Journal articles on the topic 'Competency based self-assessment'
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Brown, Crystal E., Anthony L. Back, Dee W. Ford, Erin K. Kross, Lois Downey, Sarah E. Shannon, J. Randall Curtis, and Ruth A. Engelberg. "Self-Assessment Scores Improve After Simulation-Based Palliative Care Communication Skill Workshops." American Journal of Hospice and Palliative Medicine® 35, no. 1 (December 14, 2016): 45–51. http://dx.doi.org/10.1177/1049909116681972.
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Background: We conducted a randomized trial of a simulation-based multisession workshop to improve palliative care communication skills (Codetalk). Standardized patient assessments demonstrated improved communication skills for trainees receiving the intervention; however, patient and family assessments failed to demonstrate improvement. This article reports findings from trainees’ self-assessments. Aim: To examine whether Codetalk resulted in improved self-assessed communication competence by trainees. Design: Trainees were recruited from the University of Washington and the Medical University of South Carolina. Internal medicine residents, medicine subspecialty fellows, nurse practitioner students, or community-based advanced practice nurses were randomized to Codetalk, a simulation-based workshop, or usual education. The outcome measure was self-assessed competence discussing palliative care needs with patients and was assessed at the start and end of the academic year. We used robust linear regression models to predict self-assessed competency, both as a latent construct and as individual indicators, including randomization status and baseline self-assessed competency. Results: We randomized 472 trainees to the intervention (n = 232) or usual education (n = 240). The intervention was associated with an improvement in trainee’s overall self-assessment of competence in communication skills ( P < .001). The intervention was also associated with an improvement in trainee self-assessments of 3 of the 4 skill-specific indicators—expressing empathy, discussing spiritual issues, and eliciting goals of care. Conclusion: Simulation-based communication training was associated with improved self-assessed competency in overall and specific communication skills in this randomized trial. Further research is needed to fully understand the importance and limitations of self-assessed competence in relation to other outcomes of improved communication skill.
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Katona, Nora. "Assessment Strategies and Evidence-Based Interventions." Przedsiębiorczość - Edukacja 13 (December 17, 2017): 304–13. http://dx.doi.org/10.24917/20833296.13.22.
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An overview of assessment strategies in an evidence-based programme aimed at promoting entrepreneurial skills of disadvantaged young people. Key-elements of evidence-based programs are reviewed and the development of a competence questionnaire to fulfil the requirements of assessments of evidence-based programme development practices and research based on Chorpita’s (2003) categorization. The strategies of selecting scales to utilize in content validation of the ten competencies identified are provided. Self-efficacy, assertive behaviour, locus of control scales, as well as the Strengths and Difficulties Questionnaire (Goodman, 1997) have corroborate the content validity of the competency questionnaire by providing strong correlation with required competency sub-scales at a p < 0,01 significance level. On the other hand, two alternative possible explanations are offered why self-esteem scale of Rosenberg (1965) did not provide any correlations.
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Suyoga Dharma, I. Putu, and Pande Agus Adiwijaya. "The Effect Of Problem Based Learning And Self-Assessment On Students’ Writing Competency And Self-Regulated Learningm." SHS Web of Conferences 42 (2018): 00036. http://dx.doi.org/10.1051/shsconf/20184200036.
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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.
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Lind, D. Scott, Stelios Rekkas, V. Bui, T. Lam, E. Beierle, and E. M. Copeland. "Competency-Based Student Self-Assessment on a Surgery Rotation." Journal of Surgical Research 105, no. 1 (June 2002): 31–34. http://dx.doi.org/10.1006/jsre.2002.6442.
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Rogers, Jennifer Lynn, and Katy Garth. "Implementation of a Formative Objective Structured Clinical Exam to assess self evaluation in a rural BSN-DNP program." Journal of Nursing Education and Practice 10, no. 12 (October 19, 2020): 69. http://dx.doi.org/10.5430/jnep.v10n12p69.
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Background and objective: The role of self-assessment in competency-based education has been controversial. The Objective Structured Clinical Exam (OSCE) has been used to assess competencies across the health professions. However, exploring the role of the OSCE as a method of self-assessment for nursing students has been limited. Objective: Implementation of a low cost pilot OSCE in a rural BSN-DNP program to explore graduate nursing students perceived self-evaluation of competencies to their actual OSCE performance.Methods: Eight students enrolled in a small, rural Bachelor of Science and Nursing to Doctorate of Nursing Practice (BSN-DNP) program in the Family Nurse Practitioner (FNP) specialty track were required to complete an OSCE. Graduate students participating in the OSCE completed a Self-Assessment of Competency questionnaire prior to performing the OSCE and the results were compared to their actual performance on the OSCE. Using available resources, undergraduate students in the BSN program at the institution were utilized as standardized patients.Results: Students perceived self-assessment of competence rated higher than their actual performance in subjective and objective data collection and implementation of a plan. Students’ actual performance was superior to their perceived self-assessment regarding communication with the patient.Conclusions: Without competency-based self-assessments, students can be unaware of their strengths and weaknesses. The OSCE is an instrument that provides faculty and students with objective measures of self-evaluation and should be considered as a component of competency-based education in rural nursing institutions.
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Nguyen, Anh Hoang. "BUILDING THE ASSESSMENT CRITERIA OF EXPERIMENTAL CAPACITY BASED ON SELF-CREATED EXPERIMENTS." Scientific Journal of Tra Vinh University 1, no. 26 (June 19, 2019): 64–70. http://dx.doi.org/10.35382/18594816.1.26.2017.106.
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Experimental competency is one of the specialized capabilities, important to be conceived and developed in the process of teaching physics. In this article we present how to use selfcreated experiments to assess the studying results in relevance to the experimental competency development for students in teaching physics in high school.
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Azizah, Siti Noor, Suparwoto Suparwoto, and Zalik Nuryana. "An evaluation toward the post-certification teacher performance in the natural history learning process for the elementary school degree." Psychology, Evaluation, and Technology in Educational Research 2, no. 2 (April 29, 2020): 115. http://dx.doi.org/10.33292/petier.v2i2.16.
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The study aims at describing the teacher performance in the Natural History Learning Process for the Elementary School Degree throughout the Province of Yogyakarta Special Region from the four competencies namely personality competency, professionalism competency, pedagogy competence and social competency based on the self-assessment, the principal assessment, the peer assessment, the student assessment and the observation toward the learning process after the certification. The nature of the study is an evaluative study using the descriptive quantitative approach. The study itself was conducted in both the Public Elementary Schools and the Private Elementary Schools throughout the Province of Yogyakarta Special Regions. The subjects of the study were the teachers who had been teaching Natural History in both schools who had passed the certification test in 2007 and 2008 and who had also been receiving the certification allowance. During the conduct of the study, the data gathering instruments that had been implemented were questionnaire, observation sheet and documentation. On the other hand, the data analysis technique that had been adopted was descriptive statistical analysis with percentage. Then, the results of the study show that the post-certification performance of Natural History teachers have been “Very Good” based on the personality, professionalism, pedagogy and social competency and also based on the results of the self-assessment, the principal assessment and the peer assessment. The details on the results of the post-certification teacher performance in this regard might be elaborated as follows: (1) personality competence 96.70%; (2) professionalism competence 76.40%; (3) pedagogy competence 83.30%; and (4) social competence 88.90%. Furthermore, the results of the student assessment assert that the post-certification of Natural History teachers belongs to the “Very Good” category with the assessment rate of 96.70%. Last but not the least, the results of the observation toward the teacher learning process also belong to the “Very Good” category with the following details: (1) pre-learning activities 93.30%; (2) core activities 93.30%; and (3) closing activities 73.30%.
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Ott, Mary C., Rachael Pack, Sayra Cristancho, Melissa Chin, Julie Ann Van Koughnett, and Michael Ott. "“The Most Crushing Thing”: Understanding Resident Assessment Burden in a Competency-Based Curriculum." Journal of Graduate Medical Education 14, no. 5 (October 1, 2022): 583–92. http://dx.doi.org/10.4300/jgme-d-22-00050.1.
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ABSTRACT Background Competency-based medical education (CBME) was expected to increase the workload of assessment for graduate training programs to support the development of competence. Learning conditions were anticipated to improve through the provision of tailored learning experiences and more frequent, low-stakes assessments. Canada has adopted an approach to CBME called Competence by Design (CBD). However, in the process of implementation, learner anxiety and assessment burden have increased unexpectedly. To mitigate this unintended consequence, we need a stronger understanding of how resident assessment burdens emerge and function. Objective This study investigates contextual factors leading to assessment burden on residents within the framework of CBD. Methods Residents were interviewed about their experiences of assessment using constructivist grounded theory. Participants (n=21) were a purposive sample from operative and perioperative training programs, recruited from 6 Canadian medical schools between 2019 and 2020. Self-determination theory was used as a sensitizing concept to categorize findings on types of assessment burden. Results Nine assessment burdens were identified and organized by threats to psychological needs for autonomy, relatedness, and competence. Burdens included: missed opportunities for self-regulated learning, lack of situational control, comparative assessment, lack of trust, constraints on time and resources, disconnects between teachers and learners, lack of clarity, unrealistic expectations, and limitations of assessment forms for providing meaningful feedback. Conclusions This study contributes a contextual understanding of how assessment burdens emerged as unmet psychological needs for autonomy, relatedness, and competence, with unintended consequences for learner well-being and intrinsic motivation.
