As providers of educational services, lecturers play a crucial role in tertiary institutions' operations. If lecturers possess legal competencies, tertiary institutions can perform well. This study ...aims to map the competence of lecturers in the XYZ study program, identify obstacles to developing lecturers' competence, and then offer suggestions for improving lecturers' competence. This study utilizes successive logical blended techniques (blend strategies consecutive illustrative). 72 students who were taught by lecturers (subjects) participated in the survey. Subjects, specifically three XYZ concentrate on program speakers, were then led to top-to-bottom meetings to have the option to recognize hindrances in the advancement of teacher abilities. The review and interview results were broken down to acquire research information. The consequences of the review show that the planning of speaker capabilities in the XYZ Study Program shows that the typical teacher skill is 67.07 where this worth is in the medium class. competence in education, with an average score of 59.92. Competence in the workplace, with an average score of 63.17. With an average score of 62.01, social competence is 61.07 social competence This leads us to the conclusion that, out of the four competencies, professional competence has the highest average, and pedagogical competence has the lowest average. Speakers face different impediments in creating academic, expert, character, and social abilities. These different deterrents come from inside the teachers, understudies, and the foundation.
Healthcare providers in the American medical system may find that patients from different cultures bring unfamiliar expectations, anxieties, and needs into the examination room. To provide optimal ...care for all patients, it is important to see differences from the patient's perspective and to work with patients from a range of demographics.Caring for Patients from Different Cultureshas been a vital resource for nurses and physicians for more than twenty years, offering hundreds of case studies that illustrate crosscultural conflicts or misunderstandings as well as examples of culturally competent health care.
Now in its fifth edition,Caring for Patients from Different Culturescovers a wide range of topics, including birth, end of life, communication, traditional medicine, mental health, pain, religion, and multicultural staff challenges. This edition includes more than sixty new cases with an expanded appendix, introduces a new chapter on improving adherence, and updates the concluding chapter with examples of changes various hospitals have made to accommodate cultural differences. Grounded in concepts from the fields of cultural diversity and medical anthropology,Caring for Patients from Different Culturesprovides healthcare workers with a frame of reference for understanding cultural differences and sound alternatives for providing the best possible care to multicultural communities.
Although competency-based clinical supervision has been adopted in many international clinical training settings, acceptance has been variable with scholarly opinion outpacing actual practice. The ...transtheoretical molecular model, as articulated by Gonsalvez and Calvert (2014), offers a structure for advancing competency-based supervision and an important contribution, providing for definition of content and processes implicit in supervision practice. Barriers to implementation of competency-based supervision include lack of consensus on effective supervision practices, lack of empirical support for the model, and an absence of systematic training in clinical supervision during the training trajectory. However, the competency-based model, when implemented with fidelity to an explicit approach with designated competencies (Falender & Shafranske, 2017; Gonsalvez & Calvert, 2014) provides essential components for implementation. These include supervisee and supervisor self-assessment of competence as a platform for goal setting, establishment of a collaborative supervisory relationship through this process, attention to the power differential implicit in the relationship, with a promise of transparency in feedback provided through competence assessment and monitoring, attention to diversity and multicultural personal factors, and ethical, legal, and regulatory factors. The process of supervision enhances the supervisee's metacompetence, or awareness of what he/she knows and does not know, and skill development through systematic targeted monitoring and feedback. However, significant tensions arise in balancing multiple supervisor roles and responsibilities involving multicultural and global competence. Steps are proposed to advance supervisor competence within competency-based supervision and the requisite practices are identified that define it as a model for future study and empirical analysis of supervision efficacy.
There has been a recent call for formal competency assessments of practicing physicians and surgeons to form a framework of competency based continuing professional development (CBCPD).
An email ...questionnaire was conducted regarding CBCPD. Responses were further used to inform development of semi-structured interviews.
There were 58 questionnaire respondents (42%). There was moderate support for assessment of surgeons’ technical skills (50.9%) or decision making (56.6%). Support was highest for a mechanism to flag surgeons in need of a focused competence assessment (83.0%). Eight surgeons participated in interviews. Interviews identified a range of benefits of CBCPD but also several challenges to implementation, including the need for fair, data-driven assessments, taking into account patient outcomes.
Through listening to surgeon concerns and recommendations for implementation strategies, this study’s findings may support development of an effective CBCPD strategy with the potential to be embraced by surgeons and foster an environment of improved safety and performance.
