Journal articles: 'Competency Based Training'

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Sowell, Robert D. 'Doug'. "Competency-Based Residency Training." Journal of the American Podiatric Medical Association 91, no. 5 (May 1, 2001): 273. http://dx.doi.org/10.7547/87507315-91-5-273.

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Kabir, Syed, and Syed Kabir. "Competency based surgical training." International Surgery Journal 1, no. 3 (2014): 116. http://dx.doi.org/10.5455/2349-2902.isj20141109.

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Ivanoska Zdravkovska, Mena, Silvija Saveska, Dafinka Damcevska, Blagica Samarova Stoev, Tatjana Bogovska, Nada Stojanoska, Milena Dobrkovic Shotarovska Dobrkovic Shotarovska, Marina Mandzukovska Micevska, and Hristina Babunovska. "Competency-based training system." Macedonian Pharmaceutical Bulletin 66, no. 03 (October 29, 2020): 155–56. http://dx.doi.org/10.33320/maced.pharm.bull.2020.66.03.077.

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Murphy, Lisa, and Elaine Campbell. "Competency Based Cross Training." Journal of PeriAnesthesia Nursing 28, no. 3 (June 2013): e6. http://dx.doi.org/10.1016/j.jopan.2013.04.018.

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Long, Donlin M. "Competency-based Residency Training." Academic Medicine 75, no. 12 (December 2000): 1178–83. http://dx.doi.org/10.1097/00001888-200012000-00009.

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Hamouz, F., and G. L. Frantz. "Competency Based Training Model." Journal of the American Dietetic Association 98, no. 9 (September 1998): A99. http://dx.doi.org/10.1016/s0002-8223(98)00658-0.

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Boddington, J. "Challenging competency based training." BMJ 349, jul01 17 (July 1, 2014): g4262. http://dx.doi.org/10.1136/bmj.g4262.

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Desyatov, Tymofiy. "Peculiarities of Professional Training Standards Development and Implementation within Competency-Based Approach: Foreign Experience." Comparative Professional Pedagogy 5, no. 4 (December 1, 2015): 27–32. http://dx.doi.org/10.1515/rpp-2015-0061.

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Abstract The article analyzes the development of competency-based professional training standards and their implementation into educational process in foreign countries. It determines that the main idea of competency-based approach is competency-and-active learning, which aims at complex acquirement of diverse skills and ways of practice activities via mastering respective competences. The article states that competency is the product of competence due to which a person successfully realizes themselves in different spheres of their professional engagement, gains social independence and becomes mobile and qualified. The article also dwells on the international experience of professional and training standards development, it analyses specific internal national, as well as external all-European and worldwide conceptions of professional and training standards development, conceptual foundations of competency-based approach in national higher education within the framework of global information society formation. It highlights specific aspects of standards development based on activity-oriented technologies and professional competence assessment. The article states that within the framework of competency-based teaching and training, quality-assuring actions have to ensure the correspondence of standards and learning outcomes. It informs that the labour market is represented by employers, trade unions and the government. The article explores the fact that in Russia, Ukraine and many other countries the employers and the trade unions do not collaborate to formulate their needs with regard to professional training standards, that is why the government and its administration bodies have to do the task of predicting labour market needs on their own.

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McGillicuddy, Jennie, Gina Bello, Kiane Bergeron, and Jeanne Lee. "71 Burn Intensive Care Unit Early Mobility Competency Based Orientation." Journal of Burn Care & Research 43, Supplement_1 (March 23, 2022): S48. http://dx.doi.org/10.1093/jbcr/irac012.074.

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Abstract Introduction Competencies in healthcare are used to teach practice standards, to establish expectations for professional growth, and to evaluate and improve the effectiveness of educational programs. Benefits of early mobilization of Burn Intensive Care Unit (BICU) patients include improved ICU related weakness and delirium, range of motion, and decreased length of stay while promoting functional independence. A rehabilitation competency was developed for early mobility with the patient in the BICU using nationally agreed-upon standards for competence. By design this competency for BICU early mobility is part of a tiered training structure, with the burn rehabilitation and pediatric competencies serving as additional tiers of burn therapist training at our organization. The goal of this competency is to provide direct therapist training, including alignment with the inter-professional team involved with this intervention. Methods A pretest was issued regarding BICU early mobility competency. The pretest asked the therapist to indicate their perceived level of competence in the areas of functional mobility, indications and contraindications of BICU early mobility, Respiratory Care Provider (RCP) protocols and documentation of BICU early mobility. Based on the results of this pretest, it was identified that BICU early mobility would be prioritized as the next training tier. The BICU Early Mobility Competency was created in Competency Based Orientation (CBO) format, including nationally agreed-upon standards for burn therapist competence. The method of this training is designed to occur with an ongoing patient case study for validation, with the CBO as the teaching tool. Results Creation of this competency as part of a tiered training allows our burn center to have an educational program which aligns with the nationally agreed-upon standards for burn therapist competence. Creation of this competency resulted in direct communication channels between rehabilitation, RCP, nursing and physician teams. Conclusions This tiered system allows for time management of the validator signing off on competencies, and encourages use of current resources and literature in the areas of burn therapist competence and professional development.