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Khan, Fawad, and Essi Vuopala. "Digital Competence Assessment Across Generations." International Journal of Digital Literacy and Digital Competence 10, no. 2 (April 2019): 15–28. http://dx.doi.org/10.4018/ijdldc.2019040102.
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Based on the European framework (DigComp), a self-assessment tool digital competency wheel is used for this quantitative study to measure the individuals' perceptions toward digital competence. With a sample of 197 individuals from different generations in Finland, this study aims to provide empirical evidence that generational technological abilities are diverse. The data in this study show that “Net Generation,” also coined as “digital natives,” has obtained the highest level of digital competence. Nevertheless, when looking at the performance of all the investigated groups, the slight inter-generational difference was found in the case of problem-solving, whereas programming was found as the least developed competency among these groups. Based on the results, the study concludes that digital competence is very much distributed across generations. This also contributes to intergenerational learning that may enhance technological skills across generations.
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Trinh, Peter, Barbara Tafuto, Yasheca Ebanks, Zahra Zunaed, and Doreen W. Lechner. "40977 Assessing the Need for Competency-Based Self-Assessment Tools for CTSA Professionals." Journal of Clinical and Translational Science 5, s1 (March 2021): 59. http://dx.doi.org/10.1017/cts.2021.555.
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ABSTRACT IMPACT: This study works to improve the quality of clinical and translational workforce development programs in order to enhance the training of researchers in the field. OBJECTIVES/GOALS: Evaluating the impact of Clinical and Translational Science Awards (CTSA) Programs is crucial. To this end, the value of competency-based metrics to assess the professional growth of CTSA awardees is unknown. A needs assessment was conducted to determine the present use and potential need for a competency-based self-assessment tool. METHODS/STUDY POPULATION: A mixed methods study was conducted using synchronous live interviews and asynchronous online surveys. Study authors contacted 102 CTSA administrators nationwide for live interviews according to I-Corps ******„¢Customer Discovery Guidelines. Interviews were recorded and transcribed through Innovation Within, an I-Corps „¢online platform and independently analyzed by two members of the study team. An online REDCap survey was also distributed to 63 CTSA hubs via an internal listserv. In an attempt to elicit responses similar to the I-Corps „¢Customer Discovery Guidelines, the survey asked questions related to the use of competency assessments and requested explanatory responses but did not explicitly ask respondents if they needed a competency-based self-assessment tool. RESULTS/ANTICIPATED RESULTS: Overall, 30 unique CTSA hubs participated. Interview requests and surveys had a response rate of 22% (22 out of 102) and 33% (21 out of 63), respectively. Of the interviewees, 32% (7 out of 22) reported existing use of a competency-based assessment tool, and 59% (13 out of 22), inclusive of those already using a tool, indicated a clear need for one. Of the survey respondents, 62% (13 out of 21) already use a CBST. Interviewees highlighted preferred features for a CBST: customization, soft skills assessment, and integration with local academic institutions. Communication and teamwork were highly valued soft skills, a finding reinforced by survey results in which 80% of respondents marked oral and written communication and teamwork as important skills for their professional workforce. DISCUSSION/SIGNIFICANCE OF FINDINGS: Among CTSA administrators involved with workforce development, there is notable interest in a competency-based self-assessment tool, particularly one that is customizable, soft skill-focused, and integrated with local educational systems.
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Mikelsone, Ilze, Jana Grava, and Vineta Pole. "Pre-school Teachers' professional development needs concerning competency-based teaching." Cypriot Journal of Educational Sciences 17, no. 1 (January 31, 2022): 306–19. http://dx.doi.org/10.18844/cjes.v17i1.6716.
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The competency-based approach is currently introduced throughout the whole pre-school education system, and this process reveals the uncertainty, doubts, confusion, and unpreparedness of teachers for the implementation of this task. It also highlights the need to provide new guidance for the professional development of in-service teachers. The article presents the results of a survey on the professional needs of pre-school teachers for implementing a competency-based approach. The research data is obtained from focus group discussions, teacher surveys, and self-assessments from teachers’ professional development courses. The research data shows that the most topical professional development needs of pre-school teachers are linked to the need for an in-depth understanding of such components of competency-based approach as equity, meaningful assessment, personalized learning, transversal skills, and learning environments, allowing to identify the tasks for the professional development of teachers to promote a common understanding for implementing a competency-based approach in pre-school education.
Keywords: competence; competency-based approach; professional development; professional needs; pre-school teachers
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Nguyen Cong, Khanh, Oanh Dao Thi, Hue Nguyen Thi, Hien Nguyen Vu Bich, Son Vu Thi, and Quang Nguyen Vinh. "Developing Student Outcome Standard Framework for Competence-Based Teacher Training Programs in Universities of Education." Journal of Science Educational Science 65, no. 9 (September 2020): 164–79. http://dx.doi.org/10.18173/2354-1075.2020-0103.
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The current study presents the development of a student outcome standard framework for competence-based teacher training programs in universities of education. The outcome standard framework was built in direction of approaching students’ quality, competency including 5 standards: Key qualities; Core competences; Pedagogical competence; Specialistic scientific competence; Self-study, research and profession development competence. Based on this standard framework, education universities can build student outcome standards for each training program following a multiple-step controlled process. Each student outcome standard of a training program must transparently determine specific requirements of profession competencies. Each standard consists of the criteria of the target-competence and then, each criterion is specifically specified into indicators with several typical-specific behaviors. From this standard framework, education universities can develop student outcome assessment instruments (checklist\ scale\ or questionnaire) for evaluating graduated-student outcome quality\ effectiveness of every teacher training program.
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Esposito, Giovanna, Maria Francesca Freda, and Valentina Bosco. "Examining perception of competency through practicum competencies outline." European Journal of Training and Development 39, no. 8 (September 1, 2015): 700–720. http://dx.doi.org/10.1108/ejtd-05-2015-0037.
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Purpose – This study aims to examine the self-perceived competencies of 231 Italian students enrolled in a psychological degree program and involved in a practicum. It analyzes the subjective perception of the competences that students expect to develop, acknowledge as developed and that might be inferred from tasks performed during the practicum; the level of expertise (novice, intermediate or advanced) of these competences; and the relation between the practicum facility and the competences. Design/methodology/approach – This study administered an ad hoc survey comprising open-ended questions and used the Practicum Competencies Outline (Hatcher and Lassiter, 2007) as a framework for the content analysis. Findings – The results revealed poor perception of some competency domains, such as Diversity: Individual and Cultural Differences; Development of Leadership; Application of Research and Ethics; and a frequent acknowledgment of Psychological Assessment and Professional Development. Before the practicum, the students expected to develop competence mainly at a novice level of expertise; after the practicum, the intermediate level of competences acknowledged as developed and inferred from performed tasks increased. Research limitations/implications – The findings have implications for research on competence-based training, such as the necessity of self-assessment training evaluation. Practical implications – Undergraduate psychology students must reflect on the value of psychological competences during their formative training to re-orient their learning process and build a competent professional role. Moreover, psychological facilities and university must share common objectives in training undergraduate students. Originality/value – This study is the first attempt to analyze Italian college students’ subjective perceptions of psychological competencies expected or developed during practicum .
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Fang, Jiacheng, Qin Guo, and Shanchao Guan. "A Study on Competence of Teaching or Scientific Projects Research for Primary and Secondary School Teachers Based on Blockchain Technology." International Transactions on Electrical Energy Systems 2022 (September 15, 2022): 1–11. http://dx.doi.org/10.1155/2022/3920877.
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Competence of Teaching or Scientific Projects, which include teacher competencies, knowledge, self-image, motivation, and personality traits, distinguishes high-performing teachers from average teachers in school education. The Competence of Teaching or Scientific Projects model is the sum of the competency characteristics required for the specific role of a teacher, and it is a set of characteristics developed in response to the professional performance and task requirements of the teacher. This paper adopts a systematic literature review method to analyze the research results on teachers' research competency in China since the 21st century. Horizontally, the number of literature types first increases and then stabilizes, the publishing journals are concentrated, and the research topics are diverse; vertically, the definition of teacher research competency includes hybrid, behavioral, and trait theory; the cultivation goals of teacher research competency range from breakpoint separation to articulation and integration, the cultivation process ranges from theory acquisition to participation in creation, and the cultivation methods range from primary and secondary schools based to demand-based. The construction of a teacher research competency model helps in teacher recruitment, research competency development, and assessment; the construction methods include qualitative, quantitative, and mixed research; specific strategies involve sample selection, competency indicator determination, and subjective influence control. This study selected high-performing primary and secondary school outstanding teachers as a valid sample, used the event interview method, adopted the classical BEI competency modeling method, analyzed key behavioral events that occurred in teachers’ past teaching work, examined performance behaviors, explored identifying and conceptualizing Competence of Teaching or Scientific Projects characteristics, determined outstanding Competence of Teaching or Scientific Projects criteria through retrospective interview evaluations of graduates, explored key elements of teachers’ long-term impact on students, compared outstanding teachers with ordinary teachers, and constructed a model of primary and secondary school Competence of Teaching or Scientific Projects to provide an effective basis for teacher selection, training, and assessment. Future research needs to increase research perspectives, broaden research themes, and innovate research methods.