•Competency assessment of practicing surgeons may benefit both patients and surgeons.•Care must be taken when planning Competency Based Continuing Professional Development.•An effective program should use valid, data-driven measures including patient outcomes.•Assessments must be tailored to surgical specialty and scope and phase of practice.
Millennials are quickly becoming the most prevalent generation of medical learners. These individuals have a unique outlook on education and have different preferences and expectations than their ...predecessors. As evidenced by its implementation by the Accreditation Council for Graduate Medical Education in the United States and the Royal College of Physicians and Surgeons in Canada, competency based medical education is rapidly gaining international acceptance. Characteristics of competency based medical education can be perfectly paired with Millennial educational needs in several dimensions including educational expectations, the educational process, attention to emotional quotient and professionalism, assessment, feedback, and intended outcomes. We propose that with its attention to transparency, personalized learning, and frequent formative assessment, competency based medical education is an ideal fit for the Millennial generation as it realigns education and assessment with the needs of these 21st century learners.
The inclusion of structural competency training in pre-health undergraduate programs may offer significant benefits to future healthcare professionals. This paper presents the results of a ...comparative study of an interdisciplinary pre-health curriculum based in structural competency with a traditional premedical curriculum. The authors describe the interdisciplinary pre-health curriculum, titled Medicine, Health, and Society (MHS) at Vanderbilt University. The authors then use a new survey tool, the Structural Foundations of Health Survey, to evaluate structural skills and sensibilities. The analysis compares MHS majors (n = 185) with premed science majors (n = 63) and first-semester freshmen (n = 91), with particular attention to understanding how structural factors shape health. Research was conducted from August 2015 to December 2016. Results suggest that MHS majors identified and analyzed relationships between structural factors and health outcomes at higher rates and in deeper ways than did premed science majors and freshmen, and also demonstrated higher understanding of structural and implicit racism and health disparities. The skills that MHS students exhibited represent proficiencies increasingly stressed by the MCAT, the AAMC, and other educational bodies that emphasize how contextual factors shape expressions of health and illness.
•Posits structural competency as a conceptual framework for training premed students.•Assesses whether structural competency enhances education about diversity issues.•Details interdisciplinary pre-health curriculum integrating structural competency.•Presents Structural Foundations of Health Survey to assess analytic skills.
Nowadays, digital technologies have become an integral part of our lives. Thus, there is a need to improve employees’ qualification in the labor market in accordance with the demands of the digital ...economy. The purpose of this study was to develop a methodological approach to design a competency matrix for the digital economy. The study used three methodologies. The content analysis conducted a study of the design methods of competency models used in Russian and foreign universities. The analysis consisted with examination of used terminology, competency models’ development stages, levels of competency, principles, and models’ structure. A comparative analysis of foreign competency models focused on models for professionals in various fields to determine the conditions, principles, structure, and content of the elements for proposed competency matrix. Based on the results of content and comparative analysis it was possible to model a methodological approach to design a competency matrix for the digital economy.
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.
Abstract
Competency-based education (CBE) is a concept, a philosophy, and an approach to educational design where learner progression occurs when competency is demonstrated. It assumes a set of ...standard defined performance outcomes for any level of professional practice—students, residents, or practicing physical therapists. Those outcomes are based on the health needs of society and guide the curricular design, implementation, and evaluation of health professions education programs. Lack of a CBE framework—with no required demonstration of competence throughout one’s career—has the potential to lead to variation in physical therapists’ skills and to unwarranted variation in practice, potentially hindering delivery of the highest quality of patient care. CBE requires a framework that includes a commonly understood language; standardized, defined performance outcomes at various stages of learner development; and a process to assess whether competence has been demonstrated. The purpose of this perspective article is to (1) highlight the need for a shared language, (2) provide an overview of CBE and the impetus for the change, (3) propose a shift toward CBE in physical therapy, and (4) discuss the need for the profession to adopt a mindset requiring purposeful practice across one’s career to safely and most efficiently practice in a given area. Utilizing a CBE philosophy throughout one’s career should ensure high-quality and safe patient care to all—patient care that can adapt to the changing scope of physical therapist practice as well as the health care needs of society. The physical therapy profession is at a point at which we must step up the transition to a competency-based system of physical therapist education.
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