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Jobbágy, Szabolcs. "Competency Based Modular Professional Training." Hadmérnök 14, no. 4 (2019): 191–69. http://dx.doi.org/10.32567/hm.2019.4.12.

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Behar, MD, Solomon, Rita Burke, PhD, MPH, Jeffrey Upperman, MD, and Alan L. Nager, MD, MHA. "Competency-based pediatric disaster training." American Journal of Disaster Medicine 9, no. 1 (January 1, 2014): 5–16. http://dx.doi.org/10.5055/ajdm.2014.0137.

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DiBiase, Jillian A., and Heather A. Ballard. "Moving Toward Competency-Based Training." Anesthesia & Analgesia 134, no. 2 (January 14, 2022): e6-e6. http://dx.doi.org/10.1213/ane.0000000000005719.

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Foukaridis, G. N., and L. R. McFarlane. "Competency-based training for chemists." Journal of Chemical Education 65, no. 12 (December 1988): 1057. http://dx.doi.org/10.1021/ed065p1057.

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White, Caroline. "Innovation in competency based training." BMJ 330, no. 7504 (June 11, 2005): s238.1—s239. http://dx.doi.org/10.1136/bmj.330.7504.s238.

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Brightwell, Alexandra, and Janet Grant. "Competency-based training: who benefits?" Postgraduate Medical Journal 89, no. 1048 (September 27, 2012): 107–10. http://dx.doi.org/10.1136/postgradmedj-2012-130881.

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Krieger, John, and Robert M. Sweet. "VS1-1 A Competency-based Curriculum for Training TURP Skills." Japanese Journal of Urology 99, no. 2 (2008): 120. http://dx.doi.org/10.5980/jpnjurol.99.120_2.

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Al-halabi, Becher, Elif Bilgic, Melina Vassiliou, and Mirko Gilardino. "Toward Competency-Based Training: To What Extent Are We Competency-Based?" Plastic & Reconstructive Surgery 148, no. 1 (June 29, 2021): 122e—132e. http://dx.doi.org/10.1097/prs.0000000000008059.

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Mulcahy, Dianne. "Turning the contradictions of competence: competency-based training and beyond." Journal of Vocational Education & Training 52, no. 2 (June 2000): 259–80. http://dx.doi.org/10.1080/13636820000200120.

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Timofeeva, Larisa, and Zinaida Timofeeva. "COMPETENCY-BASED TRAINING IN HYDROLOGICAL EDUCATION." ENVIRONMENT. TECHNOLOGIES. RESOURCES. Proceedings of the International Scientific and Practical Conference 2 (June 20, 2019): 238. http://dx.doi.org/10.17770/etr2019vol2.4067.

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Hydrology is an interdisciplinary science, incorporating aspects of many Earth Sciences. Key hydrological tasks such as floods prediction, quantitative and qualitative assessment of water resources and the environmental status of water bodies become increasingly important and challenging. Latest advances in scientific and technological developments require update training. The World Meteorological Organization (WMO) encourages increasing capacity of its Training Centres to address the rapidly developing demand for improved services. However, adequate education is generally not yet available. Implementation of competency-based training is needed, including active learning approaches. The paper presents international experiences and results of the use of project-based and flipped learning while teaching hydrological curriculum at Russian State Hydrometeorological University, Saint Petersburg. Some pros and cons of these approaches and difficulties of their implementation are discussed. Usually, students improve both their competence to work independently and solve problems collaboratively. Tackling near real issues and dealing with case studies get them more engaged in educational process and enhance practical outcomes. The feedback from the students and exam results have proved the efficiency of these approaches.