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Kotzebue, Lena von, Monique Meier, Alexander Finger, Erik Kremser, Johannes Huwer, Lars-Jochen Thoms, Sebastian Becker, Till Bruckermann, and Christoph Thyssen. "The Framework DiKoLAN (Digital Competencies for Teaching in Science Education) as Basis for the Self-Assessment Tool DiKoLAN-Grid." Education Sciences 11, no. 12 (November 30, 2021): 775. http://dx.doi.org/10.3390/educsci11120775.
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For the planning and implementation of lessons with digital technologies, a subject-specific technology-related professional competence of teachers is of central importance. However, the competency frameworks developed so far remain in a general perspective and do not explicitly address subject-specific issues. Furthermore, digital competencies are predominantly measured with subject-unspecific self-assessment instruments, as subject-specific operationalizations for this area are not yet available in a differentiated form. In this article, the framework for Digital Competencies for Teaching in Science Education (DiKoLAN), a subject-specific framework for pre-service science teachers, is introduced, on the one hand, and, on the other hand, first results of a self-assessment tool based on the framework are described. DiKoLAN defines competency areas highly specific to science, as well as more general competency areas that include aspects common to all subjects. Each competency area is described by competency expectations, which, in turn, are structured with reference to the four technology-related dimensions of the TPACK framework (i.e., Technological and Pedagogical Content Knowledge) and three levels of performance (Name, Describe, Use/Apply). Derived from DiKoLAN, a corresponding self-assessment instrument (DiKoLAN-Grid) was developed and empirically tested for the two competency areas, (n = 118) and Information Search and Evaluation (n = 90), in biology student teachers. By means of path models, tendencies regarding structural correlations of the four components Special Tools (TK), Content-specific Context (TCK), Methods and Digitality (TPK), and Teaching (TPACK) are presented for both competency areas and discussed, as well as in comparison to previously conducted, subject-unspecific surveys.
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Calhoun, Aaron W., Megan Boone, Karen H. Miller, Rebecca L. Taulbee, Vicki L. Montgomery, and Kimberly Boland. "A Multirater Instrument for the Assessment of Simulated Pediatric Crises." Journal of Graduate Medical Education 3, no. 1 (March 1, 2011): 88–94. http://dx.doi.org/10.4300/jgme-d-10-00052.1.
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Abstract Background Few validated instruments exist to measure pediatric code team skills. The goal of this study was to develop an instrument for the assessment of resuscitation competency and self-appraisal using multirater and gap analysis methodologies. Methods Multirater assessment with gap analysis is a robust methodology that enables the measurement of self-appraisal as well as competency, offering faculty the ability to provide enhanced feedback. The Team Performance during Simulated Crises Instrument (TPDSCI) was grounded in the Accreditation Council for Graduate Medical Education competencies. The instrument contains 5 competencies, each assessed by a series of descriptive rubrics. It was piloted during a series of simulation-based interdisciplinary pediatric crisis resource management education sessions. Course faculty assessed participants, who also did self-assessments. Internal consistency and interrater reliability were analyzed using Cronbach α and intraclass correlation (ICC) statistics. Gap analysis results were examined descriptively. Results Cronbach α for the instrument was between 0.72 and 0.69. The overall ICC was 0.82. ICC values for the medical knowledge, clinical skills, communication skills, and systems-based practice were between 0.87 and 0.72. The ICC for the professionalism domain was 0.22. Further examination of the professionalism competency revealed a positive skew, 43 simulated sessions (98%) had significant gaps for at least one of the competencies, 38 sessions (86%) had gaps indicating self-overappraisal, and 15 sessions (34%) had gaps indicating self-underappraisal. Conclusions The TPDSCI possesses good measures of internal consistency and interrater reliability with respect to medical knowledge, clinical skills, communication skills, systems-based practice, and overall competence in the context of simulated interdisciplinary pediatric medical crises. Professionalism remains difficult to assess. These results provide an encouraging first step toward instrument validation. Gap analysis reveals disparities between faculty and self-assessments that indicate inadequate participant self-reflection. Identifying self-overappraisal can facilitate focused interventions.
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Trinh, Peter, Barbara Tafuto, Yasheca Ebanks, Zahra Zunaed, and Doreen Lechner. "Competency-Based Self-Assessment Tools: A Mixed-Methods Retrospective Analysis of Need." Principles and Practice of Clinical Research Journal 7, no. 4 (December 26, 2021): 23–26. http://dx.doi.org/10.21801/ppcrj.2021.74.3.
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Scaffidi, Michael, Catharine Walsh, Rishad Khan, Colleen Parker, Ahmed Al-Mazroui, Michael Abunassar, Alexander Grindal, et al. "Influence of video-based feedback on self-assessment accuracy of endoscopic skills: a randomized controlled trial." Endoscopy International Open 07, no. 05 (May 2019): E678—E684. http://dx.doi.org/10.1055/a-0867-9626.
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Abstract Background and study aims Novice endoscopists are inaccurate in self-assessment of procedures. One means of improving self-assessment accuracy is through video-based feedback. We aimed to determine the comparative effectiveness of three video-based interventions on novice endoscopists’ self-assessment accuracy of endoscopic competence. Materials and methods Novice endoscopists (performed < 20 previous procedures) were recruited. Participants completed a simulated esophagogastroduodenoscopy (EGD) on a virtual reality simulator. They were then randomized to one of three groups: self-video review (SVR), which involved watching a recorded video of their own performance; benchmark review (BVR), which involved watching a video of a simulated EGD completed by an expert; and self- and benchmark video (SBVR), which involved both videos. Participants then completed two additional simulated EGD cases. Self-assessments were conducted immediately after the first procedure, after the video intervention and after the additional two procedures. External assessments were conducted by two experienced endoscopists, who were blinded to participant identity and group assignment through video recordings. External and self-assessments were completed using the global rating scale component of the Gastrointestinal Endoscopy Competency Assessment Tool (GiECAT GRS). Results Fifty-one participants completed the study. The BVR group had significantly improved self-assessment accuracy in the short-term, compared to the SBVR group (P = .005). The SBVR group demonstrated significantly improved self-assessment accuracy over time (P = .016). There were no significant effects of group or of time for the SVR group. Conclusions Video-based interventions, particularly combined use of self- and benchmark video review, can improve accuracy of self-assessment of endoscopic competence among novices.
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Mazur, Barbara, and Anna Walczyna. "Sustainable Development Competences of Engineering Students in Light of the Industry 5.0 Concept." Sustainability 14, no. 12 (June 13, 2022): 7233. http://dx.doi.org/10.3390/su14127233.
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In 2021, the European Commission set out the direction of changes in the field of European enterprise activities by establishing the principles of Industry 5.0. One of the indicated directions was the implementation of sustainable development principles in European industry. The aim of this article is to examine the level and nature of competences in the field of sustainable development among students at two Lublin universities: the Lublin University of Technology and the University of Life Sciences in Lublin. This is to enable the assessment of students’ preparation for the implementation of sustainable development principles in their future professional activities. The research sought to determine the relationship between the type of university and the competences of students, through the self-assessment of competences. The conceptualization and operationalization of competences in the field of sustainable development was based on the de Haan and Cebrian models, respectively. The tool used was the author’s own questionnaire based on the self-assessment of 25 statements, grouped into five areas of competence: knowledge, action, values and ethics, emotions and systems thinking. The results of the study confirmed differences between students in the areas of knowledge and activity. However, a relationship between the type of university and self-esteem in areas related to systemic thinking, emotions, and ethics and values was not found. Various self-assessment patterns (clusters) were observed in individual areas among the respondents. Differences in the assessment of the statements indicated the existence of factors that influenced responses. The results of the study confirmed the usefulness of the tool in identifying competency gaps of students based on which the tool can be recommended for use in the design of study programs.
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Salman, Mohammad, Showkat Ahmad Ganie, and Imran Saleem. "The concept of competence: a thematic review and discussion." European Journal of Training and Development 44, no. 6/7 (May 25, 2020): 717–42. http://dx.doi.org/10.1108/ejtd-10-2019-0171.
