficient.Results: Students' total competencies mean score was 47.48±2.03 out of 100. The lowest and highest score belonged to oral diseases diagnosis (%18.48 and Preventive dentistry (%66.06 respectively. The past dental hygiene students continued their education as a doctoral degree were more competent than the others but there were no significant differences between competency levels of other quotas. The competency score had no significant relationship with marriage and economic statuses of students aswell as their entrance exam score.Conclusion: responses to the students’ self-reported preparedness described the general state of competency of the last year dental students as fairly satisfactory. However, the theoretical backgrounds related to some subjects need to be more emphasized.Key words: COMPETENCY, DENTISTRY STUDENTS EDUCATION

  18. 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.

  19. Evaluation of the McMahon Competence Assessment Instrument for Use with Midwifery Students During a Simulated Shoulder Dystocia.

    Science.gov (United States)

    McMahon, Erin; Jevitt, Cecilia; Aronson, Barbara

    2018-03-01

    Intrapartum emergencies occur infrequently but require a prompt and competent response from the midwife to prevent morbidity and mortality of the woman, fetus, and newborn. Simulation provides the opportunity for student midwives to develop competence in a safe environment. The purpose of this study was to determine the inter-rater reliability of the McMahon Competence Assessment Instrument (MCAI) for use with student midwives during a simulated shoulder dystocia scenario. A pilot study using a nonprobability convenience sample was used to evaluate the MCAI. Content validity indices were calculated for the individual items and the overall instrument using data from a panel of expert reviewers. Fourteen student midwives consented to be video recorded while participating in a simulated shoulder dystocia scenario. Three faculty raters used the MCAI to evaluate the student performance. These quantitative data were used to determine the inter-rater reliability of the MCAI. The intraclass correlation coefficient (ICC) was used to assess the inter-rater reliability of MCAI scores between 2 or more raters. The ICC was 0.86 (95% confidence interval, 0.60-0.96). Fleiss's kappa was calculated to determine the inter-rater reliability for individual items. Twenty-three of the 42 items corresponded to excellent strength of agreement. This study demonstrates a method to determine the inter-rater reliability of a competence assessment instrument to be used with student midwives. Data produced by this study were used to revise and improve the instrument. Additional research will further document the inter-rater reliability and can be used to determine changes in student competence. Valid and reliable methods of assessment will encourage the use of simulation to efficiently develop the competence of student midwives. © 2018 by the American College of Nurse-Midwives.

  20. Postgraduate nurses' self-assessment of clinical competence and need for further training. A European cross-sectional survey.

    Science.gov (United States)

    Wangensteen, Sigrid; Finnbakk, Elisabeth; Adolfsson, Annsofie; Kristjansdottir, Gudrun; Roodbol, Petrie; Ward, Helen; Fagerström, Lisbeth

    2018-03-01

    Nursing practice requires application of knowledge, skills and values in various combinations and has undergone substantial changes the last decades. An increased focus on inter-professional collaboration and possible new and more independent roles for nurses are described. A variety of programs have been developed in order to educate registered nurses (RN) to meet the changes and demands in health and nursing care throughout the world. The aims were to 1) describe nurses' self-assessment of clinical competence and need for further training, and 2) explore possible differences between nurses in specialist vs master's programs. A cross-sectional survey design was applied. 97 nurses in postgraduate programs from five countries responded (response rate 45%). A revised version of the Professional Nurse Self-Assessment Scale of clinical core competencies (PROFFNurseSASII) was used for data collection. Independent student t-test and regression analyses were carried out. The respondents rated their competence highest in taking full responsibility, cooperation with other health professionals and in acting ethically. Items where they considered themselves needing further training most were competence on medications, interaction and side effects and differential diagnoses. For all items, nurses in master's programs rated their competence higher than nurses in the specialist programs. Nurses in specialist programs rated their need for more training for all items higher than nurses in master's degree programs, and for 47 out of the 50 items these differences were statistically significant. Even though the nurses rated their competence high for important competence aspects such as taking responsibility and cooperation with other health professionals, it is worrying that their need for further training was highest for effects and interaction of various types of medications. Further studies are needed to conclude if and how master's education improves patient outcome. Copyright

  1. [NIC as a tool for assessing competences of nursing students in clinical placement at surgical units].

    Science.gov (United States)

    Celma Vicente, Matilde; Ajuria-Imaz, Eloisa; Lopez-Morales, Manuel; Fernandez-Marín, Pilar; Menor-Castro, Alicia; Cano-Caballero Galvez, Maria Dolores

    2015-01-01

    This paper shows the utility of a NIC standardized language to assess the extent of nursing student skills at Practicum in surgical units To identify the nursing interventions classification (NIC) that students can learn to perform in surgical units. To determine the level of difficulty in learning interventions, depending on which week of rotation in clinical placement the student is. Qualitative study using Delphi consensus technique, involving nurses with teaching experience who work in hospital surgical units, where students undertake the Practicum. The results were triangulated through a questionnaire to tutors about the degree of conformity. A consensus was reached about the interventions that students can achieve in surgical units and the frequency in which they can be performed. The level of difficulty of each intervention, and the amount of weeks of practice that students need to reach the expected level of competence was also determined. The results should enable us to design better rotations matched to student needs. Knowing the frequency of each intervention that is performed in each unit determines the chances of learning it, as well as the indicators for its assessment. Copyright © 2015 Elsevier España, S.L.U. All rights reserved.

  2. Competence of depressed patients for consent to research.

    Science.gov (United States)

    Appelbaum, P S; Grisso, T; Frank, E; O'Donnell, S; Kupfer, D J

    1999-09-01

    The capacities of depressed patients to consent to research have been questioned by commentators who fear that the cognitive effects of a disorder may impair subjects' abilities to protect their interests. This study used a new instrument for assessing depressed patients' capacities to consent to research and examined their performance, including the relation between severity of depression and extent of impairment. Twenty-six female outpatients with major depression (assessed with the Schedule of Affective Disorders and Schizophrenia-Lifetime Version) enrolled in a study of maintenance psychotherapy were recruited for this project. Consent-related abilities were measured with the MacArthur Competence Assessment Tool-Clinical Research (MacCAT-CR) 1 week after intake and again 8-10 weeks later. Depressive symptoms were measured by the Hamilton Depression Rating Scale. Almost all subjects performed quite well on the capacity measures and maintained that level of performance over time. There was no correlation between performance and degree of depressive symptoms and little relation to prior research experience. Some subjects appeared confused about the extent to which decisions about assignment to treatment groups would be made on the basis of their clinical condition rather than randomly. This outpatient group with major depression showed few impairments in their decision-making capacities related to research. As in other studies, some concerns were raised about subjects' appreciation that treatment assignments would not be individualized for their needs. Examination of hospitalized patients and those with psychotic depression would help to determine whether they show greater degrees of impairment. The MacCAT-CR was easily adapted for use with this depressed group.

  3. Design and validation of a three-instrument toolkit for the assessment of competence in electrocardiogram rhythm recognition.

    Science.gov (United States)

    Hernández-Padilla, José M; Granero-Molina, José; Márquez-Hernández, Verónica V; Suthers, Fiona; López-Entrambasaguas, Olga M; Fernández-Sola, Cayetano

    2017-06-01

    Rapid and accurate interpretation of cardiac arrhythmias by nurses has been linked with safe practice and positive patient outcomes. Although training in electrocardiogram rhythm recognition is part of most undergraduate nursing programmes, research continues to suggest that nurses and nursing students lack competence in recognising cardiac rhythms. In order to promote patient safety, nursing educators must develop valid and reliable assessment tools that allow the rigorous assessment of this competence before nursing students are allowed to practise without supervision. The aim of this study was to develop and psychometrically evaluate a toolkit to holistically assess competence in electrocardiogram rhythm recognition. Following a convenience sampling technique, 293 nursing students from a nursing faculty in a Spanish university were recruited for the study. The following three instruments were developed and psychometrically tested: an electrocardiogram knowledge assessment tool (ECG-KAT), an electrocardiogram skills assessment tool (ECG-SAT) and an electrocardiogram self-efficacy assessment tool (ECG-SES). Reliability and validity (content, criterion and construct) of these tools were meticulously examined. A high Cronbach's alpha coefficient demonstrated the excellent reliability of the instruments (ECG-KAT=0.89; ECG-SAT=0.93; ECG-SES=0.98). An excellent context validity index (scales' average content validity index>0.94) and very good criterion validity were evidenced for all the tools. Regarding construct validity, principal component analysis revealed that all items comprising the instruments contributed to measure knowledge, skills or self-efficacy in electrocardiogram rhythm recognition. Moreover, known-groups analysis showed the tools' ability to detect expected differences in competence between groups with different training experiences. The three-instrument toolkit developed showed excellent psychometric properties for measuring competence in

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

    Science.gov (United States)

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

    2009-01-01

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

  5. Assessment of Knowledge and Competences in Agricultural Engineering Acquired by the Senior Secondary School Students for Farm Mechanisation

    Science.gov (United States)

    Ndem, Joseph; Ogba, Ernest; Egbe, Benjamin

    2015-01-01

    This study was designed to assess the agricultural engineering knowledge and competencies acquired by the senior secondary students for farm mechanization in technical colleges in Ebonyi state of Nigeria. A survey research design was adopted for the study. Three research questions and two null hypotheses guided the study. The population of the…

  6. Psychometric Properties of Virtual Reality Vignette Performance Measures: A Novel Approach for Assessing Adolescents' Social Competency Skills

    Science.gov (United States)

    Paschall, Mallie J.; Fishbein, Diana H.; Hubal, Robert C.; Eldreth, Diana

    2005-01-01

    This study examined the psychometric properties of performance measures for three novel, interactive virtual reality vignette exercises developed to assess social competency skills of at-risk adolescents. Performance data were collected from 117 African-American male 15-17 year olds. Data for 18 performance measures were obtained, based on…

  7. Validation of the behavior and concept based assessment of professionalism competence in postgraduate first-year residents

    Directory of Open Access Journals (Sweden)

    Ying-Ying Yang

    2013-04-01

    Conclusion: The current study suggests that the p-OSCE, p-360° evaluation, and p-mini-CEX are feasible methods for evaluating professionalism in clinical training of PGY1 residents. Combination of the above three evaluations, participation, and support from multiple constituencies and multiple representatives provides good reliability and adds credibility in the assessment of professionalism competence.

  8. 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…

  9. An Assessment of Educational Leaders' Multicultural Competences in Ethiopian Public Universities

    Science.gov (United States)

    Geleta, Abeya; Amsale, Frew

    2016-01-01

    Multicultural Competences of higher education leaders refer directly to the multicultural knowledge, attitudes and skills of the leaders which is the focus of the present study. The demographic changes and the subsequent diversity in Ethiopian HEIs strongly demands the HEIs to be multiculturally competent, their leaders should in turn have the…

  10. Identification and Assessment of Professional Competencies for Implementation of Nanotechnology in Engineering Education

    Science.gov (United States)

    Jean, Ming-Der; Jiang, Ji-Bin; Chien, Jia-Yi

    2017-01-01

    The purpose of this study was to construct the indicators of professional competencies of the nanotechnology-based sputtering system industry based on industry requirements and analyse the core competencies of the industry for promoting the human resource of physical vapour deposition technology. The document analysis, expert interview, and Delphi…

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

    Science.gov (United States)

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

    2010-01-01

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

  12. Cultural Competence and Social Work Education: Moving toward Assessment of Practice Behaviors

    Science.gov (United States)

    Jani, Jayshree S.; Osteen, Philip; Shipe, Stacy

    2016-01-01

    Social work educators are responsible for ensuring that future practitioners are culturally competent and have the ability to work effectively with people from different backgrounds. The purpose of this article is to address the current limitations in measuring cultural competence and to report the results of a qualitative study examining…

  13. Identification and assessment of professional competencies for implementation of nanotechnology in engineering education

    Science.gov (United States)

    Jean, Ming-Der; Jiang, Ji-Bin; Chien, Jia-Yi

    2017-11-01

    The purpose of this study was to construct the indicators of professional competencies of the nanotechnology-based sputtering system industry based on industry requirements and analyse the core competencies of the industry for promoting the human resource of physical vapour deposition technology. The document analysis, expert interview, and Delphi technique surveys were considered and the survey items with 32 items divided into 7 domains were selected according to consensus opinions of 10 experts by the Delphi survey technique. Through three questionnaire surveys' analysis, the professional competence scales for the K-S tests showed a good internal consistency. The findings of this study provide guidelines for professional competence for nanotechnology-based sputtering technology by applying surface heat-treatment industry. These guidelines can also reveal the practical competency requirements of nanotechnology-based sputtering technology to deal with any subsequent challenges, future developments, and invisible services for students in a technology institute programme.

  14. A Mobile Framework for Competence Evaluation: Innovation Assessment Using Mobile Information Systems

    Directory of Open Access Journals (Sweden)

    Marcos Ruano Mayoral

    2007-09-01

    Full Text Available The environment surrounding organizations is characterized by an increasing necessity of competent personnel but with finite competence level. From the scope of the management of those human resources, one of the most crucial aspects is to be able to measure the competence level of each professional as quickly and precisely as possible. This paper introduces a tool, based on HR-XML standard, to feed competence evaluation with data or evidences that help to fit performance evaluations to the actual performance of the employees. Mobility capabilities in performance evaluation, particularly in the innovation field, involve an inventive contribution to current Competence Management Systems that, due to their lack of flexibility, hinder the full development of the capability to include evidences wherever they may take place, whether it is at work, at client’s office or in a recruitment interview.

  15. Face validity and reliability of a pictorial instrument for assessing fundamental movement skill perceived competence in young children.

    Science.gov (United States)

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

    2015-01-01

    To determine reliability and face validity of an instrument to assess young children's perceived fundamental movement skill competence. Validation and reliability study. A pictorial instrument based on the Test Gross Motor Development-2 assessed perceived locomotor (six skills) and object control (six skills) competence using the format and item structure from the physical competence subscale of the Pictorial Scale of Perceived Competence and Acceptance for Young Children. Sample 1 completed object control items in May (n=32) and locomotor items in October 2012 (n=23) at two time points seven days apart. Children were asked at the end of the test-retest their understanding of what was happening in each picture to determine face validity. Sample 2 (n=58) completed 12 items in November 2012 on a single occasion to test internal reliability only. Sample 1 children were aged 5-7 years (M=6.0, SD=0.8) at object control assessment and 5-8 years at locomotor assessment (M=6.5, SD=0.9). Sample 2 children were aged 6-8 years (M=7.2, SD=0.73). Intra-class correlations assessed in Sample 1 children were excellent for object control (intra-class correlation=0.78), locomotor (intra-class correlation=0.82) and all 12 skills (intra-class correlations=0.83). Face validity was acceptable. Internal consistency was adequate in both samples for each subscale and all 12 skills (alpha range 0.60-0.81). This study has provided preliminary evidence for instrument reliability and face validity. This enables future alignment between the measurement of perceived and actual fundamental movement skill competence in young children. Crown Copyright © 2014. Published by Elsevier Ltd. All rights reserved.

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

    OpenAIRE

    van Beurden Eric; Morgan Philip J; Barnett Lisa M; Beard John R

    2008-01-01

    Abstract Background The purpose of this paper was to investigate whether perceived sports competence mediates the relationship between childhood motor skill proficiency and subsequent adolescent physical activity and fitness. Methods In 2000, children's motor skill proficiency was assessed as part of a school-based physical activity intervention. In 2006/07, participants were followed up as part of the Physical Activity and Skills Study and completed assessments for perceived sports competenc...

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

    Science.gov (United States)

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

    2016-05-01

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

  18. German competent authority guidance in FE methods applications for package design assessment

    International Nuclear Information System (INIS)

    Voelzke, H.; Wieser, G.; Zencker, U.; Qiao Linan; Ballheimer, V.