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Calvin-Naylor, Nancy A., Carolynn Thomas Jones, Michelle M. Wartak, Karen Blackwell, Jonathan M. Davis, Ruthvick Divecha, Edward F. Ellerbeck, et al. "Education and training of clinical and translational study investigators and research coordinators: A competency-based approach." Journal of Clinical and Translational Science 1, no. 1 (January 13, 2017): 16–25. http://dx.doi.org/10.1017/cts.2016.2.

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IntroductionTraining for the clinical research workforce does not sufficiently prepare workers for today’s scientific complexity; deficiencies may be ameliorated with training. The Enhancing Clinical Research Professionals’ Training and Qualifications developed competency standards for principal investigators and clinical research coordinators.MethodsClinical and Translational Science Awards representatives refined competency statements. Working groups developed assessments, identified training, and highlighted gaps.ResultsForty-eight competency statements in 8 domains were developed.ConclusionsTraining is primarily investigator focused with few programs for clinical research coordinators. Lack of training is felt in new technologies and data management. There are no standardized assessments of competence.

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Getha-Taylor, Heather, Maja Husar Holmes, and Justin R. Moen. "Evidence-Based Interventions for Cultural Competency Development Within Public Institutions." Administration & Society 52, no. 1 (March 22, 2018): 57–80. http://dx.doi.org/10.1177/0095399718764332.

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Cultural competency is critical to ensuring responsive public services. This article asks how we might develop individual cultural competency in a meaningful way, including which interventions are effective in enhancing cultural competence of experienced public employees. We examine the impact of targeted interventions on the development of individual public administrator cultural competence using a survey developed by Longoria and Rangarajan. The findings suggest the importance of understanding cultural competency as a developmental process that requires attention to the multidimensional aspects (knowledge, skills, attitudes, and behaviors) of cultural competency and developing training that reflects these realities.

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Amalia, Lia, and Suwatno Suwatno. "PENINGKATAN KOMPETENSI SISWA MELALUI EFEKTIVITAS COMPETENCY BASED TRAINING." Jurnal Pendidikan Manajemen Perkantoran 1, no. 1 (August 18, 2016): 30. http://dx.doi.org/10.17509/jpm.v1i1.3267.

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Tujuan penelitian ini adalah untuk menganalisis efektivitas Competency Based Training, tingkat penguasaan kompetensi siswa dan Pengaruh Efektivitas Competency Based Training terhadap kompetensi siswa Penelitian ini fokus mengkaji masalah rendahnya kompetensi siswa. Rendahnya kompetensi siswa ini dipengaruhi oleh faktor internal dan faktor eksternal. Competency Based Training diduga memiliki pengaruh terhadap Kompetensi Siswa. Metode penelitian menggunakan metode survey dan teknik pengumpulan data menggunakan angket model rating scale dengan skor yang terentang antara 1 sampai dengan 4. Kemudian responden adalah siswa kelas XI Administrasi Perkantoran Sekolah Menengah Kejuruan di Kota Bandung sebanyak 56 orang. Teknik analisis data menggunakan analisis regresi sederhana. Hasil penelitian menunjukkan bahwa: (1) Competency Based Training berada pada kategori efektif; (2) tingkat penguasaan kompetensi siswa berada pada kategori tinggi; (3) Competency Based Training berpengaruh positif dan signifikan terhadap kompetensi siswa. Dengan demikian kompetensi siswa dapat ditingkatkan melalui peningkatan efektivitas Competency Based Training.Kata Kunci: kompetensi siswa, pelatihan berbasis kompetensi IMPROVEMENT OF STUDENTS’ COMPETENCY THROUGH COMPETENCY BASED TRAINING EFFECTIVENESSThe purpose of this research is to analyze the effectiveness of Competency Based Training, the level of student’s competency, and the effect of Competency Based Training on student’s competency This research focuses on issue of low student competency. The low rate of student’s competency is influenced by internal and external factors. Competency Based Training allegedly influenced the competency of student. The research employs survey method. Questionnaire with rating scale model on scale of 1-5 is used as a tool for collecting data. The respondents are 56 XI grade’s students of Office Administration at Bandung.The technique of data analys utilizes simple regression. The results showed that: (1) the Competency Based Training is at the effective category; (2) the level of student’s competency at high category; (3) the possitive and significant effect of the Competency Based Training towards student’s competency.Keyword : student’s competency, competency based training,

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Cuervo, Andrés Correal, Ángela Carolina Bernal Álvarez, Juan Sebastián Cely Bottía, and Sandra Patricia Corredor Gamba. "Competency-based training in higher education." South Florida Journal of Development 2, no. 4 (September 20, 2021): 6024–44. http://dx.doi.org/10.46932/sfjdv2n4-080.