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Purpose This paper follows three objectives. The paper aims to demonstrate a synoptic view of the historical evolution of competence, significant growth and changes in conversation. The second objective is to investigate the meaning and definitional usage of competence and competency. The third objective is to present a synoptic view of different dimensions of competence. Design/methodology/approach This paper reviews the selected literature spanning from 1959 to date from various databases using the following keywords: competence, competency, employee competence, employee competency, competency management and competency-based management. A total of 170 studies were selected in the first wave. In the second wave, a detailed assessment was made, as suggested by Tranfield Denyer and Smart, to ascertain the relevance of the articles. In this way, only 63 studies were selected for the review. This study also considers other relevant literature. Findings The historical evolution demonstrates that competence scholarship has focused on use of the concept in different fields and contexts, theoretical frameworks for competence development and strategic relevance of competence-based (demand-based) human resource management. Results also suggest that the term competency and competence are interchangeably usable. Finally, the review summarizes a total of 16 dimensions of competence, studied in various contexts and classifies them into hard and soft competence and further dividing them into knowledge, skill and self-actualization-related competence. Research limitations/implications This paper discusses various research implications for human resource development scholars and professionals. Originality/value This paper is a unique attempt to review the literature on three themes of employee competence.
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Taylor, John T. "Using Low-Fidelity Simulation to Maintain Competency in Central Line Care." Journal of the Association for Vascular Access 17, no. 1 (March 1, 2012): 31–37. http://dx.doi.org/10.2309/java.17-1-4.
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Abstract Purpose: Many healthcare facilities require staff nurses to complete annual competency assessments on central line care. However, the question arises, could simulation provide a better assessment of competency and possibly help nurses retain competence longer? Review of Relevant Literature: A thorough review of the literature revealed that limited investigation has been done regarding the perception or effectiveness of simulation as a tool for competency evaluation. Multiple authors have identified simulation as an advantageous method for training health care providers in central line care. Several studies have linked simulation based training with decreased central line associated bacteremia rates. There is also evidence in the literature that simulation has great potential as a competency validation technique. Discussion: A sample of staff nurses participated in one of four central line care scenarios in a simulation environment. The participants were asked to complete a demographics survey as well as a self-assessment on central line competency prior to the simulation experience. Debriefing followed the simulation, offering the participant feedback on performance and verification of correct and incorrect actions. The self-assessment was then repeated to measure participant perception post-simulation. Implications for Clinical Practice: No significant difference of performance in the simulation was inferred from baccalaureate-prepared nurses versus diploma or associate-prepared nurses. Almost all participants rated their competence in caring for a central line as either “competent” or “highly competent.” However upon demonstration of central line skills in the simulation, all but two participants omitted a critical step. Omitting these steps places the patient at risk for infection or other complications.
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Jacobs, Lindsey, Patricia Bamonti, Jessica Strong, Kyle Page, Barry Edelstein, Rebecca Allen, and Shane Bush. "Capacity Assessment Training and Competency Evaluation Tool." Innovation in Aging 4, Supplement_1 (December 1, 2020): 595. http://dx.doi.org/10.1093/geroni/igaa057.1998.
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Abstract Given the complex interplay of ethical, clinical, and legal factors, evaluating capacities in older adults is an important competency for geropsychologists. However, the amount of quality of training in this area varies, and geropsychology trainees report less confidence in their capacity evaluation skills. To date, only the Pikes Peak Self-Assessment Tool includes items measuring competency and growth in decisional capacity evaluations. However, it is a broad self-report measure assessing general geropsychology competencies. We developed a performance-based measure of decision-making capacity evaluations, the “Capacity Assessment Training and Competency Evaluation Tool (CATCET).” Using the ABA/APA Assessment of Older Adults with Diminished Capacity as a guide, expert panels created two clinical cases across 5 capacity domains. This presentation will discuss the creation of the CATCET, its application as a training and evaluation tool, and initial performance data among psychology graduate students, intern, and fellows across settings.
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Dagenais, Renee, Shane A. Pawluk, Daniel C. Rainkie, and Kyle Wilby. "Team-Based Decision-Making in an Objective Structured Clinical Examination (OSCE)." INNOVATIONS in pharmacy 9, no. 3 (November 2, 2018): 14. http://dx.doi.org/10.24926/iip.v9i3.1255.
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Evaluation of pre-licensure students’ competency in team-based decision-making is lacking. The purposes of this study were to evaluate pre-licensure pharmacy students’ competency in team-based decision-making in the context of an objective structured clinical examination (OSCE), and to determine whether performance correlated with reflective assignment scores. Students’ self-assessment and conceptualization of team-based decision-making in practice was also evaluated. Twenty-three pre-licensure pharmacy students’ competency in team-based decision-making was evaluated in an OSCE station and with a reflective journal assignment; rubric scores for both evaluations were compared using Spearman’s rank order analysis. Students completed an 18-item questionnaire regarding attitudes, confidence, and perceptions related to team-based decision-making. Descriptive statistics and construct analysis with open coding were used to analyse questionnaire results. Mean OSCE station and reflective journal scores were 45% and 66.3%, respectively, and were not correlated. Students’ attitudes toward team-based decision-making were positive, and they reported performing associated behaviours during experiential education rotations. Students appropriately defined ‘team-based decision-making’ and were highly confident in performing related activities. However, students’ conceptualization of team-based decision-making did not align with the pharmacy program’s competency framework. Three key themes were identified through the study analyses: 1) student performance is dependent on assessment context when evaluating collaborator-related competencies; 2) there is a mismatch between students’ perceived competency and objectively measured competence when collaborator outcomes were assessed within an OSCE; and 3) students’ perceptions of team-based decision-making do not align with the program’s competency framework. Future research is necessary to assess competency and perceptions of team-based decision-making in students from other healthcare professions, and to further evaluate whether pre-licensure students are “collaborative practice ready”.
Article Type: Case Study
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Lee, Jonathon R., and Shelley Ross. "A Comparison of Resident-Completed and Preceptor-Completed Formative Workplace-Based Assessments in a Competency-Based Medical Education Program." Family Medicine 54, no. 8 (September 6, 2022): 599–605. http://dx.doi.org/10.22454/fammed.2022.854689.
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Background and Objectives: In competency-based medical education (CBME), should resident self-assessments be included in the array of evidence upon which summative progress decisions are made? We examined the congruence between self-assessments and preceptor assessments of residents using assessment data collected in a 2-year Canadian family medicine residency program that uses programmatic assessment as part of their approach to CBME. Methods: This was a retrospective observational cohort study using a learning analytics approach. The data source was archived formative workplace-based assessment forms (fieldnotes) stored in an online portfolio by family medicine residents and preceptors. Data came from three academic teaching sites over 3 academic years (2015-2016, 2016-2017, 2017-2018), and were analyzed in aggregate using nonparametric tests to evaluate differences in progress levels selected both within and between groups. Results: In aggregate, first-year residents’ self-reported progress was consistent with that indicated by preceptors. Progress level rating on fieldnotes improved over training in both groups. Second-year residents tended to assign themselves higher ratings on self-entered assessments compared with those assigned by preceptors; however, the effect sizes associated with these findings were small. Conclusions: Although we found differences in the progress level selected between preceptor-entered and resident-entered fieldnotes, small effect sizes suggest these differences may have little practical significance. Reasonable consistency between resident self-assessments and preceptor assessments suggests that benefits of guided self-assessment (eg, support of self-regulated learning, program efficacy monitoring) remain appealing despite potential risks.
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Tsankov, Nikolay, and Ivo Damyanov. "The Digital Competence of Future Teachers: Self-Assessment in the Context of Their Development." International Journal of Interactive Mobile Technologies (iJIM) 13, no. 12 (December 18, 2019): 4. http://dx.doi.org/10.3991/ijim.v13i12.11068.
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In the context of a transforming school of the 21st century and in the context of the digital transformation of the economy and education globally, the digital competence of pedagogical specialists is crucial for the implementation of the new professional roles of the teacher in response to the ever-increasing requirements for it. This article examines the framework of teachers’ digital competency by specifying the main competencies that guarantee their full practical experience. The empirical study presents a self-assessment of the digital competence of future pedagogical specialists trained in the professional field of pedagogy, as well as highlights from their real possibilities of solving specific practical tasks based on the application of information and communication technologies. Some recommendations have been made to rethink the education of future pedagogical specialists and the professional qualification of current teachers in the context of the formation and development of their digital competence.
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Staribratov, Ivaylo, Muharem Mollov, Rosen Valchev, and Petar Petrov. "Self-Assessment – a Component of the Competence-Based Training in the Profession “Applied Programmer”." Strategies for Policy in Science and Education-Strategii na Obrazovatelnata i Nauchnata Politika 30, no. 5 (September 20, 2022): 512–25. http://dx.doi.org/10.53656/str2022-5-5-sel.