    2004-01-01

    The development of new methods in analysing package designs by using the finite element method (FEM) is of increasing importance. Package designers are more and more applying the growing opportunities of numerical methods to perform safety assessments for their products which requires suited methods also for competent authorities like BAM to verify the applicants' results. This presentation gives an topical overview of the experiences and tendencies within the complex field of finite element design testing. There are at first some general and more formal aspects concerning the correct finite element program selection and documentation of modelling, material properties, boundaries and calculation results including their interpretation. To give a reliable basis to the applicants in Germany BAM has drawn up and published a Finite Element Guideline recently. Secondly, the paper discusses actual technical questions which are of a wide interest and range from mechanical reflections on cask drop and extreme impact scenarios to thermal reflections on decay heat removal and fire scenarios. Examples from BAM work on FE-development activities are shown to demonstrate the great opportunities as well as the difficulties of using finite element methods for package safety analysis and design testing

  19. German competent authority guidance in FE methods applications for package design assessment

    Energy Technology Data Exchange (ETDEWEB)

    Voelzke, H.; Wieser, G.; Zencker, U.; Qiao Linan; Ballheimer, V. [Bundesanstalt fuer Materialforschung und -pruefung (BAM), Berlin (Germany)

    2004-07-01

    The development of new methods in analysing package designs by using the finite element method (FEM) is of increasing importance. Package designers are more and more applying the growing opportunities of numerical methods to perform safety assessments for their products which requires suited methods also for competent authorities like BAM to verify the applicants' results. This presentation gives an topical overview of the experiences and tendencies within the complex field of finite element design testing. There are at first some general and more formal aspects concerning the correct finite element program selection and documentation of modelling, material properties, boundaries and calculation results including their interpretation. To give a reliable basis to the applicants in Germany BAM has drawn up and published a Finite Element Guideline recently. Secondly, the paper discusses actual technical questions which are of a wide interest and range from mechanical reflections on cask drop and extreme impact scenarios to thermal reflections on decay heat removal and fire scenarios. Examples from BAM work on FE-development activities are shown to demonstrate the great opportunities as well as the difficulties of using finite element methods for package safety analysis and design testing.

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

    International Nuclear Information System (INIS)

    Thoms, L-J.; Girwidz, R.

    2015-01-01

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

  1. Validation of the high performance leadership competencies as measured by an assessment centre in-basket

    Directory of Open Access Journals (Sweden)

    H. H. Spangenberg

    2003-10-01

    Full Text Available The purpose of this study was to validate Schroder’s High Performance Leadership Competencies (HPLCs, measured by a specially designed In-basket, against multiple criteria. These consisted of six measures of managerial success, representing managerial advancement and salary progress criteria, and a newly developed comprehensive measure of work unit performance, the Performance Index. An environmental dynamism and complexity questionnaire served as moderator variable. Results indicated disappointing predictive validity quotients for the HPLCs as measured by an In-basket, in contrast to satisfactory predictive and construct validity obtained in previous studies by means of a full assessment centre. The implications of the findings are discussed and suggestions are made for improving the validity of the In-basket. Opsomming Die doel van hierdie studie was die validering van Schroder se Hoëvlak Leierskapsbevoegdhede, gemeet deur ‘n spesiaal ontwerpte Posmandjie, teen veelvoudige kriteria. Dit behels ses metings van bestuursukses wat bestuursbevorderings- en salarisvorderingskriteria insluit, sowel as ‘n nuutontwikkelde, omvattende meting van werkeenheidsprestasie, die Prestasie indeks. ‘n Vraelys wat die dinamika en kompleksiteit van die omgewing meet, het as moderator veranderlike gedien. Resultate dui op teleurstellende geldigheidskwosiënte vir die Hoëvlak Leierskapsbevoegdhede soos gemeet deur ‘n posmandjie, in teenstelling met bevredigende voorspellings- en konstrukgeldigheid wat in vorige studies deur middel van ‘n volle takseersentrum verkry is. Die bevindinge word bespreek en voorstelle word gemaak om die geldigheidskwosiënte te verbeter.

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

    Science.gov (United States)

    Barnett, Lisa M; Morgan, Philip J; van Beurden, Eric; Beard, John R

    2008-08-08

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

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

    Directory of Open Access Journals (Sweden)

    van Beurden Eric

    2008-08-01

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

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

    Science.gov (United States)

    Barnett, Lisa M; Morgan, Philip J; van Beurden, Eric; Beard, John R

    2008-01-01

    Background The purpose of this paper was to investigate whether perceived sports competence mediates the relationship between childhood motor skill proficiency and subsequent adolescent physical activity and fitness. Methods In 2000, children's motor skill proficiency was assessed as part of a school-based physical activity intervention. In 2006/07, participants were followed up as part of the Physical Activity and Skills Study and completed assessments for perceived sports competence (Physical Self-Perception Profile), physical activity (Adolescent Physical Activity Recall Questionnaire) and cardiorespiratory fitness (Multistage Fitness Test). Structural equation modelling techniques were used to determine whether perceived sports competence mediated between childhood object control skill proficiency (composite score of kick, catch and overhand throw), and subsequent adolescent self-reported time in moderate-to-vigorous physical activity and cardiorespiratory fitness. Results Of 928 original intervention participants, 481 were located in 28 schools and 276 (57%) were assessed with at least one follow-up measure. Slightly more than half were female (52.4%) with a mean age of 16.4 years (range 14.2 to 18.3 yrs). Relevant assessments were completed by 250 (90.6%) students for the Physical Activity Model and 227 (82.3%) for the Fitness Model. Both hypothesised mediation models had a good fit to the observed data, with the Physical Activity Model accounting for 18% (R2 = 0.18) of physical activity variance and the Fitness Model accounting for 30% (R2 = 0.30) of fitness variance. Sex did not act as a moderator in either model. Conclusion Developing a high perceived sports competence through object control skill development in childhood is important for both boys and girls in determining adolescent physical activity participation and fitness. Our findings highlight the need for interventions to target and improve the perceived sports competence of youth. PMID:18687148

  5. Competence in the musculoskeletal system: assessing the progression of knowledge through an undergraduate medical course.

    Science.gov (United States)

    Basu, Subhashis; Roberts, Chris; Newble, David I; Snaith, Michael

    2004-12-01

    Professional bodies have expressed concerns that medical students lack appropriate knowledge in musculoskeletal medicine despite its high prevalence of use within the community. Changes in curriculum and teaching strategies may be contributing factors to this. There is little evidence to evaluate the degree to which these concerns are justified. To design and evaluate an assessment procedure that tests the progress of medical students in achieving a core level of knowledge in musculoskeletal medicine during the course. A stratified sample of 136 volunteer students from all 5 years of the medical course at Sheffield University. The progress test concept was adapted to provide a cross-sectional view of student knowledge gain during each year of the course. A test was devised which aimed to provide an assessment of competence set at the standard required of the newly qualified doctor in understanding basic and clinical sciences relevant to musculoskeletal medicine. The test was blueprinted against internal and external guidelines. It comprised 40 multiple-choice and extended matching questions administered by computer. Six musculoskeletal practitioners set the standard using a modified Angoff procedure. Test reliability was 0.6 (Cronbach's alpha). Mean scores of students increased from 41% in Year 1 to 84% by the final year. Data suggest that, from a baseline score in Year 1, there is a disparate experience of learning in Year 2 that evens out in Year 3, with knowledge progression becoming more consistent thereafter. All final year participants scored above the standard predicted by the Angoff procedure. This short computer-based test was a feasible method of estimating student knowledge acquisition in musculoskeletal medicine across the undergraduate curriculum. Tested students appear to have acquired a satisfactory knowledge base by the end of the course. Knowledge gain seemed relatively independent of specialty-specific clinical training. Proposals from specialty

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

    Science.gov (United States)

    Smith, Valerie; Muldoon, Kathryn; Biesty, Linda

    2012-09-01

    In Ireland, to register as a midwife, all student midwives must be deemed competent to practice with the assessment of competence an essential component of midwifery education. A variety of assessment strategies, including observed practice, clinical interviews, portfolios of reflection, the Objective Structured Clinical Examination (OSCE) and written examination papers, are utilised to assess midwifery students' clinical competence. In this paper, a critical review of the OSCE as a strategy for assessing clinical competence in one third level institution in Ireland is offered. Although utilised for assessing competence across a range of areas (e.g. obstetric emergencies and pharmacology/drug administration), the use of the OSCE for assessing midwifery students' competence in lactation and infant feeding practices, as an example for this paper, is described. The advantages, disadvantages, validity and reliability of the OSCE, as an assessment strategy, are critically explored. Recognising that no single assessment strategy can provide all the information required to assess something as complex as clinical performance, the OSCE, when viewed alongside other forms of assessment, and with relevance to the topic under examination, may be considered a valuable strategy for enhancing the assessment of students' clinical competence, and for embracing diversity within midwifery education and training. Copyright © 2012 Elsevier Ltd. All rights reserved.

  7. Dealing with Daily Challenges in Dementia (Deal-id Study): An Experience Sampling Study to Assess Caregivers' Sense of Competence and Experienced Positive Affect in Daily Life.

    Science.gov (United States)

    van Knippenberg, Rosalia J M; de Vugt, Marjolein E; Ponds, Rudolf W; Myin-Germeys, Inez; Verhey, Frans R J

    2017-08-01

    Positive emotions and feelings of competence seem to play an important role in the well-being of caregivers of people with dementia. Both are likely to fluctuate constantly throughout the caretaking process. Unlike standard retrospective methods, momentary assessments in daily life can provide insight into these moment-to-moment fluctuations. Therefore, in this study both retrospective and momentary assessments were used to examine the relationship between caregivers' sense of competence and their experienced positive affect (PA) in daily life. Thirty Dutch caregivers provided momentary data on PA and daily sense of competence ratings for 6 consecutive days using the experience sampling methodology. Additionally, they reported retrospectively on their sense of competence with a traditional questionnaire. A positive association was found between retrospective and daily measured sense of competence. Caregivers reported corresponding levels of sense of competence on both measures. Both daily and retrospective sense of competence were positively associated with the experienced levels of PA. However, daily sense of competence appeared to be the strongest predictor. Regarding the variability in PA, only daily sense of competence showed a significant association, with a higher daily sense of competence predicting a more stable PA pattern. This study provides support for redirecting caregiver support interventions toward enhancement of positive rather than negative experiences and focusing more on caregivers' momentary emotional experiences. Momentary assessments are a valuable addition to standard retrospective measures and provide a more comprehensive and dynamic view of caregiver functioning. Copyright © 2016 American Association for Geriatric Psychiatry. Published by Elsevier Inc. All rights reserved.

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

    Science.gov (United States)

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

    2012-10-01

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

  9. Know Your Enemy and Know Yourself: Assessing Progress in Developing Cultural Competence to Enhance Operational Effectiveness

    National Research Council Canada - National Science Library

    Keene, Sean T

    2007-01-01

    .... Thousands of years ago, the writer of The Art of War highlighted the critical nature of cultural competence when he asserted his formula for military success, "know the enemy and know yourself...

  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. International survey of veterinarians to assess the importance of competencies in professional practice and education

    NARCIS (Netherlands)

    Bok, H.G.; Teunissen, P.W.; Boerboom, T.B.; Rhind, S.M.; Baillie, S.; Tegzes, J.; Annandale, H.; Matthew, S.; Torgersen, A.; Hecker, K.G.; Hardi-Landerer, C.M.; Gomez-Lucia, E.; Ahmad, B.; Muijtjens, A.M.; Jaarsma, D.A.; Vleuten, C.P.M. van der; Beukelen, P. van

    2014-01-01

    OBJECTIVE: To determine the perceived importance of specific competencies in professional veterinary practice and education among veterinarians in several countries. DESIGN: Survey-based prospective study. SAMPLE: 1,137 veterinarians in 10 countries. PROCEDURES: Veterinarians were invited via email

  12. Self-assessed competency at working with a medical interpreter is not associated with knowledge of good practice.

    Directory of Open Access Journals (Sweden)

    Patricia Hudelson

    Full Text Available BACKGROUND: Specific knowledge and skills are needed to work effectively with an interpreter, but most doctors have received limited training. Self-assessed competency may not accurately identify training needs. PURPOSES: The purpose of this study is to explore the association between self-assessed competency at working with an interpreter and the ability to identify elements of good practice, using a written vignette. METHODS: A mailed questionnaire was sent to 619 doctors and medical students in Geneva, Switzerland. RESULTS: 58.6% of respondents considered themselves to be highly competent at working with a professional interpreter, but 22% failed to mention even one element of good practice in response to the vignette, and only 39% could name more than one. There was no association between self-rated competency and number of elements mentioned. CONCLUSIONS: Training efforts should challenge the assumption that working with an interpreter is intuitive. Evaluation of clinicians' ability to work with an interpreter should not be limited to self-ratings. In the context of large-scale surveys, written vignettes may provide a simple method for identifying knowledge of good practice and topics requiring further training.

  13. Cultural competency assessment tool for hospitals: evaluating hospitals' adherence to the culturally and linguistically appropriate services standards.

    Science.gov (United States)

    Weech-Maldonado, Robert; Dreachslin, Janice L; Brown, Julie; Pradhan, Rohit; Rubin, Kelly L; Schiller, Cameron; Hays, Ron D

    2012-01-01

    The U.S. national standards for culturally and linguistically appropriate services (CLAS) in health care provide guidelines on policies and practices aimed at developing culturally competent systems of care. The Cultural Competency Assessment Tool for Hospitals (CCATH) was developed as an organizational tool to assess adherence to the CLAS standards. First, we describe the development of the CCATH and estimate the reliability and validity of the CCATH measures. Second, we discuss the managerial implications of the CCATH as an organizational tool to assess cultural competency. We pilot tested an initial draft of the CCATH, revised it based on a focus group and cognitive interviews, and then administered it in a field test with a sample of California hospitals. The reliability and validity of the CCATH were evaluated using factor analysis, analysis of variance, and Cronbach's alphas. Exploratory and confirmatory factor analyses identified 12 CCATH composites: leadership and strategic planning, data collection on inpatient population, data collection on service area, performance management systems and quality improvement, human resources practices, diversity training, community representation, availability of interpreter services, interpreter services policies, quality of interpreter services, translation of written materials, and clinical cultural competency practices. All the CCATH scales had internal consistency reliability of .65 or above, and the reliability was .70 or above for 9 of the 12 scales. Analysis of variance results showed that not-for-profit hospitals have higher CCATH scores than for-profit hospitals in five CCATH scales and higher CCATH scores than government hospitals in two CCATH scales. The CCATH showed adequate psychometric properties. Managers and policy makers can use the CCATH as a tool to evaluate hospital performance in cultural competency and identify and target improvements in hospital policies and practices that undergird the provision

  14. Assessing an organizational culture instrument based on the Competing Values Framework: Exploratory and confirmatory factor analyses

    Science.gov (United States)

    Helfrich, Christian D; Li, Yu-Fang; Mohr, David C; Meterko, Mark; Sales, Anne E

    2007-01-01

    Background The Competing Values Framework (CVF) has been widely used in health services research to assess organizational culture as a predictor of quality improvement implementation, employee and patient satisfaction, and team functioning, among other outcomes. CVF instruments generally are presented as well-validated with reliable aggregated subscales. However, only one study in the health sector has been conducted for the express purpose of validation, and that study population was limited to hospital managers from a single geographic locale. Methods We used exploratory and confirmatory factor analyses to examine the underlying structure of data from a CVF instrument. We analyzed cross-sectional data from a work environment survey conducted in the Veterans Health Administration (VHA). The study population comprised all staff in non-supervisory positions. The survey included 14 items adapted from a popular CVF instrument, which measures organizational culture according to four subscales: hierarchical, entrepreneurial, team, and rational. Results Data from 71,776 non-supervisory employees (approximate response rate 51%) from 168 VHA facilities were used in this analysis. Internal consistency of the subscales was moderate to strong (α = 0.68 to 0.85). However, the entrepreneurial, team, and rational subscales had higher correlations across subscales than within, indicating poor divergent properties. Exploratory factor analysis revealed two factors, comprising the ten items from the entrepreneurial, team, and rational subscales loading on the first factor, and two items from the hierarchical subscale loading on the second factor, along with one item from the rational subscale that cross-loaded on both factors. Results from confirmatory factor analysis suggested that the two-subscale solution provides a more parsimonious fit to the data as compared to the original four-subscale model. Conclusion This study suggests that there may be problems applying conventional

  15. Implementation process of all periodontal competences and assessments as proposed in the 2010 European consensus meeting into the existing local undergraduate curriculum.