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The change of contexts in university education refers to the academic and professional experiences that are combined during the academic course and that can complement the competency-based education provided by Higher Education Institutions, generating an important change from the pedagogical and didactic point of view that directly intervenes in the professional performance. From this work, the perception of the graduates of the University of Boyacá on the general competences applied in their professional performance is investigated. A descriptive-exploratory study was carried out, from an interpretative paradigm through a sequential method. For this purpose, 881 graduates of the 2017-10, 2016-10, 2014-10 and 2012-10 cohorts of the 21 undergraduate academic programs participated in the research. Among the results, satisfaction on the part of the graduates in the acquisition of general competencies applied to their professional performance in accordance with the institutional graduation profile stands out, with the most mastered competencies being leadership and change management and ethical-citizenship. In summary, these results point to possible lines of action to enhance the acquisition of general competencies within the academic programs, and consequently align the institutional graduate profile. El cambio de contextos en la formación universitaria alude a las experiencias académicas y profesionales que son combinadas durante el transcurrir académico y que pueden complementar la formación basada en competencias impartida por las Instituciones de Educación Superior, generando un cambio importante desde el punto de vista pedagógico y didáctico que interviene directamente en el desempeño profesional. Desde este trabajo se indaga la percepción de los egresados de la Universidad de Boyacá sobre las competencias generales aplicadas en su desempeño profesional. Se realizó un estudio descriptivo-exploratorio, desde un paradigma interpretativo a través de un método secuencial. Para ello, han participado en la investigación 881 egresados de las cohortes 2017-10, 2016-10, 2014-10 y 2012-10 de los 21 programas académicos de pregrado. Entre los resultados se destaca satisfacción por parte de los egresados en la adquisición de competencias generales aplicadas a su desempeño profesional acordes con el perfil de egreso institucional, siendo las competencias más dominadas liderazgo y manejo del cambio y ético-ciudadanas. En síntesis, estos resultados señalan las posibles líneas de actuación para potenciar la adquisición de competencias generales al interior de los programas académicos, y en consecuencia alinear el perfil de egreso institucional.

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Soosay, Ian. "Competency-Based Training Schemes in Psychiatry." International Psychiatry 5, no. 3 (July 2008): 77. http://dx.doi.org/10.1192/s1749367600002174.

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Sir: At its 2006 annual forum in Riga, the European Federation for Psychiatric Trainees (EFPT) issued its first statement on competency-based training and assessment in psychiatry. The EFPT, which represents national associations of psychiatric trainees from across Europe, is broadly in favour of competency-based training if it improves the standard of psychiatric education and is not overly bureaucratic.

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Nwachukwu, Izu. "Competency based training in Irish psychiatry." Irish Journal of Psychological Medicine 26, no. 2 (June 2009): 50–53. http://dx.doi.org/10.1017/s0790966700000203.

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AbstractThe goal of undertaking postgraduate training in psychiatry is to become a competent specialist, and the educational model under which one is trained and assessed is crucial in achieving this goal. Over the years, traditional training models have emphasised what trainees know, over a given period of time, with outcomes assessed mainly by simple recall of knowledge. While these traditional approaches have met with varying levels of success, they are less than optimal when the goal is to train individuals to perform specific, job-related skills. This recognition has led to a global move towards competency based training models where the focus of training and assessment is the mastery of specific knowledge and skills as well as the conduct of the doctor in day-to-day clinical situations. In this article, a general overview of competency-based training in psychiatry is followed by a review of recent developments in Ireland in a global context.

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Hignett, Sue, and Emma Crumpton. "Competency-based training for patient handling." Applied Ergonomics 38, no. 1 (January 2007): 7–17. http://dx.doi.org/10.1016/j.apergo.2006.02.004.

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Davis, Margery H., and Gominda G. Ponnamperuma. "Education in surgery: competency-based training." Bulletin of the Royal College of Surgeons of England 89, no. 10 (November 1, 2007): 342–45. http://dx.doi.org/10.1308/147363507x238443.