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The article discusses the idea of competency-based education (CBE), which is increasingly used to improve training for the modern knowledge-based economy. A general description of such training has been made, in the center of which is the learner. The ideas for ADDIE were used – a training model that meets the objectives of the UNCCD. The article focuses on self-assessment as one of the characteristic forms of CBE assessment. The results of the self-assessment of students participating in the training in the profession “Applied Programmer” are presented. The study involved students studying under the National Program “IT Career Training” (NPITC), with which the CBE was conducted and a group of students in which traditional training in the profession was conducted. The prepared self-assessment questionnaire includes questions related to the development of basic and specific competencies. The questions on specific competencies are based on the competency models used in the IT sector. The results of the survey show that students who participated in the CBE have a higher self-esteem than students trained in the traditional approach. It is necessary to conclude that the CBE is suitable for use in modern education, despite the need for serious preparation before its implementation.
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Murranka, Patricia A., and David Lynch. "Developing a Competency-based Fundamentals of Management Communication Course." Business Communication Quarterly 62, no. 3 (September 1999): 9–23. http://dx.doi.org/10.1177/108056999906200302.
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An innovative course in fundamentals of management communication derives from competency-based instruction. Course designers created a list of competen cies and behavioral objectives for each of four modules: business writing funda mentals, formal report writing, informative oral presentations, and persuasive oral presentations. Students receive the list before instructions. Students also gain instruction in class or through self-study or both. They are assessed through multi ple forms of assessment, and those assessments are measured in relation to individ ual demonstration of competencies rather than course norms. In general, the stu dents, faculty, and administration have viewed this course positively.
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Bromley, Anthony P., James R. Boran, and William A. Myddelton. "Investigating the baseline skills of research students using a competency-based self-assessment method." Active Learning in Higher Education 8, no. 2 (July 2007): 117–37. http://dx.doi.org/10.1177/1469787407077992.
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Rogers, Jennifer L., Summer Cross, Kristin Reid, Janice Thurmond, and Katy Garth. "Evaluation of a low cost OSCE in family nurse practitioner students: An emphasis on self-assessment in competency-based education." Journal of Nursing Education and Practice 12, no. 9 (May 15, 2022): 24. http://dx.doi.org/10.5430/jnep.v12n9p24.
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Objective: The American Association of Colleges of Nursing has identified competency-based education (CBE) as a priority in nursing education. The Objective Structured Clinical Examination (OSCE) has been used across health professions as a tool to incorporate competency-based education. However, the OSCE has been correlated with intensive faculty resources and high costs. The objective of this study was to discuss the evaluation of a low cost OSCE and its ability to incorporate the role of self-assessment in competency-based education within a nurse practitioner program.Methods: Faculty at a public university developed and evaluated an OSCE, exploring its implementation as a component of CBE while minimizing costs using a quasi-experimental design. Nine nurse practitioner students in their third year of a BSN-DNP program completed a pre- and post- assessment of their perceived ability in three OSCEs. Undergraduate nursing students were recruited for the standardized patient role. The OSCEs were recorded for evaluation by faculty and for self-evaluation by the students.Results: There was no significant difference noted in student self-evaluations pre- and post-assessment. There was a statistical difference in the faculty ratings of the student in the otitis media OSCE, with the student rating their performance higher than faculty. There was no statistical difference noted in either the women’s health or hypertension assessments.Conclusions: Recordings of the OSCEs allowed students to identify strengths and weaknesses, cultivating the practice of self-assessment. Integration of minimal cost OSCEs provides opportunities for programs with varying budgets to incorporate it as a component of CBE.
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Du, Yunfei. "The Relationship Between Students' Computer Competency and Perception of Enjoyment and Difficulty Level in Web-based Distance Learning." Education Libraries 27, no. 2 (September 5, 2017): 5. http://dx.doi.org/10.26443/el.v27i2.201.
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This paper discussed the concept of computer competency and investigated the relationship between students' computer competency and their perception of enjoyment and d ifficulty level of web-based distance-learning courses. Participants were 237 entering graduate students in library and information science from a mid-southwestern state university in the United States from year 2001 to 2003. Computer competency was estimated by students' self-report of their prior knowledge of information technology skills in a survey called Computer Skill and Use Assessment. Statistical significance was found betweenthe correlation of computer competency and students' perception of enjoyment level (p=.011) and difficulty level (p=.001).
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Novotová, Jitka, and Magda Nišponská. "Self-assessment and Assessment of Professional Competencies of Trainee Teachers During the Block Teaching Practice." Lifelong Learning 7, no. 1 (2017): 54–73. http://dx.doi.org/10.11118/lifele2017070154.
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The empirical study presents a question of how to assess professional training of trainee teachers and introduces the approach based on competency model. Based on the modification of the Teacher competencies framework (Rámec profesních kvalit učitele, Tomková et al., 2012) used in the lifelong training of the teachers an evaluation tool was created that contained 5 multi-dimensional competencies elaborated into 34 sub-items. This tool was used in the research of self-assessment of the development of professional competencies of trainee teachers and their assessment by supervising teachers during the block teaching practice. The research sample consisted of 74 students of lower secondary and secondary school teaching programmes and also 74 supervising teachers were involved. The results revealed that the assessment of the students by the supervising teachers is significantly more positive compared to the self-assessment of the students. Further, it was found out that the best and the worst evaluated sub-competencies by the students and teachers correspond. The best evaluated were competencies related to reflexion and creation of teaching environment, the worst evaluated were competencies related to the evaluation of the pupils’ work. Authors discuss what do these results imply for the frame of undergraduate teacher training and they indicate possibilities how to comprehensively implement the evaluation tool and competency model in the teacher training.
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van der Vleuten, Cees P. M., and Lambert W. T. Schuwirth. "Assessment in the context of problem-based learning." Advances in Health Sciences Education 24, no. 5 (October 2, 2019): 903–14. http://dx.doi.org/10.1007/s10459-019-09909-1.
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Abstract Arguably, constructive alignment has been the major challenge for assessment in the context of problem-based learning (PBL). PBL focuses on promoting abilities such as clinical reasoning, team skills and metacognition. PBL also aims to foster self-directed learning and deep learning as opposed to rote learning. This has incentivized researchers in assessment to find possible solutions. Originally, these solutions were sought in developing the right instruments to measure these PBL-related skills. The search for these instruments has been accelerated by the emergence of competency-based education. With competency-based education assessment moved away from purely standardized testing, relying more heavily on professional judgment of complex skills. Valuable lessons have been learned that are directly relevant for assessment in PBL. Later, solutions were sought in the development of new assessment strategies, initially again with individual instruments such as progress testing, but later through a more holistic approach to the assessment program as a whole. Programmatic assessment is such an integral approach to assessment. It focuses on optimizing learning through assessment, while at the same gathering rich information that can be used for rigorous decision-making about learner progression. Programmatic assessment comes very close to achieving the desired constructive alignment with PBL, but its wide adoption—just like PBL—will take many years ahead of us.
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Brandhofer, Gerhard, and Marlene Miglbauer. "Digital Competences for Teachers - The Digi.Kompp Model in an International Comparison and in the Practice of Austrian Teacher Training." International Journal of Education (IJE) 8, no. 4 (December 30, 2020): 55–69. http://dx.doi.org/10.5121/ije.2020.8406.
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The digital competences of teachers have not yet been given sufficient attention in Austria. In order to meet this need, the digi.kompP model has been developed on behalf of the Federal Ministry of Education and Women's Affairs, led by the University College of Virtual Teacher Education. Based on national and international framework models, the competency model is to serve as an instrument for self-assessment and continuous professional development as well as for (higher) school development. The following is a brief overview of international models that were relevant for the development of the competence grid. After that the competence grid itself and its categories are presented. The article concludes with a discussion of the integration of the competence grid into the international framework and its benefits in the Austrian education system. This article aims to make a theoretical contribution to the categorization of teachers' competencies
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El Idrissi, WISSAM El Machtani, Ghizlane Chemsi, KHADIJA El Kababi, and Mohamed Radid. "Assessment Practices of Student’s Clinical Competences in Nurse Education." Open Nursing Journal 15, no. 1 (March 17, 2021): 47–54. http://dx.doi.org/10.2174/1874434602115010047.
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Background: Clinical competence in nursing practices includes all the theoretical and clinical knowledge used by the student in a clinical setting. It also involves psychomotor as well as problem-solving skills. The assessment focuses on evaluating the student's ability to provide both safe and competent care for the patients. However, it requires the use of several assessment methods that must be varied according to the components of the clinical competence. Several studies have revealed that the evaluation of this competency is mostly limited to knowledge testing or the acquisition of technical skills verification. Aims: This study has two objectives. Firstly, it aims to analyze the assessment practices related to clinical competence and adopted by teachers in higher institutes of nursing and health technology in Morocco. Secondly, it seeks to identify the difficulties faced by them in using a variety of appropriate assessment tools to target all the components of clinical competence. Methods: Based on the theoretical model adapted from the Miller’s pyramid by Mehay and Burns in 2009, relating to the assessment of clinical competence, a self-administered questionnaire was shared with 129 nursing teachers. Results: The results indicate that 98.06% of participants use a given tool to assess clinical competence; however, using the appropriate tools to evaluate all its components is limited, and the assessment tools are not characterized by variety. Conclusion: Reflecting on the evaluation of clinical competences, a clinical assessment model could be proposed to be in accordance with the theoretical model and to measure its impact on nursing students' learning.