    Science.gov (United States)

    Schoonheim-Klein, M; Ong, T S; Loos, B G

    2016-11-01

    To report on our implementation process within the existing local curriculum of all periodontal competences and assessments as proposed in the 2010 European consensus meeting. In 2011, a workshop for all teaching staff at the Department of Periodontology, ACTA, an education and assessment blueprint, was developed to test for missing education and assessment of European competences, divided into seven domains. This was repeated in 2013. An oral evaluation of the staff followed both meetings. It appeared that eight of 58 (14%) European competences were not taught, and 21 (35%) competences were not assessed. After evaluation of the results on the actual curriculum and the assessment programme, shared decisions were made about how to teach and assess the missing competences within the local periodontal educational programme. The second workshop in 2013 revealed still 8 (14%) competences were not taught and 8 (14%) competences were not assessed. Staff appreciated the used method of validation; it gave insight and an overview of the curriculum. The existence of the European consensus report for undergraduate periodontal education, based on seven domains, has been instrumental and essential. The development of a blueprint from the education programme and concomitant assessment methods in periodontology by participating teaching staff gives a validation and appreciation of the curriculum and will improve the quality of education and assessment. It is advised that for quality control of the curriculum, dental schools could do this exercise for all their specialties if European consensus reports exist. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  16. 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

  17. 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.

  18. The Taxonomy for Learning, Teaching and Assessing: Current Practices at Polytechnics in Bangladesh and its Effects in Developing Students' Competences

    Directory of Open Access Journals (Sweden)

    Faruque A. Haolader

    2015-09-01

    Full Text Available Polytechnics in Bangladesh endeavour to produce quality graduates for national and international job markets. The quality of graduates depends on several factors. This study examines the implementation process of the polytechnic curriculum with the objectives of determining the current level of practices in learn-ing/teaching material design, in delivering curriculum content, in assessing students and its effect on students' competence development. Data was collected through observation, opinion survey and competence test. Qualitative and quantitative methodologies were used for data interpretation and analysis in this descriptive type of research study. Findings revealed that the learning materials are mainly theory oriented and mostly cover those contents usually common in exams. About half of teachers are aware of the taxonomy for learning, teaching and assessing, but they rarely put importance on it. In the classroom, teachers spend only a little time for delivering content at the level of apply/analyse. However, a significant number of tasks performed in labs are practical and occupation relevant and can be classified at higher levels of the taxonomy. In student assessment, the test-items assess mainly theoretical knowledge at the level of remember. The effect of these practices is reflected in demonstrating student performance in a competence test. The study concludes with some recommendations.

  19. Emergency medicine point-of-care ultrasonography: a national needs assessment of competencies for general and expert practice.

    Science.gov (United States)

    Fischer, Lisa M; Woo, Michael Y; Lee, A Curtis; Wiss, Ray; Socransky, Steve; Frank, Jason R

    2015-01-01

    Emergency medicine point-of-care ultrasonography (EM-PoCUS) is a core competency for residents in the Royal College of Physicians and Surgeons of Canada and College of Family Physicians of Canada emergency medicine (EM) training programs. Although EM-PoCUS fellowships are currently offered in Canada, there is little consensus regarding what training should be included in a Canadian EM-PoCUS fellowship curriculum or how this contrasts with the training received in an EM residency.Objectives To conduct a systematic needs assessment of major stakeholders to define the essential elements necessary for a Canadian EM-PoCUS fellowship training curriculum. We carried out a national survey of experts in EM-PoCUS, EM residency program directors, and EM residents. Respondents were asked to identify competencies deemed either nonessential to EM practice, essential for general EM practice, essential for advanced EM practice, or essential for EM-PoCUS fellowship trained (‘‘expert’’) practice. The response rate was 81% (351 of 435). PoCUS was deemed essential to general EM practice for basic cardiac, aortic, trauma, and procedural imaging. PoCUS was deemed essential to advanced EM practice in undifferentiated symptomatology, advanced chest pathologies, and advanced procedural applications. Expert-level PoCUS competencies were identified for administrative, pediatric, and advanced gynecologic applications. Eighty-seven percent of respondents indicated that there was a need for EM-PoCUS fellowships, with an ideal length of 6 months. This is the first needs assessment of major stakeholders in Canada to identify competencies for expert training in EM-PoCUS. The competencies should form the basis for EM-PoCUS fellowship programs in Canada.

  20. Evaluating the integration of cultural competence skills into health and physical assessment tools: a survey of Canadian schools of nursing.

    Science.gov (United States)

    Chircop, Andrea; Edgecombe, Nancy; Hayward, Kathryn; Ducey-Gilbert, Cherie; Sheppard-Lemoine, Debbie

    2013-04-01

    Currently used audiovisual (AV) teaching tools to teach health and physical assessment reflect a Eurocentric bias using the biomedical model. The purpose of our study was to (a) identify commonly used AV teaching tools of Canadian schools of nursing and (b) evaluate the identified tools. A two-part descriptive quantitative method design was used. First, we surveyed schools of nursing across Canada. Second, the identified AV teaching tools were evaluated for content and modeling of cultural competence. The majority of the schools (67%) used publisher-produced videos associated with a physical assessment textbook. Major findings included minimal demonstration of negotiation with a client around cultural aspects of the interview including the need for an interpreter, modesty, and inclusion of support persons. Identification of culturally specific examples given during the videos was superficial and did not provide students with a comprehensive understanding of necessary culturally competent skills.

  1. Mentor judgements and decision-making in the assessment of student nurse competence in practice: A mixed-methods study.

    Science.gov (United States)

    Burden, Sarah; Topping, Anne Elizabeth; O'Halloran, Catherine

    2018-05-01

    To investigate how mentors form judgements and reach summative assessment decisions regarding student competence in practice. Competence assessment is a significant component of pre-registration nursing programmes in the United Kingdom. Concerns exist that assessments are subjective, lack consistency and that mentors fail to judge student performance as unsatisfactory. A two-stage sequential embedded mixed-methods design. Data collected 2012-2013. This study involved a whole student cohort completing a UK undergraduate adult nursing programme (N = 41). Stage 1: quantitative data on mentor conduct of assessment interviews and the final decision recorded (N = 330 from 270 mentors) were extracted from student Practice Assessment Documents (PADs). Stage 2: mentor feedback in student PADs was used in Stimulated Recall interviews with a purposive sample of final placement mentors (N = 17). These were thematically analysed. Findings were integrated to develop a theoretically driven model of mentor decision-making. Course assessment strategies and documentation had limited effect in framing mentor judgements and decisions. Rather, mentors amassed impressions, moderated by expectations of an "idealized student" by practice area and programme stage that influenced their management and outcome of the assessment process. These impressions were accumulated and combined into judgements that informed the final decision. This process can best be understood and conceptualized through the Brunswik's lens model of social judgement. Mentor decisions were reasoned and there was a shared understanding of judgement criteria and their importance. This impression-based nature of mentor decision-making questions the reliability and validity of competency-based assessments used in nursing pre-registration programmes. © 2017 John Wiley & Sons Ltd.

  2. The Most Relevant Labour Market Competencies for Employers and their Assessment by Students

    Directory of Open Access Journals (Sweden)

    Varga Erika

    2016-05-01

    Full Text Available Our paper is aimed at examining what principal business competencies (can enhance the success and competitiveness of employees according to the employers and we also wish to explore what personality traits have a decisive effect on the decision-making mechanism in taking on new staff. At present employers can make selection from a lot of fresh graduates in economics so for them it is essential to know the competencies by which they are classified and ranked by the employers. However, it is also important to bear in mind from which aspects their opinion meet the employers′ expectations. Based on surveying the employers′ expectations, the required competencies play a vital role in the hiring process and they are mainly acquired in practical trainings. An answer is also sought to the question of how the rank order of competencies have been changed, how their role was appreciated and reevaluated and what skills and abilities are no longer or only to a slight extent necessary for success in the labour market vs. the ones that were not required previously but have become indispensable these days. One of our further objectives was to create and test a competency structure tailored to the current Hungarian labour market situation and specialities on the basis of the professional literature.

  3. Juvenile Probation Officer Self-Assessed Mental Health Competency as a Predictor of Case Management Practices.

    Science.gov (United States)

    Holloway, Evan D; Cruise, Keith R; Downs, Sarah M; Monahan, Patrick O; Aalsma, Matthew C

    2017-07-01

    Justice-involved youth endorse high rates of mental health problems. Juvenile probation is the most common disposition in the justice system and juvenile probation officers (JPOs) are crucial for connecting justice-involved youth with appropriate care. We examined the role of mental health competency on the use of self-report case management strategy types (deterrence, restorative justice, and treatment) by JPOs and whether jurisdiction-level differences were relevant. Results suggest that mental health competency predicted use of restorative justice and treatment strategies and all three strategy types varied at the county level. The role of mental health competency in use of treatment strategies is relevant to connecting justice-involved youth to mental health care. Furthermore, a substantial amount of the variance predicting the use of all three strategies was accounted for at the county level.

  4. Patient competence and professional incompetence: disagreements in capacity assessments in one Australian jurisdiction, and their educational implications.

    Science.gov (United States)

    Parker, Malcolm

    2008-08-01

    The determination of capacity to make medical, personal and financial decisions has significant individual and social implications. Medical and other health professionals are traditionally relied on by courts and tribunals to provide clinical and psychometric evidence of the presence or absence of capacity, or competence. Concern has long been expressed over the variability of these assessments. A survey of 285 decisions of the Queensland Guardianship and Assessment Tribunal (GAAT) between 2005 and 2008 was conducted to estimate the incidence of disagreement between health professionals in capacity assessments; to provide examples of conflicting assessments and models of assessment used; and to consider the educational implications of disagreements. While the final capacity determinations by the GAAT appear sound, this case series, and other studies in the capacity literature, strongly suggest the need to improve the education of health professionals, especially doctors, at undergraduate and postgraduate levels, in the practical assessment of capacity as a fundamental clinical skill.

  5. A ‘How-To-Guide’ for teaching and assessing Collaborator Role competencies in family medicine residency and health professional training programs

    OpenAIRE

    Newton, Christie; Kopansky-Giles, Deborah; Eyre, Alison; Balkou, Steve

    2017-01-01

    Introduction: Collaborative practice competencies are essential for safe, effective practice in today’s health care system. Providing learners with formal teaching and assessment opportunities is a requirement for accreditation in medicine and other health professional programs.  However, identifying and assessing a trainee’s ability to competently collaborate in practice across educational contexts remains challenging. Further, without common assessment tools for collaborative practice teach...

  6. A pilot Tuning Project-based national study on recently graduated medical students? self-assessment of competences - the TEST study

    OpenAIRE

    Grilo Diogo, Pedro; Barbosa, Joselina; Am?lia Ferreira, Maria

    2015-01-01

    Background The Tuning Project is an initiative funded by the European Commission that developed core competences for primary medical degrees in Europe. Students' grouped self-assessments are used for program evaluation and improvement of curricula. The TEST study aimed to assess how do Portuguese medical graduates self-assess their acquisition of core competences and experiences of contact with patients in core settings according to the Tuning framework. Methods Translation of the Tuning's co...

  7. Assessment of Quality Assurance Measures for Radioactive Material Transport Packages not Requiring Competent Authority Design Approval - 13282

    International Nuclear Information System (INIS)

    Komann, Steffen; Groeke, Carsten; Droste, Bernhard

    2013-01-01

    The majority of transports of radioactive materials are carried out in packages which don't need a package design approval by a competent authority. Low-active radioactive materials are transported in such packages e.g. in the medical and pharmaceutical industry and in the nuclear industry as well. Decommissioning of NPP's leads to a strong demand for packages to transport low and middle active radioactive waste. According to IAEA regulations the 'non-competent authority approved package types' are the Excepted Packages and the Industrial Packages of Type IP-1, IP-2 and IP-3 and packages of Type A. For these types of packages an assessment by the competent authority is required for the quality assurance measures for the design, manufacture, testing, documentation, use, maintenance and inspection (IAEA SSR 6, Chap. 306). In general a compliance audit of the manufacturer of the packaging is required during this assessment procedure. Their regulatory level in the IAEA regulations is not comparable with the 'regulatory density' for packages requiring competent authority package design approval. Practices in different countries lead to different approaches within the assessment of the quality assurance measures in the management system as well as in the quality assurance program of a special package design. To use the package or packaging in a safe manner and in compliance with the regulations a management system for each phase of the life of the package or packaging is necessary. The relevant IAEA-SSR6 chap. 801 requires documentary verification by the consignor concerning package compliance with the requirements. (authors)

  8. Assessment of Quality Assurance Measures for Radioactive Material Transport Packages not Requiring Competent Authority Design Approval - 13282

    Energy Technology Data Exchange (ETDEWEB)

    Komann, Steffen; Groeke, Carsten; Droste, Bernhard [BAM Federal Institute for Materials Research and Testing, Unter den Eichen 44-46, 12203 Berlin (Germany)

    2013-07-01

    The majority of transports of radioactive materials are carried out in packages which don't need a package design approval by a competent authority. Low-active radioactive materials are transported in such packages e.g. in the medical and pharmaceutical industry and in the nuclear industry as well. Decommissioning of NPP's leads to a strong demand for packages to transport low and middle active radioactive waste. According to IAEA regulations the 'non-competent authority approved package types' are the Excepted Packages and the Industrial Packages of Type IP-1, IP-2 and IP-3 and packages of Type A. For these types of packages an assessment by the competent authority is required for the quality assurance measures for the design, manufacture, testing, documentation, use, maintenance and inspection (IAEA SSR 6, Chap. 306). In general a compliance audit of the manufacturer of the packaging is required during this assessment procedure. Their regulatory level in the IAEA regulations is not comparable with the 'regulatory density' for packages requiring competent authority package design approval. Practices in different countries lead to different approaches within the assessment of the quality assurance measures in the management system as well as in the quality assurance program of a special package design. To use the package or packaging in a safe manner and in compliance with the regulations a management system for each phase of the life of the package or packaging is necessary. The relevant IAEA-SSR6 chap. 801 requires documentary verification by the consignor concerning package compliance with the requirements. (authors)

  9. Validation of a Standardized Multiple-Choice Multicultural Competence Test: Implications for Training, Assessment, and Practice

    Science.gov (United States)

    Gillem, Angela R.; Bartoli, Eleonora; Bertsch, Kristin N.; McCarthy, Maureen A.; Constant, Kerra; Marrero-Meisky, Sheila; Robbins, Steven J.; Bellamy, Scarlett

    2016-01-01

    The Multicultural Counseling and Psychotherapy Test (MCPT), a measure of multicultural counseling competence (MCC), was validated in 2 phases. In Phase 1, the authors administered 451 test items derived from multicultural guidelines in counseling and psychology to 32 multicultural experts and 30 nonexperts. In Phase 2, the authors administered the…

  10. National Survey Assessing Perceived Multicultural Competence in Art Therapy Graduate Students

    Science.gov (United States)

    Robb, Megan

    2014-01-01

    Multicultural competence is essential to contemporary art therapy practice. Current education standards require that culturally sound theories and practices be taught along with self-awareness, but there is little research on the effects of such training in art therapy. The current study examined data from the Multicultural Awareness, Knowledge,…

  11. Assessment of Innovation Competency: A Thematic Analysis of Upper Secondary School Teachers' Talk

    Science.gov (United States)

    Nielsen, Jan Alexis

    2015-01-01

    The author employed a 3-step qualitative research design with multiple instances of source validation to capture expert teachers' (n = 28) reflections on which manifest signs they would look for when they asses students' innovation competency. The author reports on the thematic analysis of the recorded talk in interaction that occurred in teacher…

  12. Deficiencies in culturally competent asthma care for ethnic minority children: a qualitative assessment among care providers

    Directory of Open Access Journals (Sweden)

    Seeleman Conny

    2012-07-01

    Full Text Available Abstract Background Asthma outcomes are generally worse for ethnic minority children. Cultural competence training is an instrument for improving healthcare for ethnic minority patients. To develop effective training, we explored the mechanisms in paediatric asthma care for ethnic minority patients that lead to deficiencies in the care process. Methods We conducted semi-structured interviews on care for ethnic minority children with asthma (aged 4-10 years with paediatricians (n = 13 and nurses (n = 3 in three hospitals. Interviews were analysed qualitatively with a framework method, using a cultural competence model. Results Respondents mentioned patient non-adherence as the central problem in asthma care. They related non-adherence in children from ethnic minority backgrounds to social context factors, difficulties in understanding the chronic nature of asthma, and parents’ language barriers. Reactions reported by respondents to patients’ non-adherence included retrieving additional information, providing biomedical information, occasionally providing referrals for social context issues, and using informal interpreters. Conclusions This study provides keys to improve the quality of specialist paediatric asthma care to ethnic minority children, mainly related to non-adherence. Care providers do not consciously recognise all the mechanisms that lead to deficiencies in culturally competent asthma care they provide to ethnic minority children (e.g. communicating mainly from a biomedical perspective and using mostly informal interpreters. Therefore, the learning objectives of cultural competence training should reflect issues that care providers are aware of as well as issues they are unaware of.