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Competence-based training flourished in the 1980s in several spheres of education. The approach, however, was seen as focusing on units of competence that were too narrow and technically oriented for postgraduate training in the health professions. 'Competence-based approaches,' suggests Norris, 'tend to reduce job competence to atomised, observable behaviours, which may not embody competence in the sense of generalisable or holistic capability.' Saunders argued that 'competence-based systems embody a reductionist concept of work practice' and that 'the danger of reductionism may be more acute at the higher levels of qualification and their associated training.'

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Nguyen, Vu T., and Joseph E. Losee. "Time- versus Competency-Based Residency Training." Plastic and Reconstructive Surgery 138, no. 2 (August 2016): 527–31. http://dx.doi.org/10.1097/prs.0000000000002407.

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Priyadarshini, R. Rani Geetha, and Deepa Dave. "Competency-based Training Needs Assessment Model." Management and Labour Studies 37, no. 3 (August 2012): 195–207. http://dx.doi.org/10.1177/0258042x13484834.

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Sims, Ronald R., and John G. Veres. "Competency Based Training and Organisational Transitions." Industrial and Commercial Training 19, no. 3 (March 1987): 10–12. http://dx.doi.org/10.1108/eb004066.

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Kusdamayanti, Popy, Tati Abas, and Yoyoh Jubaedah. "PENGARUH PENDEKATAN PELATIHAN BERBASIS KOMPETENSI TERHADAP KEMAMPUAN PRAKTEK MAKING BED DALAM PEMBELAJARAN ROOM SECTION DI SMK AKOMODASI PERHOTELAN." JKKP (Jurnal Kesejahteraan Keluarga dan Pendidikan) 2, no. 1 (April 30, 2015): 1. http://dx.doi.org/10.21009/jkkp.021.01.

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AbstrakMasalah penelitian ini dilatarbelakangi oleh kondisi kesenjangan antara kompetensi SMK dengan kompetensi SKKNI (Standar Kompetensi Kerja Nasional Indonesia), sementara SKKNI sudah menegaskan bahwa SMK untuk menyesuaikan dengan standar kompetensi dunia kerja. Program CBT (Competency Based Training) adalah salah satu pendekatan agar peserta didik lebih mudah menguasai kompetensi yang dibutuhkan dunia kerja. Penelitian ini bertujuan untuk mengetahui besarnya pengaruh pendekatan pelatihan berbasis kompetensi terhadap kemampuan praktek making bed dalam pembelajaran room section di SMK akomodasi perhotelan. Penelitian ini menggunakan metode deskriptif analitik. Sampel yang digunakan sampel purvosive sebanyak 35 peserta didik. Hasil penelitian tentang gambaran pengaruh pendekatan pelatihan berbasis kompetensi terhadap kemampuan praktek making bed berada pada kategori tinggi. Hasil pendekatan pelatihan berbasis kompetensi memberikan pengaruh positif terhadap kemampuan praktek making bed dalam pembelajaran room section di SMK akomodasi perhotelan.Kata kunci: Pendekatan Pelatihan Berbasis Kompetensi, Praktek Making Bed, Pembelajaran Room Section. AbstractThis research issues motivated by the condition of the gap between vocational competence with competence SKKNI (Indonesian National Competence), while SKKNI already confirmed that the high schoo vocational competence for vocational schools adjust to the world of work competency standards. Programs CBT (Competency Based Training) is one approach that learners more easily master the competencies required work force. This study aims to determine the influence of competency based training approach to the practice of making beds in the ability of the learning room section at the vocational high school hospitality accommodation. This study used a descriptive a nalytic method. Samples used purvosive sample as many as 35 students. The results of the study illustrates the effect of a competency based training approach to making bed practical skills in the high category.The results of competency based training approach had a positive effecton the ability of the practice of making beds in a room learning in vocational high school accommodation section hospitality.Keywords: Competency Based Training Approach, Practice Making Bed, Learning Room Section.

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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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Winskill, Rhonda. "Is competency based training/education useful for workplace training." Contemporary Nurse 9, no. 2 (June 2000): 115–19. http://dx.doi.org/10.5172/conu.2000.9.2.115.

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Alzhrani, G., H. Azarnoush, A. Winkler-Schwartz, F. Alotaibi, SP Lajoie, and RF Del Maestro. "Proficiency versus competency-based training paradigm for neurosurgical training." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 41, s2 (October 2014): S20. http://dx.doi.org/10.1017/cjn.2014.98.