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Yang, Ying Ying, Ling Yu Yang, and Chia Chang Huang. "Miller triangle-based model trains Chinese residents as confident “system-based practice” competency instructors." International Journal for Innovation Education and Research 3, no. 11 (November 30, 2015): 92–100. http://dx.doi.org/10.31686/ijier.vol3.iss11.472.
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Junior members of medical system including residents and clerks should be trained early for ACGME system-based practice (SBP) competency to improve primary patient care quality. Twelve second-year (R2), twelve first-year (R1), and twelve postgraduate year-1 (PGY1) residents were enrolled into group A, B and C, respectively, as trainees. After three training protocols had been completed, a writing test, self-assessed questionnaire and mini-OSTE and bedside-assessment were used in auditing the four Miller triangle levels of the SBP, namely competency, performance, and teaching ability. Baseline expert-assessed, faculty-assessed, self-assessed SBP proficiency were relatively low for the PGY1 residents. After three training protocols, SBP proficiencies, performance, and teaching abilities were improved to similar levels cross the three training levels of residents based on the expert-assessed writing test-audited assessments and on the faculty and standardized clerk-assessed bedside-/mini-OSTE-audited assessments. Overall, this study is characterized by its use of a multi-faceted approach to the training and auditing of the SBP competency across different levels of residents. The Miller triangle-based different protocols used to teach group A, B and C were equally beneficial and fitted their needs; namely the different levels of the trainees; specifically, each level was able to augment their SBP proficiency.
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Gruzieva, Tetiana S., Nataliia V. Hrechyshkina, Olena Ya Antonyuk, Vasyl A. Dufynets, and Serhii E. Konovalov. "SELF-ASSESSMENT OF THE CONTENT OF THE PUBLIC HEALTH MASTER'S EDUCATIONAL PROGRAM FOR COMPLIANCE WITH THE EUROPEAN PUBLIC HEALTH CORE COMPETENCES PROGRAMME." Wiadomości Lekarskie 74, no. 3 (2021): 713–17. http://dx.doi.org/10.36740/wlek202103227.
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The aim: Determining the compliance of the developed Public Health Educational Program with the principles and basic provisions of the WHO-ASPHER Competency Framework for Public Health Workforce in the European Region. Materials and methods: The study used bibliographic and information-analytical methods and content analysis. A comparative analysis compliance of the content of the Public Health Master's Educational Program, developed in Bogomolets National Medical University, with the provisions of the WHO-ASPHER Competency Framework for Public Health Workforce in the European Region in terms of providing academic disciplines in the ECTS credits (European credit transfer and accumulation system), has been carried out. Results: Comparative analysis of the components of the University Public Health Master's Educational Program and regulations of the WHO-ASPHER Competency Framework for Public Health Workforce in the European Region has identified a high level of their compliance in all areas of competence formation, including science and practice, health promotion, legislation, policy, ethics, common health and safety in health, leadership and operational mind-set, cooperation and partnership, communication, culture and advocacy, strategic and resource management, professional development, organizational training and adaptability. The competence-based educational program provides future professionals with theoretical knowledge and practical skills for a clear understanding of public health problems, a reasonable choice of methods for solving them, taking into account modern practices; forming partnerships, effective communication and cooperation on a cross-sectoral basis, developing leadership skills, organizing and providing people-centred public health services. Conclusions: Self-assessment of the content of Public Health Master's Educational Program for compliance with European educational standards for the formation of the necessary competencies is an important tool for its quality formation and improvement. A comparative analysis of the university's Public Health Master's Educational Program, with the European Competency Framework for Public Health Workforce, has identified a high level of compliance.
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Khanam, Riya. "Assessment of Job Induced Stress and Self-Competency among the Newly Joined Staff Nurses Working in the Selected Hospital, West Bengal." International Journal of Health Sciences and Research 11, no. 10 (October 9, 2021): 99–108. http://dx.doi.org/10.52403/ijhsr.20211013.
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Descriptive survey research was conducted to assess the job induced stress and self competency among the newly joined staff nurses in a government hospital, West Bengal with the objective to identify the level of job induced stress and level of self competency among newly joined staff nurses, to identify the relationship between job induced stress and self competency among the newly joined staff nurses, to identify the association between level of job induced stress and socio-demographic variables and level of self competency among newly joined staff nurses. The conceptual framework was based on the NIOSH model of job stress and health. Data were collected from 100 newly joined staff nurses by non-probability Convenience sampling technique with the help of standardized HSE job stress questionnaire and Professional Competency Self-Assessment Tool Adapted from Virginia Tech. Findings revealed that all of the newly joined staff nurses had below mean score of each area (demand- 2.15 controls- 2.17, support – 2.32 relationship- 2.5, role- 2.55, and change 2.24) which indicated that they had experienced a very high-risk stress level. And Majority (77%) newly joined staff nurses had experienced a moderate level of self competency. Statistically significant relationship t = 9.922, p < 0.05 was found between the level of job induced stress and self competency respectively. Statistically, a significant positive relation was found between job induced stress level and selected demographic variables like level of qualification, total family income, marital status, and place of living, and no significant association was found with age, job experience, and types of family. Statistically, a significant association was found between the level of self competency and selected demographic variables like level of qualification like the place of posting, marital status, and types of family, and no significant association was found with age, job experience, total family income, and place of living. Considering the findings, some recommendations were offered for future research. Key words: Job induced stress, Self competency, newly joined staff nurses,
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Paquet, Pierre-Luc, and Sara Downs. "Oral Portfolio in Spanish as a Third Language: Harnessing the Potential of Self- and Peer-Assessment." Journal of Language Teaching and Research 9, no. 6 (November 1, 2018): 1168. http://dx.doi.org/10.17507/jltr.0906.06.
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Even though research in second language acquisition has demonstrated the importance of oral production and interaction, there is a growing tendency toward distance learning. Therefore, in order to include oral practice and evaluation in an online course, a new pedagogical tool was designed, namely the oral portfolio. This article describes and analyzes an oral portfolio which included learner production and self- and peer-assessment. Combining these aspects provided data on both linguistic and metalinguistic abilities. The results revealed a relationship between oral competency and self- and peer-assessment abilities, suggesting a beneficial role of metalinguistic reflection in the development of oral communication skills. Moreover, this study explored how self- and peer-assessment could be better implemented in a language course. Based on the observations gathered throughout the study, we believe that learners need to be trained and to develop the formative assessment competency, in order to maximize the benefits, for assessment to be as sustainable as possible.
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Peters, Katherine B., Mallika Patel, and Maciej Mrugala. "QLTI-25. CREATING A CHEMOTHERAPY COMPETENCY METRIC FOR NEURO-ONCOLOGY FELLOWSHIP TRAINEES." Neuro-Oncology 24, Supplement_7 (November 1, 2022): vii240. http://dx.doi.org/10.1093/neuonc/noac209.927.
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Abstract Neuro-oncology fellowship trainees have varied academic backgrounds before subspecialty certification with most completing neurology residency ( > 90%) and a minority coming from medical oncology and neurosurgery programs. Given the variability in background and training of fellows, concerns about competency, particularly in prescribing chemotherapy and understanding associated toxicities, need to be addressed. Providing a metric to track and assess competency can enhance trainees’ skills and bolster confidence during a neuro-oncology fellowship. In an IRB-exempt quality improvement project, we developed a competency test that was primarily case-based and guided knowledge of treatment indications, dosing, and management of associated toxicities. All questions were created based on NCCN guidelines and linked to a quality metric from ASCO-QOPI. Question content included 1. Prescribing, 2. Prescription review 3. Planning management, 4. Communicating information, 5. Drug dose calculation skills, 6. Adverse drug reactions, 7. Drug monitoring, and 8. Data interpretation. At the start of the fellowship, trainees took a pre-assessment test with a validated Likert scale for self-efficacy/confidence. These tests were scored, and directed elements were delivered via didactics to fellows by practicing neuro-oncologist and clinical pharmacist. The same assessments were performed at 6 and 12 months. All tests were scored and compared to the level of self-efficacy/confidence. Four fellows were included in this project across two institutions. Higher level of proficiency correlated with a higher level of self-reported confidence at the pre-assessment time point. Assessment at six months revealed an improvement in test scores and associated confidence and this trend continued at fellowship completion. This metric is the first known tool to evaluate chemotherapy competency and confidence in neuro-oncology fellows. Performance and self-efficacy/confidence are positively linked. This chemotherapy competency metric can be introduced to all neuro-oncology fellowship programs and used for national certification.
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Berkling, Kay, Dirk Saller, and Carmen Winter. "Self-Assessment of Competencies by Bachelor Students in Computer Science." Form@re - Open Journal per la formazione in rete 21, no. 3 (December 31, 2021): 11–24. http://dx.doi.org/10.36253/form-12266.
