Purpose:To evaluate the effect of competency-based management in improving nurse and patient satisfaction.Methods:According to the competency-based management objectives and principles,821 nurses were classified into ...Purpose:To evaluate the effect of competency-based management in improving nurse and patient satisfaction.Methods:According to the competency-based management objectives and principles,821 nurses were classified into different levels based on clear nurse qualifications and post responsibilities.According to the different levels of nursing staff and training plans with different emphases,the goal was for the nursing staff to gradually achieve the corresponding level.Targeted training programs for different levels of nurses were formulated to enable nurses to gradually increase their competency levels.Results:After implementation of competency-based management,nurse job satisfaction and patient satisfaction increased significantly(P<0.01).Additionally,the reported nurse job burnout decreased(P<0.01).Conclusion:Competency-based management can promote nurses’enthusiasm,reduce job burnout,improve job satisfaction,as well as improve patient satisfaction.展开更多
Introduction: The essential problems in providing quality and safety services to patients, rapid changes in health care settings as well as information technology require educational revision. Competency-based curricu...Introduction: The essential problems in providing quality and safety services to patients, rapid changes in health care settings as well as information technology require educational revision. Competency-based curriculum focuses on set of skills that students should achieve. This study reviewed characteristics of competency-based curriculum in psychiatric nursing. Methods: A literature review about a competency-based curriculum in psychiatric mental health nursing was carried out by searching databases including Iran Medex, Iran Doc, and Pub Med with key words such as competency-based education, competency-based curriculum, and competency-based curriculum in psychiatric mental health nursing. No time limitation was considered. Results: Results revealed that over 30 literatures have been done about nursing curriculum, but just several studies were done regarding competency-based curriculum and just a few about competency-based curriculum in psychiatric mental health nursing. Conclusion: Competency-based curriculum development is one of the essential steps to facilitate teaching-learning process. The revision of curriculum may decrease theory-practice gap and pave the way for graduates to have essential competences for their roles.展开更多
It is important to transform knowledge-based learning to competency-based learning.This paper describes the exploration and practice of“programming and algorithm foundation”curriculum reform for competency-based lea...It is important to transform knowledge-based learning to competency-based learning.This paper describes the exploration and practice of“programming and algorithm foundation”curriculum reform for competency-based learning.In order to cultivate students’ability of high-level program development,the intelligent learning system of“MOOC/SPOC+icoding online experiment and programming ability test Platform+Rain Classroom”is established.In the case of limited class hours,we make full use of online resources to build a student-centered method to internalize knowledge and ability.We guide students to complete the basic knowledge module of MOOC or SPOC,and complete the programming experiment on icoding platform.According to the feedback of learning outcome,teachers use offline classroom and rain classroom to sort out the key and difficult points,expanding the depth and breadth of the curriculum,and stimulate students’enthusiasm to participate in the curriculum.展开更多
This review explores the development of a competency-based orientation curriculum for surgeons in Equatorial Guinea.Surgical training in the region faces significant challenges,including a lack of standardized curricu...This review explores the development of a competency-based orientation curriculum for surgeons in Equatorial Guinea.Surgical training in the region faces significant challenges,including a lack of standardized curricula,inadequate resources,and limited access to advanced medical education.By integrating competency theory,this article proposes a curriculum design framework tailored to the country’s specific context.The review focuses on key components such as curriculum content,teaching methodologies,assessment mechanisms,and their practical applications,emphasizing the need for a structured approach to improve surgical healthcare services.The findings provide theoretical foundations and practical guidance for enhancing surgical training and ultimately improving healthcare outcomes in the region.展开更多
The pedagogical promise of Competency-Based Education(CBE)has been historically undermined by pro-found challenges of scalability,creating an implementation gap between its theoretical merits and practicalapplication....The pedagogical promise of Competency-Based Education(CBE)has been historically undermined by pro-found challenges of scalability,creating an implementation gap between its theoretical merits and practicalapplication.This paper proposes a testable mechanism model wherein Artificial Intelligence(Al)enables the scaling of CBE through three interconnected pathways-diagnostic tracking,adaptive supply,and teacher or-chestration-formalized within a distributed cognition framework.To operationalize this model,this paper in-troduces novel constructs including the"Adaptive-Autonomy Curve"for systematically cultivating self-regulated learning in personalized environments,and a"Situated Performance-Based Assessment Pipeline"for authentic,scalable evaluation of complex skills.The primary contributions of this work are fourfold:first,it provides a rigorous conceptual taxonomy that delineates CBE from adjacent paradigms such as mastery learning and per-sonalized learning;second,it advances a set of falsifiable propositions to guide future empirical research;third,it formalizes the human-Al pedagogical relationship with operational design principles;and fourth,it presents an integrated governance and interoperability protocol for the responsible and effective implementation of Al in competency-based systems.展开更多