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FALENDER, Carol. "COMPETENCY-BASED CLINICAL SUPERVISION: A VIEW TO THE FUTURE." International Journal of Supervision in Psychotherapy 4 (June 1, 2022): 73–83. http://dx.doi.org/10.47409/ijsp.2022.4.5.

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Some recognition exists that clinical supervision is a distinct professional competence that requires specific education and training. However, it is all too often inadequately addressed in psychology curricula and training. What is required is a shift to the competence movement that has been instituted in United States psychology education, training, and regulation to embrace a systematic and intentional competence model. To achieve this, a major attitude shift must occur to acknowledge the systematic and intentional process of clinical supervision, value the process and components, and incorporate the knowledge, skills, and attitudes that need to be systematically developed as a critical component of self-reflective competency-based education and supervision, portals to lifelong learning, internationally.

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MacQuillan, Elizabeth L., Jennifer Ford, and Kristin Baird. "Increased competency of dietitian nutritionists’ physical examination skill after a simulation-based education in the United States." Journal of Educational Evaluation for Health Professions 17 (December 14, 2020): 40. http://dx.doi.org/10.3352/jeehp.2020.17.40.

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Purpose: This study aimed to translate simulation-based dietitian nutritionist education to clinical competency attainment in a group of practicing Registered Dietitian Nutritionists (RDNs). Using a standardized instrument to measure performance on the newly-required clinical skill, Nutrition Focused Physical Exam (NFPE), competence was measured both before and after a simulation-based education (SBE) session. Methods: Total 18 practicing RDNs were recruited by their employer Spectrum Health system. Following a pre-brief session, participants completed an initial 10-minute encounter, performing NFPE on a standardized patient (SP). Next, participants completed a 90-minute SBE training session on skills within NFPE, including hands-on practice and role play, followed by a post-training SP encounter. Video recordings of the SP encounters were scored to assess competence on seven skill areas within the NFPE. Scores were for initial competence and change in competence.. Results: Initial competence rates ranged from 0- 44% of participants across the seven skills assessed. The only competency where participants scored in the “meets expectations” range initially was “approach to the patient(. When raw competence scores were assessed for change from pre- to post-SBE training, a paired t-test indicated significant increased in all seven competency areas following the simulation-based training (P< .001). Conclusion: This study showed the effectiveness of a SBE training for increased competence scores of practicing dietitian nutritionist on a defined clinical skill.

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López-Ruiz, Jose, Pablo Lara-Navarra, Enric Serradell-Lopez, and Josep Antoni Martínez-Aceituno. "Location Guided System of Training Solutions and Learning Itineraries Based on Competences Adapted to Users’ Needs." International Journal of Knowledge Society Research 2, no. 2 (April 2011): 37–46. http://dx.doi.org/10.4018/jksr.2011040104.

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Competency design stands out among the methodological and educational model changes introduced by the EHEA (European Higher Education Area). This concept is a key factor when developing programs based on academic and professional profiles that respond to social and labour market needs. The UOC eLearning GPS is based on competences and is meant to reduce the gap between formal training and the reality of the labour market and social needs that traditionally has characterized the university. These aspects are the basis of this application. Using a language of competences, the application helps the students identify their main skills and capacities, as well as areas of improvement. Following the model of competency design, this tool helps the user detect and reduce the gap between a starting position of competence and his or her learning and training expectations. UOC eLearning GPS application offers solutions and learning itineraries closer to the user’s real learning needs.

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Skiba, Richard. "Graded Assessment Models for Competency-Based Training in Vocational Education and Training." World Journal of Education 10, no. 3 (June 20, 2020): 106. http://dx.doi.org/10.5430/wje.v10n3p106.

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This exploratory paper considers the practical and theoretical implications of a graded system of assessment in competency-based training within the Australian Vocational Education and Training System. The characteristics of competency-based training are considered and the possible relationships to graded approaches are discussed. The discussion reflects on prominent research in the competency-based assessment domain, including Peddie (1993), Williams and Bateman (2003) and Newton (2018b) to consider the limitations and applications of various models.

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Bartienieva, Iryna. "FORMING SUBJECT-MATTER COMPETENCY IN HIGH SCHOOL STUDENTS." Modern Tendencies in Pedagogical Education and Science of Ukraine and Israel: the Way to Integration, no. 9 (September 20, 2018): 7–13. http://dx.doi.org/10.24195/2218-8584-2018-9-7-13.