  13. Informal Assessment of Competences in the Context of Science Standards in Austria

    Science.gov (United States)

    Schiffl, Iris

    2016-01-01

    Science standards have been a topic in educational research in Austria for about ten years now. Starting in 2005, competency structure models have been developed for junior and senior classes of different school types. After evaluating these models, prototypic tasks were created to point out the meaning of the models to teachers. At the moment,…

  14. Competencies Development and Self-Assessment in Maintenance Management E-Training

    Science.gov (United States)

    Papathanassiou, Nikos; Pistofidis, Petros; Emmanouilidis, Christos

    2013-01-01

    The maintenance management function requires staff to possess a truly multidisciplinary set of skills. This includes competencies from engineering and information technology to health and safety, management and finance, while also taking into account the normative and legislative issues. This body of knowledge is rarely readily available within a…

  15. Comparing the MMPI-2 Scale Scores of Parents Involved in Parental Competency and Child Custody Assessments

    Science.gov (United States)

    Resendes, John; Lecci, Len

    2012-01-01

    MMPI-2 scores from a parent competency sample (N = 136 parents) are compared with a previously published data set of MMPI-2 scores for child custody litigants (N = 508 parents; Bathurst et al., 1997). Independent samples t tests yielded significant and in some cases substantial differences on the standard MMPI-2 clinical scales (especially Scales…

  16. Innovative Methods for Promoting and Assessing Intercultural Competence in Higher Education

    Science.gov (United States)

    Hiller, Gundula Gwenn

    2010-01-01

    This paper presents an intercultural training program that was developed by the Center for Intercultural Learning at the European University Viadrina in cooperation with students. A few of the student-generated activities will be described in detail. The program, aimed at enabling students to acquire intercultural competence, was developed at an…

  17. Strategies for the assessment of competence in laboratory animal science courses

    DEFF Research Database (Denmark)

    Hansen, Axel Kornerup; Sørensen, Dorte Bratbo

    2014-01-01

    Evaluation of skills, knowledge and competencies is an essential part of education in laboratory animal science. In Europe, a greater emphasis will be placed on such evaluations going forward, because the European Union will base its education and training framework on learning outcomes rather than...

  18. The Most Relevant Labour Market Competencies for Employers and Their Assessment by Students

    Science.gov (United States)

    Varga, Erika; Szira, Zoltán; Bárdos, Kinga Ilona; Hajós, László

    2016-01-01

    Our paper is aimed at examining what principal business competencies (can) enhance the success and competitiveness of employees according to the employers and we also wish to explore what personality traits have a decisive effect on the decision-making mechanism in taking on new staff. At present employers can make selection from a lot of fresh…

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

    Science.gov (United States)

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

    2015-01-01

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

  20. The Effects of Differing Response Criteria on the Assessment of Writing Competence.

    Science.gov (United States)

    Winters, Lynn

    The purpose of this study was to investigate the relative validities of four essay scoring systems, reflecting alternative conceptualizations of the writing process, for identifying "competent" writers. Each rater was trained in two of the four scoring systems: General Impression Scoring (GI), Diederich Expository Scale (DES), CSE…

  1. Assessing the Value of Educational Competencies of Healthcare Leaders and Organizational Factors: A Case Study Analysis

    Science.gov (United States)

    Munz, James A.

    2017-01-01

    This qualitative research study addressed the problem that the healthcare industry has no clear evidence of the academic competencies that influence the attainment of organizational success. The study was based on one case study at a Commission on Accreditation of Healthcare Management Education (CAHME) accredited Masters of Health Administration…

  2. Meeting Tomorrow's Expectations: In Search of Core Competencies and Ways of Assessing Them

    Science.gov (United States)

    Podolskiy, O. A.; Pogozhina, V. A.

    2016-01-01

    Today, experts agree that the level of cognitive development of modern young people affects the long-term life goals and outcomes that they set for themselves. During the course of numerous studies experts have identified such key competencies as problem solving, information literacy, and critical thinking. However, there are still many unanswered…

  3. International survey of veterinarians to assess the importance of competencies in professional practice and education

    NARCIS (Netherlands)

    Bok, Harold G. J.; Teunissen, Pim W.; Boerboom, Tobias B. B.; Rhind, Susan M.; Baillie, Sarah; Tegzes, John; Annandale, Henry; Matthew, Susan; Torgersen, Anne; Hecker, Kent G.; Härdi-Landerer, Christina M.; Gomez-Lucia, Esperanza; Ahmad, Bashir; Muijtjens, Arno M. M.; Jaarsma, Debbie A. D. C.; van der Vleuten, Cees P. M.; van Beukelen, Peter

    2014-01-01

    To determine the perceived importance of specific competencies in professional veterinary practice and education among veterinarians in several countries. Survey-based prospective study. 1,137 veterinarians in 10 countries. Veterinarians were invited via email to participate in the study. A

  4. The assessment of knowledge and learning in competence spaces: The gain-loss model for dependent skills.

    Science.gov (United States)

    Anselmi, Pasquale; Stefanutti, Luca; de Chiusole, Debora; Robusto, Egidio

    2017-11-01

    The gain-loss model (GaLoM) is a formal model for assessing knowledge and learning. In its original formulation, the GaLoM assumes independence among the skills. Such an assumption is not reasonable in several domains, in which some preliminary knowledge is the foundation for other knowledge. This paper presents an extension of the GaLoM to the case in which the skills are not independent, and the dependence relation among them is described by a well-graded competence space. The probability of mastering skill s at the pretest is conditional on the presence of all skills on which s depends. The probabilities of gaining or losing skill s when moving from pretest to posttest are conditional on the mastery of s at the pretest, and on the presence at the posttest of all skills on which s depends. Two formulations of the model are presented, in which the learning path is allowed to change from pretest to posttest or not. A simulation study shows that models based on the true competence space obtain a better fit than models based on false competence spaces, and are also characterized by a higher assessment accuracy. An empirical application shows that models based on pedagogically sound assumptions about the dependencies among the skills obtain a better fit than models assuming independence among the skills. © 2017 The British Psychological Society.

  5. Assessing undergraduate nursing students' knowledge, attitudes, and cultural competence in caring for lesbian, gay, bisexual, and transgender patients.

    Science.gov (United States)

    Strong, Kristy L; Folse, Victoria N

    2015-01-01

    Lesbian, gay, bisexual, and transgender (LGBT) patients experience barriers to health care that include fear of discrimination, as well as insensitivity and lack of knowledge about LGBT-specific health needs among providers. This study examined the effectiveness of an educational intervention designed to improve knowledge and attitudes of baccalaureate nursing students regarding LGBT patient care. Education focused on key terminology, health disparities, medical needs of transgender patients, and culturally sensitive communication skills for competent LGBT patient care. Knowledge level and attitudes were evaluated before and after the intervention using a survey based on a modified Attitudes Toward Lesbians and Gay Men Scale and two assessment tools developed for this study. A statistically significant increase in positive attitudes and knowledge level was found immediately after the intervention. Findings from this study support the inclusion of education related to LGBT patient health care in undergraduate nursing curricula to promote cultural competence and sensitivity. Copyright 2015, SLACK Incorporated.

  6. Assessing nursing clinical skills competence through objective structured clinical examination (OSCE) for open distance learning students in Open University Malaysia.

    Science.gov (United States)

    Oranye, Nelson Ositadimma; Ahmad, Che'an; Ahmad, Nora; Bakar, Rosnida Abu

    2012-06-01

    The objective structured clinical skills examination (OSCE) has over the years emerged as a method of evaluating clinical skills in most medical and allied professions. Although its validity and objectivity has evoked so much debate in the literature, little has been written about its application in non-traditional education systems such as in distance learning. This study examined clinical skills competence among practising nursing students who were enrolled in a distance learning programme. The study examined the effect of work and years of nursing practice on nurses' clinical skills competence. This study used observational design whereby nursing students' clinical skills were observed and scored in five OSCE stations. Two instruments were used for the data collection - A self-administered questionnaire on the students' bio-demographic data, and a check list on the clinical skills which the examiners rated on a four point scale. The findings revealed that 14% of the nurses had level four competence, which indicated that they could perform the tasks correctly and complete. However, 12% failed the OSCE, even though they had more than 10 years experience in nursing and post basic qualifications. Inter-rater reliability was 0.92 for the five examiners. Factor analysis indicated that five participant factors accounted for 74.1% of the variations in clinical skills performance. An OSCE is a necessary assessment tool that should be continuously applied in nursing education, regardless of the mode of the education program, the student's years of experience or his/her clinical placement. This study validates the need for OSCE in both the design of tertiary nursing degree programs and the assessment of nurses' clinical competency level.

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

    Science.gov (United States)

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

    2013-05-01

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

  8. 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'.

  9. Changing paradigms: towards competency-assessment in admission to master’s programmes in Europe: a review

    Directory of Open Access Journals (Sweden)

    Kees Kouwenaar

    2015-12-01

    Full Text Available The majority of efforts to improve admission to master’s programmes in Europe for students with a bachelor´s from outside the providing university have been focused on standardization of defined outcomes of bachelor´s degrees and improvement in mechanisms for recognition of diplomas and degree. With growing diversity within and around these master’s programmes, an alternative approach to master’s admission in needed. This article analyses the nature and shortcomings of the standardisation and the recognition approach and reports on the creation of a competency-assessment based approach in the Mastermind Europe project. In that project – part of the EU’s ERASMUS+ programme, Guiding Tools are produced for academic master’s directors who want to base their admission decisions less on recognition of a diploma and more on assessment of the applicants´ competency. The Guiding Tools focus on specific categories of admission criteria, on how they can be brought together in a coherent framework and on IT tools to help organize the process. The guiding tools are accompanied by a short Introductory Note on the Paradigm Shift from diploma-recognition based to competency-based master’s admission.[1] This article[2] is a more elaborate version of that introductory note, reflecting also the progress in thinking and tool development since the start of the project. It is intended both for users of the Guiding Tools who seek more background and detail, and for readers with a general interest in the topic. For users of the Guiding Tools, it may give them additional reasons and arguments that they may find useful to increase commitment in their own university.[1] A competency-assessment approach to master’s admission should not be confused with Competency-Based Education.[2] The author acknowledges the support received from all members of the Mastermind Europe project team; outside the team, special acknowledgement is due to Robert Wagenaar

  10. [The Computer Book of the Internal Medicine resident: validity and reliability of a questionnaire for self-assessment of competences in internal medicine residents].

    Science.gov (United States)

    Oristrell, J; Casanovas, A; Jordana, R; Comet, R; Gil, M; Oliva, J C

    2012-12-01

    There are no simple and validated instruments for evaluating the training of specialists. To analyze the reliability and validity of a computerized self-assessment method to quantify the acquisition of medical competences during the Internal Medicine residency program. All residents of our department participated in the study during a period of 28 months. Twenty-two questionnaires specific for each rotation (the Computer-Book of the Internal Medicine Resident) were constructed with items (questions) corresponding to three competence domains: clinical skills competence, communication skills and teamwork. Reliability was analyzed by measuring the internal consistency of items in each competence domain using Cronbach's alpha index. Validation was performed by comparing mean scores in each competence domain between senior and junior residents. Cut-off levels of competence scores were established in order to identify the strengths and weaknesses of our training program. Finally, self-assessment values were correlated with the evaluations of the medical staff. There was a high internal consistency of the items of clinical skills competences, communication skills and teamwork. Higher scores of clinical skills competence and communication skills, but not in those of teamwork were observed in senior residents than in junior residents. The Computer-Book of the Internal Medicine Resident identified the strengths and weaknesses of our training program. We did not observe any correlation between the results of the self- evaluations and the evaluations made by staff physicians. The items of Computer-Book of the Internal Medicine Resident showed high internal consistency and made it possible to measure the acquisition of medical competences in a team of Internal Medicine residents. This self-assessment method should be complemented with other evaluation methods in order to assess the acquisition of medical competences by an individual resident. Copyright © 2012 Elsevier Espa

  11. Use of Key Performance Indicators to Improve Milestone Assessment in Semi-Annual Clinical Competency Committee Meetings.

    Science.gov (United States)

    Chen, Fei; Arora, Harendra; Martinelli, Susan M

    2017-01-01

    The Accreditation Council for Graduate Medical Education's Next Accreditation System requires residency programs to semiannually submit composite milestone data on each resident's performance. This report describes and evaluates a new assessment review procedure piloted in our departmental Clinical Competency Committee (CCC) semi-annual meeting in June 2016. A modified Delphi technique was utilized to develop key performance indicators (KPI) linking milestone descriptors to clinical practice. In addition, the CCC identified six specific milestone sub-competencies that would be prescored with objective data prior to the meeting. Each resident was independently placed on the milestones by 3 different CCC faculty members. Milestone placement data of the same cohort of 42 residents (Clinical Anesthesia Years 1-3) were collected to calculate inter-rater reliability of the assessment procedures before and after the implemented changes. A survey was administrated to collect CCC feedback on the new procedure. The procedure assisted in reducing meeting time from 8 to 3.5 hours. Survey of the CCC members revealed positive perception of the procedure. Higher inter-rater reliability of the milestone placement was obtained using the implemented KPIs (Intraclass correlation coefficient [ICC] single measure range: before=.53-.94, after=.74-.98). We found the new assessment procedure beneficial to the efficiency and transparency of the assessment process. Further improvement of the procedure involves refinement of KPIs and additional faculty development on KPIs to allow non-CCC faculty to provide more accurate resident evaluations.

  12. Isotope-based immunological techniques. Their use in assessment of immune competence and the study of immune responses to pathogens

    International Nuclear Information System (INIS)

    Duffus, W.P.H.

    1984-01-01

    The influence of isotope-based techniques on both assessment of immune competence and immune response to pathogens is discussed. Immunodeficiencies acquired as a result of factors like malnutrition and concomitant disease can severely affect not only attempts to intensify and improve production but also successful immune response against important vaccines such as rinderpest and foot-and-mouth disease. Isotope-based techniques, with their accuracy, speed and small sample volume, are ideally suited for assessing immunocompetence. One of the main drawbacks remains antigen purity, an area where research should now be concentrated. Lymphocyte transformation is widely used to assess cell-mediated immuno-competence but techniques to assess biological functions such as phagocytosis and cell-mediated cytotoxicity could more usefully reflect immune status. These latter techniques utilize isotopes such as 3 H, 14 C, 32 P and 125 I. Investigation of specific cell-mediated immune response often requires a labelled target. Suitable isotopes such as 51 Cr, 99 Tcsup(m), 75 Se and 3 H are compared for their capacity to label both mammalian and parasite targets. Suggestions are made on a number of areas of research that might usefully be encouraged and supported in order to improve applied veterinary immunology in tropical countries. (author)

  13. Identification of nursing competency assessment tools as possibility of their use in nursing education in Slovenia---a systematic literature review.