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Competency achievements in a Computer Science Bachelor are studied using self-assessment by graduating students at Baden-Württemberg Cooperative State University. Changes across the two ‘pandemic’ years 2020 and 2021 with respect to subsidiary, satisfaction and competencies are analysed. One goal was to identify which competencies may have suffered due to the different number of online semesters. The data shows very few significant differences by type of competencies. Larger differences may be due to a change in lecturer. Difference in satisfaction in some subsidiaries is found. Students from the 2021 group feel that their grades reflect their actual knowledge less than the 2020 group. The methodology presented here provides a valid tool for long-term quality assessment based on student feedback. There are limitations based on the data elicitation. Students are not required to take the survey. Self-assessment is not considered to be sufficient for a validation of achieved competencies. However, it reflects satisfaction and perceived quality.
Autovalutazione delle competenze da parte degli studenti di laurea in informatica.
I risultati di apprendimento in un Corso di Laurea di primo livello di informatica sono analizzati nel presente contributo utilizzando l’autovalutazione degli studenti laureati all’Università della Cooperative State University del Baden-Württemberg (Germania). Vengono analizzati i cambiamenti nella progressione di competenze acquisite nei due anni di pandemia (2020 e 2021) in ordine a sede universitaria, livello di soddisfazione e risultati di apprendimento. Un obiettivo era quello di identificare le competenze maggiormente influenzate dall’utilizzo della didattica a distanza. I dati mostrano scarse differenze in ordine al tipo di competenze acquisite. Le differenze più significative sono correlate al cambio di docente. In alcune sedi si rilevano differenze nella soddisfazione degli studenti. Gli studenti del cluster 2021 ritengono che la loro valutazione rifletta le loro conoscenze realmente acquisite, a differenza del cluster di studenti del 2020. La metodologia illustrata nel presente contributo fa riferimento ad uno strumento utile per la valutazione della qualità degli apprendimenti basata sul feedback degli studenti. Le limitazioni connesse allo studio riguardano le modalità di rilevazione dei dati. Gli studenti non sono tenuti a partecipare allo studio. L’autovalutazione non è sufficiente per convalidare le competenze acquisite, consente però di rilevare la soddisfazione e la qualità percepita dagli studenti.
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Li, Su-Ting T., Daniel J. Tancredi, Ann E. Burke, Ann Guillot, Susan Guralnick, R. Franklin Trimm, and John D. Mahan. "Self-Assessment on the Competencies and Reported Improvement Priorities for Pediatrics Residents." Journal of Graduate Medical Education 4, no. 4 (December 1, 2012): 445–53. http://dx.doi.org/10.4300/jgme-d-12-00009.1.
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Abstract Background Self-assessment and self-directed learning are essential to becoming an effective physician. Objective 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). Methods 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. Results 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 < .01). Conclusion Residents' self-assessment of their competencies increased by level of training, although residents rated themselves as least competent in medical knowledge and systems-based practice, even as PGY-3s. Residents tended to choose subcompetencies, which they rated as lower to focus on improving.
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Nordstrom, Pamela M., Jennifer A. Kwan, Mengzhe Wang, Zhenguo (Winston) Qiu, Greta G. Cummings, and Cathy Giblin. "Internationally educated nurses’ competency assessment and registration outcomes." International Journal of Migration, Health and Social Care 14, no. 3 (September 10, 2018): 332–46. http://dx.doi.org/10.1108/ijmhsc-07-2017-0029.
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Purpose The purpose of this paper is to examine relationships between internationally educated nurses’ (IENs’) performance in a registered nurse competency assessment process and the outcomes of their nursing registration applications. Assessments of nursing practice competencies, IEN applicant characteristics and registration outcomes were explored. Design/methodology/approach This is a secondary statistical analysis of a subset of IEN application data from a previous study in combination with assessment data from an additional database. Application data between 2008 and 2011 were analyzed using univariate/bivariate analyses and regression models to explore the relationship of performance in the assessment process and outcomes of the registration process. Findings Competency categories IEN applicants had difficulties with (from least to most) were Professional Responsibility and Accountability, Ethical Practice, Self-Regulation, Service to the Public, Knowledge-Based Practice: Specialized Body of Knowledge and Knowledge-Based Practice: Competent Application of Knowledge. IENs educated in the UK and USA had the highest scores and odds of meeting competencies. Applicants educated in India and Asia had lower scores and odds ratios. All national entry-to-practice examination and registration eligibility competencies were significantly related to registration outcomes. Applicants passing the exam had higher competency scores while applicants ineligible for registration had lower competency scores. Research limitations/implications Limitations include integrity of data extracted from active databases, IEN motivation to complete the RN registration process and conversion of assessment scales for research analysis. Originality/value Results inform regulation policies that improve IEN registration processes and may be informative to regulators, assessment centers, educational institutions and IENs.
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Chouchene, F., N. Taktak, F. Masmoudi, A. Baaziz, F. Maatouk, and H. Ghedira. "Competency Assessment of Final-Year Dental Students in Tunisia." Education Research International 2020 (June 23, 2020): 1–9. http://dx.doi.org/10.1155/2020/8862487.
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Introduction. The educational program assessment has always been the main objective of quality improvement in all curricula. The aim of this study was to describe the levels of competency of final-year students of the Faculty of Dental Medicine of Monastir in Tunisia in the major skills needed for a new dentist. Methods. In this cross-sectional descriptive study, 154 students filled out a questionnaire including 53 competencies, rated on a four-point Likert scale, broadly based on the competencies described in the profile and competences for the graduating dentist in Europe. Results. The response rate was 67% (145/230). For twenty items in the questionnaire, over 75% of the students reported being competent. The five items with the highest percentages were “undertaking supragingival and subgingival scaling-Item 22” (97.2%), “evaluating the periodontium, establishing a diagnosis and formulating a treatment plan-Item 2” (96.6%), “identify the location and degree of activity of dental caries-Item 24 (95.9%), “taking and interpreting dental radiographs-Item 12” (94.4%), “restoring damaged teeth-Item 25” (93.8%), and “managing primary oral health care-Item 16” (93.8%). For eighteen skills, more than 75% of students self-rated being not competent, demonstrating a need of more thorough training, notably in periodontal surgery and implantology, among these, five skills were found that demand in-depth acquisition according to the students. Conclusion. The general state of competency of the last-year dental students was described as fairly satisfactory based on the students’ self-reported responses. However, theoretical and practical backgrounds related to some subjects in the school need to be improved.
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Cerny, Michal. "Digital Competences of Students of Library Studies: Comparison of Research Results for 2018–2020." Education Sciences 11, no. 11 (November 12, 2021): 729. http://dx.doi.org/10.3390/educsci11110729.
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This study focuses on the analysis of changes in the digital competence profile of students of Information and Library Studies at Masaryk University in Czechia. As a research tool, we used the DigComp self-assessment questionnaire that students were asked to fill in after completing the course. Our research shows that students are insufficiently prepared for work as highly qualified information specialists. At the same time, we found that their competence profile remained very stable between 2018 and 2020. This finding indicates that students do not readily respond to new societal changes at the level of individual competences. The research results are based on data collected from 152 students during three runs of a compulsory course at the university. Information Science and Library Science students have long perceived their competences to be strongest in the domains of information and data literacy and communication and collaboration. Programming is the weakest competency among the competences, followed by solving technical problems and engaging in active citizenship through digital technologies. These findings can be used to innovate the curriculum to meet the demands of digitally competent information workers.
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Gordon, Michelle, Martha Ireland, and Mina Wong. "A dynamic community of discovery: Planning, learning, and change." International Review of Research in Open and Distributed Learning 12, no. 1 (January 31, 2011): 124. http://dx.doi.org/10.19173/irrodl.v12i1.887.
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Ryerson University’s Prior Learning and Competency Evaluation and Documentation (PLACED) program is funded by the Government of Ontario to engage internationally educated professionals (IEPs), employers, and regulatory/occupational bodies in the use of competency-based practices. In 2008, the authors created a self-assessment tool for IEPs that would build a portfolio reflecting an individual’s knowledge and skills while introducing him or her to aspects of the Canadian workplace and labour market. The authors felt that this tool would be useful to assist IEPs in considering their career options and wanted to create an online workshop that would provide flexibility to users whose priorities were most likely work and family obligations. This short project description will capture a) why the self-assessment tool was developed; (b) how we fostered participants’ self-efficacy; c) how we used Blackboard; (d) what the participants gained from the workshop; and (e) how the workshop has evolved based on facilitators’ observations, participants’ feedback, and an external organization’s request for customizing the workshop. In working together to design the online workshop, <em>IEPs’ Self-Assessment and Planning,</em> we focused on two main concepts: self-assessment and career planning. With that in mind, we set out in the workshop to bolster self-discovery, self-efficacy, individualized research skills, action planning, and ongoing professional development. The learning platform was Blackboard, which is used across Ryerson University in both classroom and online learning.