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The article deals with the urgent issue of training high school students for external independent testing, the necessary condition for which is formation of their subject-matter competency, in particular, the mathematical one. The essence of competency-based approach, concepts “competence”, “competency” are revealed. The author singles out the effective forms, methods, technologies of organizing high school students’ educational activity in mathematics lessons aimed at quality preparation for external independent testing. Keywords: competency-based approach, competency, competence, subject-matter competency, external independent testing.

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Hodovaniuk, Tetiana, and Dariia Voznosymenko. "THE VALUE-COMPETENT APPROACH IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS OF MATHEMATICS." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (October 27, 2022): 24–31. http://dx.doi.org/10.31499/2307-4906.4.2022.269290.

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The article highlights the pedagogical expediency of using the value-competency approach in professional training of future mathematics teachers. The content of the concepts “competence”, “value-semantic competence”, “value-competence approach” is outlined. It is noted that the value-competency approach to the organization of the educational activities of future mathematics teachersensures unity in the formation of professional competences and life values (general cultural competences) of the students of education. It is indicated that the value-competency approach is focused on the formation of value-semantic competence, which is one of the key components of the readiness of future teachers for professional activity and is connected with a personʼs value orientations, his ability to see and understand the world around him, to navigate in it, to realize oneʼs role and purpose, to act creatively, to be able to choose target and meaning settings for oneʼs actions and deeds, to make decisions. It was established that the formation of value-semantic competence in future mathematics teachers in particular involves: the formation of an intellectual, spiritually developed personality; formation of oneʼs own value orientations regarding the future profession and field of activity; formation of patriotism; development of humanism and morality; development of independence, personal initiative; mastery of methods of self-determination in situations of choice based on one's own positions; fostering activity, the ability to make decisions and take responsibility for their consequences; fostering kindness and tolerance towards colleagues, students and their parents, the ability to work in a team; education of love for the teaching profession, etc.Among the innovative teaching methods that ensure the implementation of the value-competency approach in the professional training of future teachers of mathematics, the case method and the method of educational projects are defined. Keywords: future teachers of mathematics; competence; value-semantic competence; value-competence approach; value orientations; case method; method of educational projects; professional training of future teachers of mathematics.

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Aronson, Patricia A., Lorin A. Cartwright, and Rebecca M. Lopez. "Integrating Safe Space Ally Training Into the Athletic Training Curriculum." Athletic Training Education Journal 16, no. 4 (November 1, 2021): 270–77. http://dx.doi.org/10.4085/1947-380x-20-078.

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Context It has become increasingly important that athletic trainers (ATs) understand and promote diversity, inclusion, and cultural competency. One technique athletic training educators can use to promote cultural competency for those in the lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) community is by attending a safe space ally training (SST) program to integrate the concepts of SST programing into their curriculum. Objective To provide athletic training educators with techniques to integrate inclusion and cultural competence regarding the LGBTQIA+ community into the athletic training curriculum using SST content. Our goal is that athletic training educators will train future ATs as well as embrace individual professional development. Background The National Athletic Trainers' Association (NATA) LGBTQ+ Advisory Committee (AC) has created an SST workshop for athletic trainers. Educators can promote cultural competency throughout the curriculum using evidence-based training programs such as the NATA LGBTQ+ AC SST. Description The emphasis of SST is to improve cultural competence regarding sexual minorities to improve inclusivity in all athletic training settings. It is critical that athletic training education programs prepare graduates to be competent, compassionate, patient-centered and professional ATs who are ready to function as health care professionals for all patients. Clinical Advantage(s) A goal of cultural competency is to create an inclusive environment within all athletic training settings, whether it be in a classroom, a clinic, or a nontraditional work setting. Health disparities and health care inequities must be appreciated by every AT to deliver compassionate and competent care for all in marginalized populations. Educators can make a difference in the future of athletic training by increasing the cultural competency of their students. Conclusion(s) Patient-centered care, knowledge of the care of those in diverse and minority populations, and ethical behavior can be enhanced through SST programs.

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Baizak, Usen, Kanapiya Kudabayev, Mariya Dzhazdykbayeva, Gulmira Assilbekova, Bаhyt Baizakova, and Аigul Mintassova. "Competency-based Approach to the Assessment of Professional Training for a Medical Student to Work with Medical Equipment." International Journal of Emerging Technologies in Learning (iJET) 12, no. 06 (June 27, 2017): 108. http://dx.doi.org/10.3991/ijet.v12i06.7008.