    Science.gov (United States)

    Ličen, Sabina; Plazar, Nadja

    2015-04-01

    The aim of this study was to identify existing tools that purport to measure clinical nursing competence through the use of a systematic literature review to consider the possibilities of using them in nursing education in Slovenia. A systematic literature review following PRISMA guidelines. The databases that were searched included MEDLINE, Cinahl, Cochrane Library and Science Direct. The search was limited to available full text articles in English, published between 2003 and 2013. After applying the inclusion and exclusion criteria, seven papers were included. The review indicated the availability of some highly reliable tools that enable assessment of clinical competences in nursing education. At the same time, however, it is still not clear as to what competences nursing students must achieve during their education. Our review showed that various tools exist for assessing clinical nursing competences. In addition, for each country it is important to compose an assessment tool, which measures actual clinical nursing competences, and means customized for their needs and based on their national guidelines. Slovenia has three academic faculties and five colleges with a nursing education program. Common standards regarding assessment of nursing competences among them would definitely lead to better practices and success of graduates and subsequently for the professionals in nursing field. What emerges from the literature is the need to move forward, to foster creativity, freedom of thought and originality and for these reasons we have to consider the possibility of developing a model for obtaining universal clinical competencies. Copyright © 2015 Elsevier Ltd. All rights reserved.

  14. Assessing Therapist Competence: Development of a Performance-Based Measure and Its Comparison With a Web-Based Measure.

    Science.gov (United States)

    Cooper, Zafra; Doll, Helen; Bailey-Straebler, Suzanne; Bohn, Kristin; de Vries, Dian; Murphy, Rebecca; O'Connor, Marianne E; Fairburn, Christopher G

    2017-10-31

    Recent research interest in how best to train therapists to deliver psychological treatments has highlighted the need for rigorous, but scalable, means of measuring therapist competence. There are at least two components involved in assessing therapist competence: the assessment of their knowledge of the treatment concerned, including how and when to use its strategies and procedures, and an evaluation of their ability to apply such knowledge skillfully in practice. While the assessment of therapists' knowledge has the potential to be completed efficiently on the Web, the assessment of skill has generally involved a labor-intensive process carried out by clinicians, and as such, may not be suitable for assessing training outcome in certain circumstances. The aims of this study were to develop and evaluate a role-play-based measure of skill suitable for assessing training outcome and to compare its performance with a highly scalable Web-based measure of applied knowledge. Using enhanced cognitive behavioral therapy (CBT-E) for eating disorders as an exemplar, clinical scenarios for role-play assessment were developed and piloted together with a rating scheme for assessing trainee therapists' performance. These scenarios were evaluated by examining the performance of 93 therapists from different professional backgrounds and at different levels of training in implementing CBT-E. These therapists also completed a previously developed Web-based measure of applied knowledge, and the ability of the Web-based measure to efficiently predict competence on the role-play measure was investigated. The role-play measure assessed performance at implementing a range of CBT-E procedures. The majority of the therapists rated their performance as moderately or closely resembling their usual clinical performance. Trained raters were able to achieve good-to-excellent reliability for averaged competence, with intraclass correlation coefficients ranging from .653 to 909. The measure was

  15. Initial construct validity evidence of a virtual human application for competency assessment in breaking bad news to a cancer patient

    Directory of Open Access Journals (Sweden)

    Guetterman TC

    2017-07-01

    Full Text Available Timothy C Guetterman,1 Frederick W Kron,1 Toby C Campbell,2 Mark W Scerbo,3 Amy B Zelenski,4 James F Cleary,5 Michael D Fetters1 1Department of Family Medicine, University of Michigan, Ann Arbor, MI, 2Department of Medicine, University of Wisconsin–Madison, Madison, WI, 3Department of Psychology, Old Dominion University, Norfolk, VA, 4Department of General Internal Medicine, University of Wisconsin–Madison, University of Wisconsin Medical Foundation, 5Department of Medicine, School of Medicine and Public Health, University of Wisconsin–Madison, Clinical Science Center, Madison, WI, USA Background: Despite interest in using virtual humans (VHs for assessing health care ­communication, evidence of validity is limited. We evaluated the validity of a VH application, MPathic-VR, for assessing performance-based competence in breaking bad news (BBN to a VH patient.Methods: We used a two-group quasi-experimental design, with residents participating in a 3-hour seminar on BBN. Group A (n=15 completed the VH simulation before and after the seminar, and Group B (n=12 completed the VH simulation only after the BBN seminar to avoid the possibility that testing alone affected performance. Pre- and postseminar differences for Group A were analyzed with a paired t-test, and comparisons between Groups A and B were analyzed with an independent t-test.Results: Compared to the preseminar result, Group A’s postseminar scores improved significantly, indicating that the VH program was sensitive to differences in assessing performance-based competence in BBN. Postseminar scores of Group A and Group B were not significantly different, indicating that both groups performed similarly on the VH program.Conclusion: Improved pre–post scores demonstrate acquisition of skills in BBN to a VH patient. Pretest sensitization did not appear to influence posttest assessment. These results provide initial construct validity evidence that the VH program is effective for

  16. Validity and Reliability of Field-Based Measures for Assessing Movement Skill Competency in Lifelong Physical Activities: A Systematic Review.

    Science.gov (United States)

    Hulteen, Ryan M; Lander, Natalie J; Morgan, Philip J; Barnett, Lisa M; Robertson, Samuel J; Lubans, David R

    2015-10-01

    It has been suggested that young people should develop competence in a variety of 'lifelong physical activities' to ensure that they can be active across the lifespan. The primary aim of this systematic review is to report the methodological properties, validity, reliability, and test duration of field-based measures that assess movement skill competency in lifelong physical activities. A secondary aim was to clearly define those characteristics unique to lifelong physical activities. A search of four electronic databases (Scopus, SPORTDiscus, ProQuest, and PubMed) was conducted between June 2014 and April 2015 with no date restrictions. Studies addressing the validity and/or reliability of lifelong physical activity tests were reviewed. Included articles were required to assess lifelong physical activities using process-oriented measures, as well as report either one type of validity or reliability. Assessment criteria for methodological quality were adapted from a checklist used in a previous review of sport skill outcome assessments. Movement skill assessments for eight different lifelong physical activities (badminton, cycling, dance, golf, racquetball, resistance training, swimming, and tennis) in 17 studies were identified for inclusion. Methodological quality, validity, reliability, and test duration (time to assess a single participant), for each article were assessed. Moderate to excellent reliability results were found in 16 of 17 studies, with 71% reporting inter-rater reliability and 41% reporting intra-rater reliability. Only four studies in this review reported test-retest reliability. Ten studies reported validity results; content validity was cited in 41% of these studies. Construct validity was reported in 24% of studies, while criterion validity was only reported in 12% of studies. Numerous assessments for lifelong physical activities may exist, yet only assessments for eight lifelong physical activities were included in this review

  17. Health System Competency for Maternal Health Services in Balasore District and Jaleswar Block, Balasore, Odisha, India: An Assessment.

    Science.gov (United States)

    Dehury, Ranjit Kumar; Samal, Janmejaya

    2016-08-01

    A competent health system is of paramount importance in delivering the desired health services in a particular community. The broad objective of this study was to assess the health system competency for the maternal health services in Balasore District and Jaleswar block of Balasore district, Odisha, India. A mixed method approach was adopted in order to understand the health system competency for maternal health services in the study area. There was poor accessibility through road, poor electricity connection and piped water for the health care centers in the district. Even, existing Primary Health Centres (PHCs) lack ECG and X-Ray machines for proper diagnostic services which jeopardize the catering of health services. Community Health Centres (CHC) lack basic diagnostic and ambulance services making the tribal pockets inaccessible. The tribal dominated Jaleswar block shows poor performance in terms of total registered Antenatal Checkups (ANC) (only 77%). A gradual decrease in the rate of ANC, from first to fourthcheckup, was observed in the district. Lack of public health infrastructure in general and non-compliance to Indian Public Health Standards (IPHS) in particular, affect the health of tribal women resulting in lack of interest in availing the institutional delivery services and other pertinent maternal health services.

  18. Nursing student and professor perceptions and assessments of the achievement of practicum competencies: A mixed method approach.

    Science.gov (United States)

    Fuentes-Pumarola, Concepció; Ballester-Ferrando, David; Gelabert-Vilella, Sandra; Bosch-Farré, Cristina; Malagón-Aguilera, M Carme; Rascón-Hernán, Carolina; Bonmatí-Tomàs, Anna; Fernandez-Peña, Rosario

    2016-10-01

    Within the context of the European Higher Education Area's requirement of competency-based assessments, the objective of the present study was to evaluate the Nursing Degree Practicum experience at the University of Girona (Spain) and ascertain student and faculty perceptions of the degree of competency achieved as a result of the practicum. This cross-sectional, descriptive, study combined quantitative analysis of a questionnaire and qualitative analysis of focus group comments. In the quantitative part of the study, 163 fourth-year nursing students completed the questionnaire; the qualitative analysis was derived from a focus group of 5 students and 5 professors. On the questionnaire, overall practicum evaluation was 8.39 on a 10-point Likert scale; scores evaluating the nurse mentor/instructor and nursing professor were 8.43 and 7.98, respectively. The geriatrics practicum experience received the lowest overall score (7.81), while the surgical practicum received the lowest score on the adequacy of knowledge acquired in the classroom in previous courses (5.54). The best scores were earned by the mental health and intensive/emergency care practicum experiences (a mean of 9.05 and 8.70, respectively). Students and professors in the focus group agreed that the practicum met the Nursing degree program's competency goals, highlighting practical activity as the best methodology to evaluate competencies. Participants highlighted the importance of reflective practice and the role of the nurse mentor/instructor in student learning, and indicated that it is essential for the university and the health care centers where students take practicum courses to maintain a strong relationship and good communication. Finally, feedback from the nurse mentor/instructor and Nursing professor was very important to students, both to motivate them and to help them learn. Copyright © 2016 Elsevier Ltd. All rights reserved.

  19. Motor competence assessment in children: convergent and discriminant validity between the BOT-2 Short Form and KTK testing batteries.

    Science.gov (United States)

    Fransen, Job; D'Hondt, Eva; Bourgois, Jan; Vaeyens, Roel; Philippaerts, Renaat M; Lenoir, Matthieu

    2014-06-01

    This study investigated convergent and discriminant validity between two motor competence assessment instruments in 2485 Flemish children: the Bruininks-Oseretsky Test of Motor Proficiency 2 Short Form (BOT-2 Short Form) and the KörperKoördinationsTest für Kinder (KTK). A Pearson correlation assessed the relationship between BOT-2 Short Form total, gross and fine motor composite scores and KTK Motor Quotient in three age cohorts (6-7, 8-9, 10-11 years). Crosstabs were used to measure agreement in classification in children scoring below percentile 5 and 15 and above percentile 85 and 95. Moderately strong positive (r=0.44-0.64) associations between BOT-2 total and gross motor composite scores and KTK Motor Quotient and weak positive correlations between BOT-2 Short Form fine motor composite and KTK Motor Quotient scores (r=0.25-0.37) were found. Levels of agreement were fair to moderate. Therefore, some proof of convergent and discriminant validity between BOT-2 Short Form and KTK was established in this study, underlining the notion that the evaluation of motor competence should not be based upon a single assessment instrument. Copyright © 2014 Elsevier Ltd. All rights reserved.

  20. Assessment of pharmacy students' communication competence using the Roter Interaction Analysis System during objective structured clinical examinations.

    Science.gov (United States)

    Kubota, Yoshie; Yano, Yoshitaka; Seki, Susumu; Takada, Kaori; Sakuma, Mio; Morimoto, Takeshi; Akaike, Akinori; Hiraide, Atsushi

    2011-04-11

    To determine the value of using the Roter Interaction Analysis System during objective structured clinical examinations (OSCEs) to assess pharmacy students' communication competence. As pharmacy students completed a clinical OSCE involving an interview with a simulated patient, 3 experts used a global rating scale to assess students' overall performance in the interview, and both the student's and patient's languages were coded using the Roter Interaction Analysis System (RIAS). The coders recorded the number of utterances (ie, units of spoken language) in each RIAS category. Correlations between the raters' scores and the number and types of utterances were examined. There was a significant correlation between students' global rating scores on the OSCE and the number of utterances in the RIAS socio-emotional category but not the RIAS business category. The RIAS proved to be a useful tool for assessing the socio-emotional aspect of students' interview skills.

  1. Assessment of preschoolers’ positive empathy: concurrent and longitudinal relations with positive emotion, social competence, and sympathy

    OpenAIRE

    Sallquist, Julie; Eisenberg, Nancy; Spinrad, Tracy L.; Eggum, Natalie D.; Gaertner, Bridget M.

    2009-01-01

    The purpose of this study was to examine a new measure of children’s dispositional positive empathy (i.e., reactions to others’ positive emotions) and its concurrent and longitudinal relations with positive emotion, social competence, and empathy/sympathy with negative emotions. At Time 1, 192 3.5-year-olds (88 girls) participated; at Time 2, 1 year later, 168 4.5-year-olds (79 girls) participated. Children’s positive empathy was reported by mothers and observed in the laboratory at Time 2. A...

  2. Implementation competences as an attribute of executive employees of the flexible organisation – an attempt of their assessment among manufacturers of the agricultural machinery sector

    Directory of Open Access Journals (Sweden)

    Nogalski Bogdan

    2016-12-01

    Full Text Available Based on theoretical knowledge, own professional experience and conducted research, according to the authors, the paper’s objective is to develop and empirically verify the theoretical model of implementation competences of the executive employees of manufacturing companies of the agricultural machinery sector. The main objective achievement required to formulate and reach partial objectives, which include: a discussion and organisation of terminological issues in terms of understanding the term of implementation competences, b development of a general model of the executive employees’ implementation competences, which is a sign of knowledge, skills, personality features, attitudes and values, c empirical verification of the theoretical model; prioritisation of individual implementation competences in the assessment of executive employees or owners of selected companies and determination of competence weaknesses, which are characteristic of the executive personnel of these companies.

  3. How Good Is Good Enough? A Community-Based Assessment of Teacher Competencies for Gifted Students

    Directory of Open Access Journals (Sweden)

    Maria P. Gómez-Arizaga

    2016-11-01

    Full Text Available One of the major challenges of addressing diversity in the classroom is to meet the needs of gifted students, which are often invisible in countries such as Chile, in which providing services for highly able students is still considered elitist. The purpose of this study was to analyze the perceptions of community members about the critical competencies of instructors who work with gifted students. Six focus groups were conducted with students, instructors, and staff members of an enrichment program for the gifted. Qualitative analyses were conducted throughout open, axial, and selective coding. Traits and competencies were grouped into three themes: knowledge, teaching, and socio-emotional characteristics. Differences were found between the perceptions of students and staff members: Whereas students’ emphasis was on socio-affective characteristics, the staff highlighted the importance of content and pedagogical knowledge. The novelty and contribution of the study are related on how to recognize and acknowledge the voices of active members of a community for educational improvement. These community perceptions contributed to depict a profile of an effective teacher for gifted students, and were used to improve instructors’ current performance and to design a more rigorous selection process for future teachers. The implications of the study also shed light about how to improve teacher preparation programs to meet the needs of this group of students.

  4. On assessing surrogacy in a single trial setting using a semi-competing risks paradigm

    Science.gov (United States)

    Ghosh, Debashis

    2009-01-01

    Summary There has been a recent emphasis on the identification of biomarkers and other biologic measures that may be potentially used as surrogate endpoints in clinical trials. We focus on the setting of data from a single clinical trial. In this paper, we consider a framework in which the surrogate must occur before the true endpoint. This suggests viewing the surrogate and true endpoints as semi-competing risks data; this approach is new to the literature on surrogate endpoints and leads to an asymmetrical treatment of the surrogate and true endpoints. However, such a data structure also conceptually complicates many of the previously considered measures of surrogacy in the literature. We propose novel estimation and inferential procedures for the relative effect and adjusted association quantities proposed by Buyse and Molenberghs (1998, Biometrics, 1014 – 1029). The proposed methodology is illustrated with application to simulated data, as well as to data from a leukemia study. PMID:18759839

  5. Using the "Seven A's" assessment tool for developing competency in case management.

    Science.gov (United States)

    Gallagher, Louise P; Truglio-Londrigan, Marie

    2004-01-01

    In the latter part of the 20th century, healthcare reform sparked a transition in the nursing curriculum from acute care to primary and secondary care. Faculty responded to this challenge by redesigning curricula in creative ways. The transitional curriculum introduced community clinical experiences designed to challenge students to practice in diverse, nontraditional sites and in more independent ways. Such practice requires the nurse to function as designer, coordinator, and manager of patient care in addition to the traditional provider role. Additionally, the transitional curricula emphasized the roles of communicator, educator, facilitator, listener, and advocate to a greater degree. For students to achieve competence in the above roles, the curriculum must include learning activities that allow them to practice as case managers in the community. This paper presents the "Seven A's" as a framework for students to gain an understanding of and engage in the role and process of case management in the community.