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Hornung, Carlton A., Phillip A. Ianni, Carolynn T. Jones, Elias M. Samuels, and Vicki L. Ellingrod. "Indices of clinical research coordinators’ competence." Journal of Clinical and Translational Science 3, no. 2-3 (June 2019): 75–81. http://dx.doi.org/10.1017/cts.2019.381.
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AbstractIntroduction:There is a clear need to educate and train the clinical research workforce to conduct scientifically sound clinical research. Meeting this need requires the creation of tools to assess both an individual’s preparedness to function efficiently in the clinical research enterprise and tools to evaluate the quality and effectiveness of programs that are designed to educate and train clinical research professionals. Here we report the development and validation of a competency self-assessment entitled the Competency Index for Clinical Research Professionals, version II (CICRP-II).Methods:CICRP-II was developed using data collected from clinical research coordinators (CRCs) participating in the “Development, Implementation and Assessment of Novel Training In Domain-Based Competencies” (DIAMOND) project at four clinical and translational science award (CTSA) hubs and partnering institutions.Results:An exploratory factor analysis (EFA) identified a two-factor structure: the first factor measures self-reported competence to perform Routine clinical research functions (e.g., good clinical practice regulations (GCPs)), while the second factor measures competence to perform Advanced clinical functions (e.g., global regulatory affairs). We demonstrate the between groups validity by comparing CRCs working in different research settings.Discussion:The excellent psychometric properties of CICRP-II and its ability to distinguish between experienced CRCs at research-intensive CTSA hubs and CRCs working in less-intensive community-based sites coupled with the simplicity of alternative methods for scoring respondents make it a valuable tool for gauging an individual’s perceived preparedness to function in the role of CRC as well as an equally valuable tool to evaluate the value and effectiveness of clinical research education and training programs.
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Schilling, Jim F. "Quality of Instruments Used to Assess Competencies in Athletic Training." Athletic Training Education Journal 7, no. 4 (October 1, 2012): 187–97. http://dx.doi.org/10.4085/0704187.
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Context: An emphasis on knowledge and skill competency acquisition continues to gain importance in allied health professions. Accuracy and fairness in the summative assessment of competencies are essential to ensure student competence. A positive demonstration of validity, reliability, and authentic quality criteria are needed to achieve evidence-based practice considerations in the assessment of competencies. Objective: To present a variety of instruments used in the assessment of competencies established in the fifth edition of the athletic training competencies document and judge them based on validity, reliability, and authenticity criteria. Data Sources: Literature reviewed for this article included published articles pertaining to the assessment of competencies used in health care professional programs. Data Synthesis: Self, written, and observation assessment methods with specific types of instruments for each category are used in the summative assessment of competencies. Quality of the assessment instruments are considered to ensure score authenticity, validity, and reliability of measures. The type of assessment instrument and its content was recommended depending on the level of competence, which was categorized according to the depth of understanding and complexity of skill in the competencies. Conclusions: There was no one-size-fits-all assessment method determined. Certain instruments demonstrated greater quality than others and were used depending on assessment goals and resources.
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Karyotaki, Maria, and Athanasios Drigas. "Latest Trends in Problem Solving Assessment." International Journal of Recent Contributions from Engineering, Science & IT (iJES) 4, no. 2 (July 5, 2016): 4. http://dx.doi.org/10.3991/ijes.v4i2.5800.
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Problem solving is the skill that coordinates all the cognitive, metacognitive and behavioral processes taking place when individuals encounter a previously unprecedented situation or difficulty. Metacognitive processes seem to play the most important role for resolving a problematic situation as individuals reflect on their acquired knowledge, skills and experiences, thus become aware of their capabilities and how to regulate them. Therefore, metacognitive awareness is the competence that mostly assists individuals in their attempt to construct new knowledge and reach their goals. Furthermore, individuals’ self-assessment and peer-assessment processes could reveal their level of metacognitive awareness and therefore, by far, their problem solving competency. Consequently, ICTs could capture individuals’ problem solving skills through tracking down and analyzing the latters’ cognitive and metacognitive processes as well as their behavioral patterns. The aforementioned computer-based assessment could consist of a fuzzy expert system with domain knowledge from an automated task-based test with particular solution strategies in combination with log data for identifying and classifying one’s level of problem solving ability according to specific criteria.
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Li, Weichun. "RESEARCH ON COMPETENCY MODEL OF HEALTH EMERGENCY MANAGEMENT CADRES BASED ON SCL-90 PSYCHOLOGICAL EVALUATION." International Journal of Neuropsychopharmacology 25, Supplement_1 (July 1, 2022): A16. http://dx.doi.org/10.1093/ijnp/pyac032.021.
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Abstract Background Since entering the 21st century, a series of public health emergencies such as SARS, influenza A and covid-19 in 2019 have occurred continuously, causing serious damage and loss to people's lives and property. In the process of social transformation and economic globalization, the probability of various new public health events is increasing, the number of group unexplained diseases is increasing, and the cross-border and cross-border impact of the virus is rising, which has brought a lot of new challenges to China's health emergency management. Health emergency management cadres are the key groups to deal with public health emergencies. So far, the existing theoretical research results have not established a unified evaluation standard and detailed evaluation index for the post competence of health emergency management cadres, which will not be conducive to the comparison and application of evaluation results. Based on the psychological test results, this study constructs the competency model of health emergency management cadres and compiles the evaluation scale, so as to provide an objective evaluation tool for comprehensively measuring the post competency of health emergency management cadres. Subjects and Methods Competency elements, also known as competency, refer to the potential characteristics that can distinguish outstanding people from ordinary people in work (or organization and Culture). Grounded theory research is a qualitative method, which refines the concept of the research object and the relationship between its elements by encoding the collected data sentence by sentence. The grounded theory (GT) was used to conduct psychological evaluation and behavioral interviews with health emergency management experts to construct the competency element system of health emergency management cadres. Through exploratory factor analysis, the competency model of health emergency management cadres was constructed. The competency evaluation of health emergency management cadres should not only be based on scientific competency elements, but also establish specific quantitative items to test the competency level of this group. According to the competency model of health emergency management cadres, the corresponding Likert five point evaluation scale is compiled in order to provide a management tool for the evaluation of the competency of health emergency management cadres. At the same time, SCL-90 scale was used to measure the psychological state of these cadres. Results The competency model of health emergency management cadres was composed of three competency dimensions: specialization, professional quality and professional ability, and 16 competency dimensions. On this basis, the competency evaluation scale of health emergency management cadres was compiled. The final scale contains 43 items. Conclusion The scale has good reliability, validity and fit. It is a reliable, effective and applicable scale. It can not only be used as a tool to evaluate the post competence of health emergency management cadres, but also provide a scientific basis for the selection, training and self-assessment of health emergency management cadres. In short, we should carry out relevant combination of industry and education according to our own advantages and characteristics. Make clear the goal of motivation by example, and regularly hold activities such as successful model sharing, experience introduction and project display, so as to set a successful example for positive emotions, clarify the specific objectives of the activities, form a strong psychological momentum, stimulate internal potential and help the realization of positive behavior. We should strengthen professional guidance, give full play to the concentration of professionals, high intelligence, professional knowledge in business fields, and give full play to the advantages of talents and intelligence. We can organize experts and scholars to establish a professional bid winning guidance team, give full play to the business projects of experts and scholars in their respective fields, and carry out scientific research on relevant projects. Acknowledgements Fund Project: 1. CAAC safety capability project: research on theoretical system of civil aviation supervision with Chinese characteristics; 2.CAAC educational talent project:(Project No.:MHJY2022018) construction of competency model and assessment scale development for senior civil aviation inspectors; 3.Special fund project of Central Universities basic scientific research business (Project No.: J2021-114): Competency model construction and evaluation scale development of civil aviation health emergency management cadres.
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Rinawati, Atim, and Atik Faizul H. "Implementation of the Asset Based Community Development (ABCD) Model in Assistance to Fulfill the Leadership Competency of MWC NU Management Adimulyo." Ar-Rihlah: Jurnal Inovasi Pengembangan Pendidikan Islam 7, no. 1 (June 27, 2022): 1–10. http://dx.doi.org/10.33507/ar-rihlah.v7i1.376.
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This service activity aims to provide assistance in fulfilling the leadership competencies of MWC NU Adimulyo management, as well as carry out institutional self-evaluations related to fulfilling leadership competencies. In implementing this community service, the Assest Based Community Development (ABCD) method is used with 5 (five) stages of activity, namely discovery, dream, design, define, and destiny. The results of this activity were (1) The five stages were carried out through coordination and collaboration between students and MWC NU Adimulyo management under the guidance of Field Supervisors (DPL) (2) Community service activities resulted in improvements in fulfilling 4 (four) indicators of leadership competency assessment, namely preparation MWC NU conference, management recruitment mechanisms, leader competencies, and leadership strategies. Based on the institution's self-evaluation conducted, the leadership competence of MWC NU Adimulyo management was in the very good category with a score of 12.