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The article solves the problem of describing the professional training for a medical graduate in terms of competency-based approach and identification of ways to develop these qualities to work with medical equipment. A model for the competence formedness level assessment has been elaborated, which indicates all its input and output parameters. On the basis of the developed methods and algorithms for calculating the competence formedness level for the training course ‘Anesthesiology, Resuscitation, and Intensive Care’ a calculation has been made of all the required importance coefficients of the courses, their modules, and other learning activities involved in the formation of competences.

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VOROBIOVA, O. "COMPETENCY-BASED APPROACH IN THE FUTURE TEACHER OF BIOLOGY TRAINING SYSTEM." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 22 (November 7, 2018): 49–52. http://dx.doi.org/10.33989/2075-146x.2018.22.184381.

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Іn the article the modern scientific researches on building and development of key competencies in theory and practice of pedagogical science are analyzed. The peculiarities of the professional activity of the teacher of biology through the interrelation of his/her informative, developmental, orientation, mobilizing, constructive, communicative, and organizational and research functions are researched.The analysis of modern approaches in the preparation of the future teacher of biology made it possible to determine leading functions in the educational process of a secondary school: informative, developmental, orientation, mobilization, constructive, communicative, and organizational and research. All functions are interrelated; they complement and refine each other.A large number of researchers prove that the competency-based approach most completely reflects the modern processes in European countries.Taking into account the world experience and needs of the development of the Ukrainian school in the domestic pedagogy, three types of competencies characterizing the results of learning on the basis of a competency-based approach are recognized: key, interdisciplinary and knowledge of subject.The notion of "competency-based approach" refers to the orientation of the educational process on the building and development of the key (basic, main) and substantive competencies of the individual. The result of this process will be the formation of a general competence (professionalism) of a person, which is the integrity of key and substantive competencies, an integrated personality trait. Such a characteristic should be formed in the process of learning and contain knowledge, skills, attitudes, experience, values and behavioural models of personality.The competency-based approach takes special place in the process of building and development of competencies of the future specialist in the system of higher education. In the scientific sense, the concept of "approach" is interpreted as the starting point for forming the basis of research activity. The general idea of a competency-based approach is competence-oriented education, which aims at the complex of knowledge acquisition and methods of practical activity, through which a person successfully implements himself/herself in various fields of life. The most important specificity of the competency-based approach lies in the fact that not the "ready-made knowledge" transmitted by the teacher is assimilated, but "the conditions of the origin of this knowledge are traced".

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Stynska, V. V., Z. M. Yashchyshyn, and I. P. Klishch. "Competency-based approach in Ukrainian vocational training." Pedagogical sciences reality and perspectives 2, no. 79 (2021): 139–42. http://dx.doi.org/10.31392/npu-nc.series5.2021.79.2.30.

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Holton, Elwood F., Mary Leah Coco, Janis L. Lowe, and Jacqueline V. Dutsch. "Blended Delivery Strategies for Competency-Based Training." Advances in Developing Human Resources 8, no. 2 (May 2006): 210–28. http://dx.doi.org/10.1177/1523422305286153.

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Thompson, R. "Competency-Based Training: An Industry Learning Experience." Asia Pacific Journal of Human Resources 27, no. 3 (August 1, 1989): 86–90. http://dx.doi.org/10.1177/103841118902700307.

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Musa, Iris M. "Competency-based Evaluation of Physiotherapy Training Programmes." Physiotherapy 75, no. 2 (February 1989): 84. http://dx.doi.org/10.1016/s0031-9406(10)62714-9.

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Puntil, Cheryl, Janet York, Barbara Limandri, Pamela Greene, Eric Arauz, and Deborah Hobbs. "Competency-Based Training for PMH Nurse Generalists." Journal of the American Psychiatric Nurses Association 19, no. 4 (July 2013): 205–10. http://dx.doi.org/10.1177/1078390313496275.

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Serdenciuc, Nadia Laura. "Competency-based Education – Implications on Teachers’ Training." Procedia - Social and Behavioral Sciences 76 (April 2013): 754–58. http://dx.doi.org/10.1016/j.sbspro.2013.04.200.

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Woodall-Jones, Bianca Marshia. "COMPETENCY BASED CLINICIAN WOUND CARE TRAINING PROGRAM." Journal of Wound, Ostomy and Continence Nursing 34, Supplement (May 2007): S42. http://dx.doi.org/10.1097/01.won.0000270954.64823.b9.

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Journal articles on the topic 'Competency Based Training'

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