  6. Assessing the impact on intercultural competencies when engineering students solve problems in multicultural teams

    DEFF Research Database (Denmark)

    Jensen, Lars Peter; Nygaard, Bjørn; Madsen, Linda

    2011-01-01

    solving problems in teams two times a year in all of their bachelor education. In at least four of the engineering education institutes in Denmark experiments on helping mixed student teams to perform better in their project work have been carried out for some years using a classic engineering trial......’ intercultural competencies. It was decided to start a formal research project to investigate some of the existing experiments helping mixed teams to cope with project work in intercultural teams. During spring 2010 the setup for the research project was developed by a group of representatives from...... as exchange students or to take a full degree. Project organized Problem based Learning is used to a high extent at most of the engineering educations in Denmark, using large scale project work (up to 15 ECTS each semester) solved in teams (3-7 students in each team). In more and more situations the teams...

  7. Continuous professional competence (CPC) for emergency medical technicians in Ireland: educational needs assessment.

    Science.gov (United States)

    Knox, Shane; Cullen, Walter; Dunne, Colum

    2013-12-17

    As in other countries, the Irish Regulator for Pre-Hospital practitioners, the Pre-Hospital Emergency Care Council (PHECC), will introduce a Continuous Professional Competence (CPC) framework for all Emergency Medical Technicians (EMTs), Paramedics and Advanced Paramedics (APs). This framework involves EMTs participating in regular and structured training to maintain professional competence and enable continuous professional developments. To inform the development of this framework, this study aimed to identify what EMTs consider the optimum educational outcomes and activity and their attitude towards CPC. All EMTs registered in Ireland (n = 925) were invited via email to complete an anonymous online survey. Survey questions were designed based on Continuous Professional Development (CPD) questionnaires used by other healthcare professions. Quantitative and qualitative analyses were performed. Response rate was 43% (n = 399). 84% of participants had been registered in Ireland for less than 24 months, while 59% had been registered EMTs for more than one year. Outcomes were: evidence of CPC should be a condition for EMT registration in Ireland (95%), 78% believed that EMTs who do not maintain CPC should be denied the option to re-register. Although not required to do so at the time of survey, 69% maintained a professional portfolio and 24% had completed up to 20 hours of CPC activities in the prior 12 months. From a list of 22 proposed CPC activities, 97% stated that practical scenario-based exercises were most relevant to their role. E-learning curricula without practical components were considered irrelevant (32%), but the majority of participants (91%) welcomed access to e-learning when supplemented by related practical modules. EMTs are supportive of CPC as a key part of their professional development and registration. Blended learning, which involves clinical and practical skills and e-learning, is the optimum approach.

  8. 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

  9. Assessment of the situation of centres of competence in the fields of nuclear fission and radiation protection. Final report

    CERN Document Server

    Wolfert, K; Glaeser, H; Klener, V; Métivier, H; Richard, P; Riebold, W L; Vasa, I; Zimmermann, M

    2003-01-01

    An assessment of the present situation concerning centres of competence in the fields of Nuclear Fission and Radiation Protection has been carried out with the intention to draw strategic conclusions as regards further needs in these fields, based on the actual situation and perceived future developments. This study was initiated by the programme committee for the Euratom research and training programme in the field of Nuclear Energy (1998 - 2002). To carry out this exercise, a Panel of four independent experts had been set up. The Panel had prepared a questionnaire comprising a comprehensive set of questions aiming at the acquisition of the information needed to carry out the assessment exercise. The questionnaire consisted in ten different form sheets and had been put on the Internet in order to ease the access and offer a comfortable way of filling in the form sheets. Out of 420 organisations invited to participate in the exercise, 293 organisations from EU member states, Central and Eastern European Acces...

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

    Science.gov (United States)

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

    2014-01-01

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

  11. Developing Professional Competence through Assessment: Constructivist and Reflective Practice in Teacher-Training

    Science.gov (United States)

    Lalor, John; Lorenzi, Francesca; Rami, Justin

    2015-01-01

    Problem Statement: Traditional forms of assessment such as essays and end of term examinations are still widely used in higher education in Ireland as the sole assessment method. These forms of assessment, while they may be valid and reliable approaches for collecting evidence of the acquisition of theoretical knowledge, rarely afford students the…

  12. The 360-degree evaluation model: A method for assessing competency in graduate nursing students. A pilot research study.

    Science.gov (United States)

    Cormack, Carrie L; Jensen, Elizabeth; Durham, Catherine O; Smith, Gigi; Dumas, Bonnie

    2018-05-01

    The 360 Degree Evaluation Model is one means to provide a comprehensive view of clinical competency and readiness for progression in an online nursing program. This pilot project aimed to evaluate the effectiveness of implementing a 360 Degree Evaluation of clinical competency of graduate advanced practice nursing students. The 360 Degree Evaluation, adapted from corporate industry, encompasses assessment of student knowledge, skills, behaviors and attitudes and validates student's progression from novice to competent. Cohort of advanced practice nursing students in four progressive clinical semesters. Graduate advanced practice nursing students (N = 54). Descriptive statistics and Jonckheere's Trend Test were used to evaluate OSCE's scores from graded rubric, standardized patient survey scores, student reflection and preceptor evaluation. We identified all students passed the four OSCEs during a first attempt or second attempt. Scaffolding OSCE's over time allowed faculty to identify cohort weakness and create subsequent learning opportunities. Standardized patients' evaluation of the students' performance in the domains of knowledge, skills and attitudes, showed high scores of 96% in all OSCEs. Students' self-reflection comments were a mix of strengths and weaknesses in their self-evaluation, demonstrating themes as students progressed. Preceptor evaluation scores revealed the largest increase in knowledge and learning skills (NONPF domain 1), from an aggregate average of 90% in the first clinical course, to an average of 95%. The 360 Degree Evaluation Model provided a comprehensive evaluation of the student and critical information for the faculty ensuring individual student and cohort data and ability to analyze cohort themes. Copyright © 2018 Elsevier Ltd. All rights reserved.

  13. Development and testing of an objective structured clinical exam (OSCE) to assess socio-cultural dimensions of patient safety competency

    Science.gov (United States)

    Ginsburg, Liane R; Tregunno, Deborah; Norton, Peter G; Smee, Sydney; de Vries, Ingrid; Sebok, Stefanie S; VanDenKerkhof, Elizabeth G; Luctkar-Flude, Marian; Medves, Jennifer

    2015-01-01

    Background Patient safety (PS) receives limited attention in health professional curricula. We developed and pilot tested four Objective Structured Clinical Examination (OSCE) stations intended to reflect socio-cultural dimensions in the Canadian Patient Safety Institute's Safety Competency Framework. Setting and participants 18 third year undergraduate medical and nursing students at a Canadian University. Methods OSCE cases were developed by faculty with clinical and PS expertise with assistance from expert facilitators from the Medical Council of Canada. Stations reflect domains in the Safety Competency Framework (ie, managing safety risks, culture of safety, communication). Stations were assessed by two clinical faculty members. Inter-rater reliability was examined using weighted κ values. Additional aspects of reliability and OSCE performance are reported. Results Assessors exhibited excellent agreement (weighted κ scores ranged from 0.74 to 0.82 for the four OSCE stations). Learners’ scores varied across the four stations. Nursing students scored significantly lower (p<0.05) than medical students on three stations (nursing student mean scores=1.9, 1.9 and 2.7; medical student mean scores=2.8, 2.9 and 3.5 for stations 1, 2 and 3, respectively where 1=borderline unsatisfactory, 2=borderline satisfactory and 3=competence demonstrated). 7/18 students (39%) scored below ‘borderline satisfactory’ on one or more stations. Conclusions Results show (1) four OSCE stations evaluating socio-cultural dimensions of PS achieved variation in scores and (2) performance on this OSCE can be evaluated with high reliability, suggesting a single assessor per station would be sufficient. Differences between nursing and medical student performance are interesting; however, it is unclear what factors explain these differences. PMID:25398630

  14. The Swiss Health Literacy Survey: development and psychometric properties of a multidimensional instrument to assess competencies for health

    Science.gov (United States)

    Wang, Jen; Thombs, Brett D.; Schmid, Margareta R.

    2012-01-01

    Abstract Background  Growing recognition of the role of citizens and patients in health and health care has placed a spotlight on health literacy and patient education. Objective  To identify specific competencies for health in definitions of health literacy and patient‐centred concepts and empirically test their dimensionality in the general population. Methods  A thorough review of the literature on health literacy, self‐management, patient empowerment, patient education and shared decision making revealed considerable conceptual overlap as competencies for health and identified a corpus of 30 generic competencies for health. A questionnaire containing 127 items covering the 30 competencies was fielded as a telephone interview in German, French and Italian among 1255 respondents randomly selected from the resident population in Switzerland. Findings  Analyses with the software MPlus to model items with mixed response categories showed that the items do not load onto a single factor. Multifactorial models with good fit could be erected for each of five dimensions defined a priori and their corresponding competencies: information and knowledge (four competencies, 17 items), general cognitive skills (four competencies, 17 items), social roles (two competencies, seven items), medical management (four competencies, 27 items) and healthy lifestyle (two competencies, six items). Multiple indicators and multiple causes models identified problematic differential item functioning for only six items belonging to two competencies. Conclusions  The psychometric analyses of this instrument support broader conceptualization of health literacy not as a single competence but rather as a package of competencies for health. PMID:22390287

  15. The Swiss Health Literacy Survey: development and psychometric properties of a multidimensional instrument to assess competencies for health.

    Science.gov (United States)

    Wang, Jen; Thombs, Brett D; Schmid, Margareta R

    2014-06-01

    Growing recognition of the role of citizens and patients in health and health care has placed a spotlight on health literacy and patient education. To identify specific competencies for health in definitions of health literacy and patient-centred concepts and empirically test their dimensionality in the general population. A thorough review of the literature on health literacy, self-management, patient empowerment, patient education and shared decision making revealed considerable conceptual overlap as competencies for health and identified a corpus of 30 generic competencies for health. A questionnaire containing 127 items covering the 30 competencies was fielded as a telephone interview in German, French and Italian among 1255 respondents randomly selected from the resident population in Switzerland. Analyses with the software MPlus to model items with mixed response categories showed that the items do not load onto a single factor. Multifactorial models with good fit could be erected for each of five dimensions defined a priori and their corresponding competencies: information and knowledge (four competencies, 17 items), general cognitive skills (four competencies, 17 items), social roles (two competencies, seven items), medical management (four competencies, 27 items) and healthy lifestyle (two competencies, six items). Multiple indicators and multiple causes models identified problematic differential item functioning for only six items belonging to two competencies. The psychometric analyses of this instrument support broader conceptualization of health literacy not as a single competence but rather as a package of competencies for health. © 2012 John Wiley & Sons Ltd.

  16. General Douglas MacArthur Military Leadership Writing Competition, Command and General Staff College 2012 Award Winning Essays

    Science.gov (United States)

    2013-01-01

    powerful study because it statistically analyzes the outcomes of a large collection of research results for the purpose of integrating the findings...omitting a critical aspect of the formula used to calculate competent leadership. 7 In conducting extensive research on this issue, Haslam , Reicher...Transformational Stories will improve the organization because leaders will be using researched methods to ensure that these ideas stick with our

  17. An audit of competency assessments on court-referred rape survivors in South Africa.

    Science.gov (United States)

    Pillay, Anthony L

    2008-12-01

    This report concerns rape survivors with mental retardation referred by the courts for evaluation of their competencies to (i) provide testimony in court and (ii) consent to sexual intercourse. Being a relatively new area of work in South Africa, it seems important to document findings to (i) examine the challenges facing such rape survivors, (ii) inform quality improvement in this forensic mental health task, and (iii) inform and support advocacy programmes for this vulnerable group. Of 106 rape survivors referred by courts over a 3-yr. period, 91.5% were females, 21.7% were under 16 years of age, and over two-thirds were from rural communities. In 77.4% of the cases the alleged perpetrators were people they had previously seen in the community but had not befriended. Almost 80% were classified as showing Moderate or Severe Mental Retardation, and over 90% were able to testify. However, almost two-thirds were not able to make an informed decision to consent to sexual intercourse.

  18. Assessment of Competence in a Hospital Institution: The Vision of Reviews and Reviewers

    Directory of Open Access Journals (Sweden)

    Fabiana Camila Jorge

    2014-06-01

    Full Text Available This article aims to analyze the vision of reviews and reviewers about the performance evaluation process based on competencies, at a hospital. The research has predominantly qualitative nature, which strategy was concerned to the case study. The procedures used for data collection were document analysis, questionnaires and semi-structured interviews. For the analysis of the responses to the questionnaire, the descriptive statistical treatment of the data was used. The interviews, in turn, were interpreted by means of discourse analysis. Both analyzes converged on the triangulation of research methods. Strengths and opportunities for improvement in the processes of performance evaluation performed by the organization were evidenced. Furthermore, we discussed the common understanding on the part of users about their meaning and on their ability to enhance current practices and that there are reliable and valid benefits in applying this type of tool. It was also highlighted the importance of the possibility of revisiting the evaluation processes in order to be more effective and consistent with the organizational and individual expectations. The intention of this research was contribute to the affirmation of the necessary approximation of the academy with the reality of management, facilitating conversation and reflecting benefits to both.

  19. Assessing achievement in nephrology training: using clinic chart audits to quantitatively screen competency.

    Science.gov (United States)

    Yuan, Christina M; Prince, Lisa K; Zwettler, Amy J; Nee, Robert; Oliver, James D; Abbott, Kevin C

    2014-11-01

    Entrustable professional activities (EPAs) are complex tasks representing vital physician functions in multiple competencies, used to demonstrate trainee development along milestones. Managing a nephrology outpatient clinic has been proposed as an EPA for nephrology fellowship training. Retrospective cohort study of nephrology fellow outpatient clinic performance using a previously validated chart audit tool. Outpatient encounter chart audits for training years 2008-2009 through 2012-2013, corresponding to participation in the Nephrology In-Training Examination (ITE). A median of 7 auditors (attending nephrologists) audited a mean of 1,686±408 (SD) charts per year. 18 fellows were audited; 12, in both of their training years. Proportion of chart audit and quality indicator deficiencies. Longitudinal deficiency and ITE performance. Among fellows audited in both their training years, chart audit deficiencies were fewer in the second versus the first year (5.4%±2.0% vs 17.3%±7.0%; PITE score less than the 25th percentile for second-year fellows (P=0.03), with no significant association for first-year fellows. Auditor-reported deficiencies declined between the first and second halves of the year (17.0% vs 11.1%; PITE and the nephrology subspecialty board examination. Published by Elsevier Inc.

  20. On-Entry Assessment of School Competencies and Academic Achievement: A Comparison between Slovenia and Germany

    Science.gov (United States)

    Vidmar, Maša; Niklas, Frank; Schneider, Wolfgang; Hasselhorn, Marcus

    2017-01-01

    The foundation of school success is laid early in children's lives. Consequently, assessments of academic precursors may help to identify children in need of additional support. Such early assessments could also be interesting from an international perspective when educational systems are compared. This analysis is used to inform on the…

  1. Reciprocal Accountability for Transformative Change: New Hampshire's Performance Assessment of Competency Education

    Science.gov (United States)

    Marion, Scott F.; Vander Els, Jonathan; Leather, Paul

    2017-01-01

    In New Hampshire, a new performance assessment system focuses on reciprocal accountability and shared leadership among teachers and leaders at the school, district, and state levels. This concept of reciprocal accountability, developed by school improvement expert Richard Elmore, is at the core of New Hampshire's Performance Assessment of…

  2. Research on Computer-Based Education for Reading Teachers: A 1989 Update. Results of the First National Assessment of Computer Competence.

    Science.gov (United States)

    Balajthy, Ernest

    Results of the 1985-86 National Assessment of Educational Progress (NAEP) survey of American students' knowledge of computers suggest that American schools have a long way to go before computers can be said to have made a significant impact. The survey covered the 3rd, 7th, and 11th grade levels and assessed competence in knowledge of computers,…

  3. Regimes of Language Skill and Competency Assessment in an Age of Migration: The In/Visibility of Social Relations and Practices

    Science.gov (United States)

    Gibb, Tara

    2015-01-01

    This paper draws on ethnographic research to discuss the textual practices and social relations of language assessment. It examines the tensions that language educators and assessment practitioners encounter while making decisions about immigrant professionals' language competence. It also analyzes the role of other social actors in constituting…

  4. ASSESSMENT OF THE PUBLIC SERVANT. ASPECTS REGARDING THE COMPETENCE OF THE COURT IN CHANGING THE MARK GRANTED BY THE ASSESSOR

    Directory of Open Access Journals (Sweden)

    Eugenia IOVANAȘ

    2015-12-01

    Full Text Available The assessment of the performance – aims to analyze the way in which the job tasks are being accomplished and the work tasks related to the professional standards. The results obtained are considered in fulfilling the tasks specific to the job he/she is on and other gathered tasks, the results of the professional training in the assessed time, the performance obtained related to the individual performance objectives and to the performance standards, contribution in fulfilling the tasks of the unit and the deficiencies in activity. The evaluation of the performance characteristics highlights the strong and the weak points, under the form of certain levels which will be taken into consideration, as a synthesis reflection, in establishing the general mark of the performance. The general evaluation of the performance, under narrative form, considers the detailing and the explaining of the performance characteristics, of the way in which the objectives and the performance standards of the assessed public servant are reached, so that it can distinguish his/her professional particularity and personality. The law issue subject to debate aims at the competence of the court in proceeding to a new assessment of the public servant activity, which contests the mark granted by the assessor.

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

    DEFF Research Database (Denmark)

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

    2016-01-01

    a global rating scale (RS) for assessment of UGVA competence based on opinions on the content from ultrasound experts in a modified Delphi consensus study. METHODS: We included experts from anesthesiology, emergency medicine and radiology across university hospitals in Denmark. Nine elements were drafted...... based on existing literature and recommendations from international societies. In a multi-round survey, the experts rated the elements on a five-point Likert scale according to importance, and suggested missing elements. The final Delphi round occurred when >80% of the experts rated all elements ≥4...... on the Likert scale. RESULTS: Sixteen experts consented to participate in the study, one withdrew consent prior to the first Delphi round, and 14 completed all three Delphi rounds. In the first Delphi round the experts excluded one element from the scale and changed the content of two elements. In the second...

  6. Objective assessment of movement competence in children using wearable sensors: An instrumented version of the TGMD-2 locomotor subtest.

    Science.gov (United States)

    Bisi, Maria Cristina; Pacini Panebianco, G; Polman, R; Stagni, R

    2017-07-01

    Movement competence (MC) is defined as the development of sufficient skill to assure successful performance in different physical activities. Monitoring children MC during maturation is fundamental to detect early minor delays and define effective intervention. To this purpose, several MC assessment batteries are available. When evaluating movement strategies, with the aim of identifying specific skill components that may need improving, widespread MC assessment is limited by high time consumption for scoring and the need for trained operators to ensure reliability. This work aims to facilitate and support the assessment by designing, implementing and validating an instrumented version of the TGMD-2 locomotor subtest based on Inertial Measurement Units (IMUs) to quantify MC in children rapidly and objectively. 45 typically developing children, aged 6-10, performed the TGMD-2 locomotor subtest (six skills). During the tests, children wore five IMUs mounted on lower back, on ankles and on wrists. Sensor and video recordings of the tests were collected. Three expert evaluators performed the standard assessment of TGMD-2. Using theoretical and modelling approaches, algorithms were implemented to automatically score children tests based on IMUs' data. The automatic assessment, compared to the standard one, showed an agreement higher than 87% on average on the entire group for each skill and a reduction of time for scoring from 15 to 2min per participant. Results support the use of IMUs for MC assessment: this approach will allow improving the usability of MC assessment, supporting objectively evaluator decisions and reducing time requirement for the evaluation of large groups. Copyright © 2017 Elsevier B.V. All rights reserved.

  7. Strategies for developing competency models.

    Science.gov (United States)

    Marrelli, Anne F; Tondora, Janis; Hoge, Michael A

    2005-01-01

    There is an emerging trend within healthcare to introduce competency-based approaches in the training, assessment, and development of the workforce. The trend is evident in various disciplines and specialty areas within the field of behavioral health. This article is designed to inform those efforts by presenting a step-by-step process for developing a competency model. An introductory overview of competencies, competency models, and the legal implications of competency development is followed by a description of the seven steps involved in creating a competency model for a specific function, role, or position. This modeling process is drawn from advanced work on competencies in business and industry.

  8. Assessment Work: Examining the Prevalence and Nature of Assessment Competencies and Skills in Student Affairs Job Postings

    Science.gov (United States)

    Hoffman, John L.; Bresciani, Marilee J.

    2010-01-01

    This mixed method study explored the assessment-related skills and job duties that student affairs administrators expect from new employees as reflected in 1,759 job openings posted in 2008, of which seven job postings were specialist positions in outcomes-based assessment. The skills and duties required of these seven positions were primarily…

  9. Assessing the Nursing and Midwifery Students Competencies in Communication With Patients With Severe Communication Problems

    Science.gov (United States)

    Adib Hajbaghery, Mohsen; Rezaei Shahsavarloo, Zahra

    2014-01-01

    Background: Clients with communication impairment are at risk for health disparity. Hence, health care workers should be knowledgeable and skillful in communication. However, no studies are available on Iranian nursing and midwifery students’ communication skills with patients with severe communication problems. Objectives: The present study was conducted to investigate Iranian nursing and midwifery students' competencies in communication with patients with severe communication problems. Materials and Methods: This study was performed on all senior nursing and midwifery students of Kashan University of Medical Sciences in spring 2013. Data were collected through a knowledge questionnaire and two checklists for evaluation of skills needed for communication with patients with severe communication problems. Data analysis was performed through independent samples t test, and Fisher’s exact test. Results: In total, 68.8% of the participants were female, 37.6% had a history of part-time job as a nurse or midwife. The mean score of knowledge were 4.41 ± 1.42 and 4.77 ± 1.77 for nursing and midwifery students, respectively and the difference was not significant (P = 0.312). In addition, the mean score of communication skills with deaf patients was 13.23 ± 4.68 and 11.86 ± 5.55 for nursing and midwifery students, respectively and the difference was not significant (P = 0.258). Also, the mean score of communication skills with stutter patients was 23.91 ± 4.17 and 21.25 ± 3.91 for nursing and midwifery students, respectively but the difference was not significant (P = 0.269). Conclusions: Nursing and midwifery students did not significantly differ in terms of communication with patients with severe communication problems. Most of the students had low or very low knowledge and skills in communication with patients with hearing impairment. However, they had better skills in communication with patient with speech problem. Special workshops or training programs are

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

    DEFF Research Database (Denmark)

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

    2014-01-01

    gynecological ultrasound scans. All scans were video-recorded and assessed by two blinded consultants using the OSAUS scale. The OSAUS scores were compared between the groups using the Kruskal-Wallis test, and pass/fail scores were determined using the contrasting-groups method of standard setting. RESULTS...

  11. Assessing Spoken Language Competence in Children with Selective Mutism: Using Parents as Test Presenters

    Science.gov (United States)

    Klein, Evelyn R.; Armstrong, Sharon Lee; Shipon-Blum, Elisa

    2013-01-01

    Children with selective mutism (SM) display a failure to speak in select situations despite speaking when comfortable. The purpose of this study was to obtain valid assessments of receptive and expressive language in 33 children (ages 5 to 12) with SM. Because some children with SM will speak to parents but not a professional, another purpose was…

  12. Educating Students to Become Culturally Competent Physical Therapists: Issues of Teaching and Assessment

    Science.gov (United States)

    Barnes, Lisa Jayroe

    2013-01-01

    With the growing multicultural population within the United States, healthcare providers need to be prepared to care for and educate adult clients from various cultural backgrounds. The purpose of the study was to examine the teaching and assessment methods being used by faculty in the education of future physical therapists in teaching the…

  13. Assessing the New Competencies for Resident Education: A Model from an Emergency Medicine Program.

    Science.gov (United States)

    Reisdorff, Earl J.; Hayes, Oliver W.; Carlson, Dale J.; Walker, Gregory L.

    2001-01-01

    Based on the experience of Michigan State University's emergency medicine residency program, proposes a practical method for modifying an existing student evaluation format. The model provides a template other programs could use in assessing residents' acquisition of the knowledge, skills, and attitudes reflected in the six general competencies…

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

    Science.gov (United States)

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

    2017-01-01

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

  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. Assessment of surgical competence in North American graduate periodontics programs: a survey of current practices.

    Science.gov (United States)

    Ghiabi, Edmond; Taylor, K Lynn

    2010-08-01

    This cross-sectional study was designed to document the methods utilized by North American graduate periodontics programs in assessing their residents' surgical skills. A survey of clinical skills assessment was mailed to directors of all fifty-eight graduate periodontics programs in Canada and the United States. Thirty-four programs (59 percent) responded. The data collected were analyzed using SPSS version 15.0. The results demonstrate that the most common practice for providing feedback and documenting residents' surgical skills in the programs surveyed was daily one-on-one verbal feedback given by an instructor. The next two most commonly reported methods were a standard checklist developed at program level and a combination of a checklist and verbal comments. The majority of the programs reported that the instructors met collectively once per term to evaluate the residents' progress. The results suggest that graduate periodontics programs provide their residents frequent opportunities for daily practice with verbal feedback from instructors. However, assessment strategies identified in other health professions as beneficial in fostering the integration of clinical skills practices are not employed.

  17. Assessment of provider competence and quality of maternal/newborn care in selected Latin American and Caribbean countries

    Directory of Open Access Journals (Sweden)

    Joyce E Thompson

    2015-05-01

    Full Text Available OBJECTIVE: To obtain a snapshot of the maternal and newborn care provided by different types of maternal and child health providers in Latin America and the Caribbean (LAC to 1 better inform advocacy and programmatic strategies and interventions to improve the quality of those services in the region, and 2 determine the need for more rigorous study of the issues. METHODS: A rapid assessment of 83 health workers providing antepartum, intrapartum, and immediate postpartum and newborn care (within two hours of birth in eight LAC countries was conducted in November and December of 2011. Health workers were observed by two-person expert maternal/newborn clinician teams using pretested forms based on international quality-of-care standards. A total of 105 care encounters were observed, primarily in urban, public, referral-level settings. Providers of care included obstetricians, midwives, generalist physicians, medical residents, registered nurses, auxiliary nurses, and students of medicine, midwifery, and nursing. RESULTS: Hand washing, as an indicator of quality of antepartum care, was observed in only 41% of the observed encounters. Labor management often lacked certain elements of respectful maternity care across all provider groups. Several clinical tasks of high importance in the identification and prevention of common complications of antepartum, intrapartum, and immediate postpartum/newborn care were not documented as performed during the observation periods. Providers self-reported limited competence (ability to perform to a defined level of proficiency in manual removal of the placenta, bimanual compression of the uterus, and newborn resuscitation. CONCLUSIONS: The findings suggest that 1 the quality of maternal and newborn care and 2 the competence of maternal and child health providers in the diverse selection of LAC countries that were studied require substantial attention.

  18. General Practitioner Supervisor assessment and teaching of Registrars consulting with Aboriginal patients – is cultural competence adequately considered?

    Science.gov (United States)

    2014-01-01

    Background General Practitioner (GP) Supervisors have a key yet poorly defined role in promoting the cultural competence of GP Registrars who provide healthcare to Aboriginal and Torres Strait Islander people during their training placements. Given the markedly poorer health of Indigenous Australians, it is important that GP training and supervision of Registrars includes assessment and teaching which address the well documented barriers to accessing health care. Methods A simulated consultation between a GP Registrar and an Aboriginal patient, which illustrated inadequacies in communication and cultural awareness, was viewed by GP Supervisors and Medical Educators during two workshops in 2012. Participants documented teaching points arising from the consultation which they would prioritise in supervision provided to the Registrar. Content analysis was performed to determine the type and detail of the planned feedback. Field notes from workshop discussions and participant evaluations were used to gain insight into participant confidence in cross cultural supervision. Results Sixty four of 75 GPs who attended the workshops participated in the research. Although all documented plans for detailed teaching on the Registrar’s generic communication and consultation skills, only 72% referred to culture or to the patient’s Aboriginality. Few GPs (8%) documented a plan to advise on national health initiatives supporting access for Aboriginal and Torres Strait Islander people. A lack of Supervisor confidence in providing guidance on cross cultural consulting with Aboriginal patients was identified. Conclusions The role of GP Supervisors in promoting the cultural competence of GP Registrars consulting with Aboriginal and Torres Strait Islander patients could be strengthened. A sole focus on generic communication and consultation skills may lead to inadequate consideration of the health disparities faced by Indigenous peoples and of the need to ensure Registrars utilise

  19. General Practitioner Supervisor assessment and teaching of Registrars consulting with Aboriginal patients - is cultural competence adequately considered?

    Science.gov (United States)

    Abbott, Penelope; Reath, Jennifer; Gordon, Elaine; Dave, Darshana; Harnden, Chris; Hu, Wendy; Kozianski, Emma; Carriage, Cris

    2014-08-13

    General Practitioner (GP) Supervisors have a key yet poorly defined role in promoting the cultural competence of GP Registrars who provide healthcare to Aboriginal and Torres Strait Islander people during their training placements. Given the markedly poorer health of Indigenous Australians, it is important that GP training and supervision of Registrars includes assessment and teaching which address the well documented barriers to accessing health care. A simulated consultation between a GP Registrar and an Aboriginal patient, which illustrated inadequacies in communication and cultural awareness, was viewed by GP Supervisors and Medical Educators during two workshops in 2012. Participants documented teaching points arising from the consultation which they would prioritise in supervision provided to the Registrar. Content analysis was performed to determine the type and detail of the planned feedback. Field notes from workshop discussions and participant evaluations were used to gain insight into participant confidence in cross cultural supervision. Sixty four of 75 GPs who attended the workshops participated in the research. Although all documented plans for detailed teaching on the Registrar's generic communication and consultation skills, only 72% referred to culture or to the patient's Aboriginality. Few GPs (8%) documented a plan to advise on national health initiatives supporting access for Aboriginal and Torres Strait Islander people. A lack of Supervisor confidence in providing guidance on cross cultural consulting with Aboriginal patients was identified. The role of GP Supervisors in promoting the cultural competence of GP Registrars consulting with Aboriginal and Torres Strait Islander patients could be strengthened. A sole focus on generic communication and consultation skills may lead to inadequate consideration of the health disparities faced by Indigenous peoples and of the need to ensure Registrars utilise health supports designed to decrease the

  20. How to Use Cooperative Learning for Assessing Students’ Emotional Competences: A Practical Example at the Tertiary Level

    Directory of Open Access Journals (Sweden)

    María Martínez Lirola

    2016-07-01

    Full Text Available Cooperative learning allows students acquisition of competences that are essential for the labour market such as leadership, critical thinking, communication, and so on. For this reason, different cooperative activities were designed in a language subject in English Studies so that students could work in groups and acquire those competences. This article describes some such activities and the emotional competences that students acquire with them. Moreover, a survey was conducted in order to establish students’ opinions about the main competences they acquired with the activities designed and their opinion about a cooperative methodology. Students’ answers were positive and they were aware of what they had learned.

  1. Some Reflections on the Characterisation and Assessment of the Environmental Practice and Competence Development in Companies and Product Chains

    DEFF Research Database (Denmark)

    Jørgensen, Michael Søgaard; Forman, Marianne

    The paper discusses the concept of coorporate environmental competence and a methodology for the application of the concept in analyses of the shaping of corporate environmental competence in companies and product chains. The paper is based on a number of studies ig the shaping of environmental p...... practice in Danish companies and the interaction within supply chains and other types of network relations.......The paper discusses the concept of coorporate environmental competence and a methodology for the application of the concept in analyses of the shaping of corporate environmental competence in companies and product chains. The paper is based on a number of studies ig the shaping of environmental...

  2. Objective Structured Clinical Examinations (OSCEs, psychiatry and the Clinical assessment of Skills and Competencies (CASCSame Evidence, Different Judgement

    Directory of Open Access Journals (Sweden)

    Marwaha Steven

    2011-05-01

    Full Text Available Abstract Background The Objective Structured Clinical Examination (OSCE, originally developed in the 1970's, has been hailed as the "gold standard" of clinical assessments for medical students and is used within medical schools throughout the world. The Clinical assessment of Skills and Competencies (CASC is an OSCE used as a clinical examination gateway, granting access to becoming a senior Psychiatrist in the UK. Discussion Van der Vleuten's utility model is used to examine the CASC from the viewpoint of a senior psychiatrist. Reliability may be equivalent to more traditional examinations. Whilst the CASC is likely to have content validity, other forms of validity are untested and authenticity is poor. Educational impact has the potential to change facets of psychiatric professionalism and influence future patient care. There are doubts about acceptability from candidates and more senior psychiatrists. Summary Whilst OSCEs may be the best choice for medical student examinations, their use in post graduate psychiatric examination in the UK is subject to challenge on the grounds of validity, authenticity and educational impact.

  3. Assessment of the situation of centres of competence in the fields of nuclear fission and radiation protection. Final report

    International Nuclear Information System (INIS)

    Wolfert, K.; Buecherl, A.; Glaeser, H.; Zimmermann, M.; Metivier, H.; Richard, P.; Vasa, I.; Klener, V.; Riebold, W.L.

    2003-03-01

    An assessment of the present situation concerning centres of competence in the fields of Nuclear Fission and Radiation Protection has been carried out with the intention to draw strategic conclusions as regards further needs in these fields, based on the actual situation and perceived future developments. This study was initiated by the programme committee for the Euratom research and training programme in the field of Nuclear Energy (1998 - 2002). To carry out this exercise, a Panel of four independent experts had been set up. The Panel had prepared a questionnaire comprising a comprehensive set of questions aiming at the acquisition of the information needed to carry out the assessment exercise. The questionnaire consisted in ten different form sheets and had been put on the Internet in order to ease the access and offer a comfortable way of filling in the form sheets. Out of 420 organisations invited to participate in the exercise, 293 organisations from EU member states, Central and Eastern European Accession Countries (CEEC) and from Norway and Switzerland, had responded and registered for participation. Finally, 218 organisations have participated in the exercise. In spite of all efforts undertaken, several known main European nuclear research actors from different European countries have not participated in the exercise. (orig.)

  4. [From the Principle of Beneficence to the Principle of Autonomy. Assessment of Patients' Mental Competency in the General Hospital].

    Science.gov (United States)

    Diana, Restrepo B; Carlos, Cardeño C; Marle, Duque G; Santiago, Jaramillo

    2012-06-01

    Refusing a medical procedure is a valid way of exercising every patient's right to autonomy. From the legal point of view, autonomy is based on the right to privacy. In recent decades the legal right to self-determination has gradually expanded and today patients in full possession of their mental faculties, have the moral and legal right to make their own decisions and these decisions take precedence over physician and family. Often liaison psychiatrists are called in to assess the mental competence of patients in the general hospital. To determine the psychiatrist's role in evaluating these patients. The assessment of a patient's ability to decide and self-determine is a common clinical problem in general hospitals. Evaluation of these patients requires a proper understanding of the philosophical, ethical, and legal issues that guide the appropriate treatment of these complex clinical problems. Copyright © 2012 Asociación Colombiana de Psiquiatría. Publicado por Elsevier España. All rights reserved.

  5. Teacher competencies

    OpenAIRE

    Svatošová, Kateřina

    2012-01-01

    This diploma thesis deals with adult teacher competencies. It describes current situation in adult education and it focuses on measuring quality level of teacher competencies. There is given the main overview of adult education specifics. These are the prerequisites for defining adult teacher competencies. There is given specific adult teacher competencies and related roles which are generally based on teacher's activities during educational courses. Next part describes present conception of ...

  6. Measuring everyday functional competence using the Rasch assessment of everyday activity limitations (REAL) item bank.

    Science.gov (United States)

    Oude Voshaar, Martijn A H; Ten Klooster, Peter M; Vonkeman, Harald E; van de Laar, Mart A F J

    2017-11-01

    Traditional patient-reported physical function instruments often poorly differentiate patients with mild-to-moderate disability. We describe the development and psychometric evaluation of a generic item bank for measuring everyday activity limitations in outpatient populations. Seventy-two items generated from patient interviews and mapped to the International Classification of Functioning, Disability and Health (ICF) domestic life chapter were administered to 1128 adults representative of the Dutch population. The partial credit model was fitted to the item responses and evaluated with respect to its assumptions, model fit, and differential item functioning (DIF). Measurement performance of a computerized adaptive testing (CAT) algorithm was compared with the SF-36 physical functioning scale (PF-10). A final bank of 41 items was developed. All items demonstrated acceptable fit to the partial credit model and measurement invariance across age, sex, and educational level. Five- and ten-item CAT simulations were shown to have high measurement precision, which exceeded that of SF-36 physical functioning scale across the physical function continuum. Floor effects were absent for a 10-item empirical CAT simulation, and ceiling effects were low (13.5%) compared with SF-36 physical functioning (38.1%). CAT also discriminated better than SF-36 physical functioning between age groups, number of chronic conditions, and respondents with or without rheumatic conditions. The Rasch assessment of everyday activity limitations (REAL) item bank will hopefully prove a useful instrument for assessing everyday activity limitations. T-scores obtained using derived measures can be used to benchmark physical function outcomes against the general Dutch adult population.

  7. AAOHN Competencies.

    Science.gov (United States)

    2015-11-01

    The AAOHN Competency document is one of the core documents that define occupational health nursing practice. This article provides a description of the process used to update the competencies, as well as a description of the new competencies. © 2015 The Author(s).

  8. Supervisor assessment of clinical and professional competence of medical trainees: a reliability study using workplace data and a focused analytical literature review.

    NARCIS (Netherlands)

    McGill, D.A.; Vleuten, C.P.M. van der; Clarke, M.J.

    2011-01-01

    Even though rater-based judgements of clinical competence are widely used, they are context sensitive and vary between individuals and institutions. To deal adequately with rater-judgement unreliability, evaluating the reliability of workplace rater-based assessments in the local context is

  9. Supervisor Assessment of Clinical and Professional Competence of Medical Trainees: A Reliability Study Using Workplace Data and a Focused Analytical Literature Review

    Science.gov (United States)

    McGill, D. A.; van der Vleuten, C. P. M.; Clarke, M. J.

    2011-01-01

    Even though rater-based judgements of clinical competence are widely used, they are context sensitive and vary between individuals and institutions. To deal adequately with rater-judgement unreliability, evaluating the reliability of workplace rater-based assessments in the local context is essential. Using such an approach, the primary intention…

  10. Assessing the Influence of the PTTC Principal's Competency in ICT on the Teachers' Integration of ICT in Teaching Science in PTTCs in Nyanza Region, Kenya

    Science.gov (United States)

    Omwenga, Ezekiel; Nyabero, Charles; Okioma, Lazarous

    2015-01-01

    The study was conducted to assess the influence of Primary Teacher Training College (PTTC) principal's competency in ICT on the teacher's integration of ICT in teaching science in PTTC's in Nyanza region in Kenya. The one research question and one research hypothesis guided the study. The population comprised of 21 principals and 159 tutors. Data…

  11. Assessment of professional competency and need of smoking cessation counseling for dental students

    Directory of Open Access Journals (Sweden)

    Rajani A. Dable

    2014-10-01

    Full Text Available Purpose: The aim of this study was to analyze the smoking prevalence among dental students and to assess the need for promoting tobacco education and intervention by exploring their knowledge about smoking related risk factors. The study also examined the attitudes and practices of the students toward tobacco consumption, and their responsibilities toward the community. Methods: In total, 53 male students participated in the study (21 juniors and 32 seniors. The training program was divided into three modules, and the questionnaire was administered before and after the counseling sessions, which provided the comparative data on the students’ views about smoking cessation. Results: The most commonly practiced mode of tobacco consumption was found to be cigarette smoking (90.6 %, while a few consumed Gutkha (9.4%. All the junior students (100% reported to have been benefitted by the counseling program, while 68.8% of the students from the senior group reported the same. Bivariate statistical analysis was conducted using the Pearson’s chi-square test for testing the difference across the age groups. P-values less than 0.05 were considered statistically significant. Conclusion: Curbing tobacco influence on dental students in their initial days can ensure a smoke-free life for them, as well as prevents them from feeling embarrassed or experiencing a lack of confidence while seeing their patients. Thus, tobacco education and intervention programs can motivate the students and increase their potential to be credible advisors regarding smoking cessation.

  12. Assessing environmental impacts of storage technologies and competing options for balancing demand and supply in 2050

    Energy Technology Data Exchange (ETDEWEB)

    Droste-Franke, Bert [Europaeische Akademie Bad Neuenahr-Ahrweiler GmbH, Bad Neuenahr-Ahrweiler (Germany)

    2012-07-01

    The major aim of using renewable energies for electricity production is to realise a sustainable and environmental friendly energy system which can be operated viably in the long term. One major indicator to reach this aim is the overall emission of CO2 resulting from the use of a certain technology. However, further environmental aspects have to be taken into account for an adequate evaluation of technologies. With respect to preserving the environmental basis for future generations several environmental pressures have to be considered which can either lead to small and substitutable, marginal environmental damages or to environmental impacts which contribute to burdens which could become critical, i.e., jeopardising important environmental functions. Thus, it should be accounted for the societal acceptability of their (potential) environmental impacts. The analysis presented here deals with the assessment of environmental effects of both types, marginal and potentially critical, for current and advanced technologies which can be used for balancing fluctuations in the electricity production from renewable sources in an economic environment of 2050. The basic results used were derived in a study carried out by the Europaeische Akademie GmbH (Droste-Franke et al. 2012).

  13. 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

  14. 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…

  15. Assessing Environmental Competencies of Primary Education Pre-Service Teachers in Spain: A Comparative Study between Two Universities

    Science.gov (United States)

    Alvarez-García, Olaya; Sureda-Negre, Jaume; Comas-Forgas, Rubén

    2018-01-01

    Purpose: In this paper, the results of an investigation aimed at analysing and comparing the environmental competences of future teachers undergoing training in two universities are presented. The purpose of this paper is to analyse the difference in the acquisition of environmental competences amongst two groups of students enrolled in two…

  16. How to Use Cooperative Learning for Assessing Students' Emotional Competences: A Practical Example at the Tertiary Level

    Science.gov (United States)

    Martínez Lirola, María

    2016-01-01

    Cooperative learning allows students acquisition of competences that are essential for the labour market such as leadership, critical thinking, communication, and so on. For this reason, different cooperative activities were designed in a language subject in English Studies so that students could work in groups and acquire those competences. This…

  17. Evaluación de competencias médicas en un currículo de grado no diseñado por competencias Assessment of medical competences in an undergraduate curriculum not designed for developing competences

    Directory of Open Access Journals (Sweden)

    A.M. Reta-De Rosas

    2008-12-01

    Full Text Available Introducción. En 2005 se definieron y difundieron seis competencias con 27 componentes para la carrera de medicina. Objetivos. Evaluar los instrumentos de evaluación de los aprendizajes que se utilizan durante la carrera, formar docentes en la elaboración y uso de instrumentos adecuados, válidos y fiables con el fin de evaluar competencias médicas, y formular criterios generales para la evaluación de los aprendizajes. Materiales y métodos. Se trabajó sobre una muestra de 17 asignaturas, pertenecientes a cuatro grupos. Se recogieron muestras de sus instrumentos de evaluación, que se analizaron según su validez, fiabilidad y capacidad de evaluar competencias médicas, en un estudio descriptivo y cuali-cuantitativo. Varios instrumentos de evaluación de las asignaturas no resultaron válidos ni fiables. Pocos evaluaban las competencias médicas. Se devolvieron resultados y se trabajó en la capacitación de docentes de cuatro de esas asignaturas, cuyos sistemas de evaluación mejoraron considerablemente. Se elaboraron cinco criterios generales para el diseño de sistemas de evaluación de competencias médicas válidos y fiables. Resultados y conclusiones. a Muchos de los instrumentos de evaluación del aprendizaje que se utilizan en la carrera no son válidos ni fiables; b son pocas las competencias médicas definidas para la carrera que se evalúan en las rotaciones clínicas, aun cuando gran cantidad de docentes participaron de su formulación; c capacitando al personal docente se logra que produzcan instrumentos de evaluación válidos, fiables y orientados a evaluar las competencias médicas; d la facultad deberá esforzarse en desarrollar programas de capacitación docente.Introduction. Six medical competences with 27 components were defined for the undergraduate medical program in 2005. Aims. To evaluate the learning assessment tools that are used through the program, to develop faculty for working out and using reliable and valid

  18. Competency Analytics Tool: Analyzing Curriculum Using Course Competencies

    Science.gov (United States)

    Gottipati, Swapna; Shankararaman, Venky

    2018-01-01

    The applications of learning outcomes and competency frameworks have brought better clarity to engineering programs in many universities. Several frameworks have been proposed to integrate outcomes and competencies into course design, delivery and assessment. However, in many cases, competencies are course-specific and their overall impact on the…

  19. Desire and reality--teaching and assessing communicative competencies in undergraduate medical education in German-speaking Europe--a survey.

    Science.gov (United States)

    Härtl, Anja; Bachmann, Cadja; Blum, Katharina; Höfer, Stefan; Peters, Tim; Preusche, Ingrid; Raski, Bianca; Rüttermann, Stefan; Wagner-Menghin, Michaela; Wünsch, Alexander; Kiessling, Claudia

    2015-01-01

    Increasingly, communicative competencies are becoming a permanent feature of training and assessment in German-speaking medical schools (n=43; Germany, Austria, Switzerland - "D-A-CH"). In support of further curricular development of communicative competencies, the survey by the "Communicative and Social Competencies" (KusK) committee of the German Society for Medical Education (GMA) systematically appraises the scope of and form in which teaching and assessment take place. The iterative online questionnaire, developed in cooperation with KusK, comprises 70 questions regarding instruction (n=14), assessment (n=48), local conditions (n=5), with three fields for further remarks. Per location, two to three individuals who were familiar with the respective institute's curriculum were invited to take part in the survey. Thirty-nine medical schools (40 degree programmes) took part in the survey. Communicative competencies are taught in all of the programmes. Ten degree programmes have a longitudinal curriculum for communicative competencies; 25 programmes offer this in part. Sixteen of the 40 programmes use the Basler Consensus Statement for orientation. In over 80% of the degree programmes, communicative competencies are taught in the second and third year of studies. Almost all of the programmes work with simulated patients (n=38) and feedback (n=37). Exams are exclusively summative (n=11), exclusively formative (n=3), or both summative and formative (n=16) and usually take place in the fifth or sixth year of studies (n=22 and n=20). Apart from written examinations (n=15) and presentations (n=9), practical examinations are primarily administered (OSCE, n=31); WPA (n=8), usually with self-developed scales (OSCE, n=19). With regards to the examiners' training and the manner of results-reporting to the students, there is a high variance. Instruction in communicative competencies has been implemented at all 39 of the participating medical schools. For the most part

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

    Directory of Open Access Journals (Sweden)

    Emmanuel D. Jadhav

    2017-10-01

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