For over 100 years, medical education has achieved continuous development and progress all over theworld. Flexner＇s report in 1910 brought modern science into the curricula of medical schools. In the 1960s, problem-b...For over 100 years, medical education has achieved continuous development and progress all over theworld. Flexner＇s report in 1910 brought modern science into the curricula of medical schools. In the 1960s, problem-based learning （PBL） was born in Canada and quickly achieved wide use. From the beginning of the 21 st century, with increasing specialization in medicine, the ＂silo effect＂ has become more apparent. The inequality in healthcare and low efficiency of the entire health system has become prominent problems. These have brought about new challenges for medical education--how to implement accountable medical education so as to rectify the current situation. Therefore, ＂competency-based＂ medical education, as an important feature of the third generation medical education reform, has gradually become the trend. J However, currently in most medical schools in China, PBL is still flourishing, which indicates that we are still at the second generation of medical education reform.展开更多
As a response to the complexity of modern health care,nursing education is undergoing significant transformation.This paper aims to explore changing dynamics in nursing education,highlighting trends,challenges,and the...As a response to the complexity of modern health care,nursing education is undergoing significant transformation.This paper aims to explore changing dynamics in nursing education,highlighting trends,challenges,and the potential of Design-Based Research(DBR)as a methodological approach for curricular enhancement.This study employed a qualitative synthesis methodology was utilised,employing a systematic literature analysis of peer-reviewed articles published from 2019 to 2023.Relevant studies were searched in primary databases such as PubMed,Scopus,and Google Scholar,using specific keywords pertaining to nursing education,innovative pedagogical approaches,and DBR.The review revealed significant trends in nursing education including empathy and resilience,cultural competence,technology,interprofessional education,as well as competency-based approaches.Major challenges included teacher shortages,limited clinical placements,technological adaptability,and student mental health issues.DBR became an approach to address these challenges and offers an iterative model for curriculum development and educational innovation.DBR is a systematic and collaborative way to improve nursing education.Despite the barriers to implementation,DBR can lead to a more applicable curriculum based on real-world healthcare needs and create a nimbler educational process to prepare nursing graduates for working in complex healthcare environments.展开更多
Standardized residency training programs primarily focus on developing clinical diagnostic and treatment skills,often allocating limited time to research activities.However,enhancing research skills is of paramount im...Standardized residency training programs primarily focus on developing clinical diagnostic and treatment skills,often allocating limited time to research activities.However,enhancing research skills is of paramount importance for residents,as it fosters critical thinking,problem-solving abilities,and a deeper understanding of applying scientific principles to clinical practice.This paper explores the necessity and significance of integrating research training into residency programs,emphasizing its role in cultivating well-rounded physicians capable of advancing medical knowledge.This study proposes a competency-based research training model that encompasses research literacy,study design,biostatistics,and scientific writing.Additionally,online asynchronous training modules,robust mentorship,and balanced time management strategies are recommended to enhance residents’research engagement without compromising clinical training.By implementing these measures,residency programs can improve residents’research capabilities,contributing to both individual professional growth and the broader advancement of medical science.展开更多
Competency-based assessments for healthcare professionals are critical for safe and effective client outcomes. Rehabilitation clinical skill competency assessments must be validated and revised to produce safe and ski...Competency-based assessments for healthcare professionals are critical for safe and effective client outcomes. Rehabilitation clinical skill competency assessments must be validated and revised to produce safe and skilled practitioners. The revised American Occupational Therapy Association (AOTA) Fieldwork Performance Evaluation (FWPE) instrument measures occupational therapy student performance to determine readiness for practice. The assessment includes thirty-seven competencies that address both profession specific clinical skills and general professional behavior skills. The objective of this study was to use Rasch methods to explore the use of the revised FWPE in actual fieldwork practice and to determine the instrument’s psychometric properties when separating the item components into two distinct subdomains: General Health Professions Competences and Occupational Therapy-Specific Competencies. Internal construct validity and test reliability were analyzed using data from 149 occupational therapy students after completing their initial Level II A fieldwork clinical internship. This study examined the item difficulty hierarchy, item fit, person-fit to model, person separation index, person separation reliability coefficient, strata, ceiling and floor effect, and unidimensionality of the FWPE instrument as a whole and as two separate domains. With the exception of not meeting the criteria for unidimensionality, the full FWPE instrument and the Occupational Therapy-Specific Competencies subdomain showed acceptable item-level psychometrics for reliability and precision. While the General Health Professions Competencies subdomain showed good item-level psychometrics, it was below the criterion for reliability and only separated the sample into two strata. Results support the validity, reliability, and clinical use of the revised FWPE full instrument and the Occupational Therapy-Specific Competencies subdomain to measure entry-level clinical skill competencies in practice.展开更多
Virtual reality simulation is becoming the standard when beginning endoscopic training. It offers various benefits including learning in a low-stakes environment, improvement of patient safety and optimization of valu...Virtual reality simulation is becoming the standard when beginning endoscopic training. It offers various benefits including learning in a low-stakes environment, improvement of patient safety and optimization of valuable endoscopy time. This is a review of the evidence surrounding virtual reality simulation and its efficacy in teaching endoscopic techniques. There have been 21 randomized controlled trials(RCTs) that have investigated virtual reality simulation as a teaching tool in endoscopy. 10 RCTs studied virtual reality in colonoscopy, 3 in flexible sigmoidoscopy, 5 in esophagogastroduodenoscopy, and 3 in endoscopic retrograde cholangiopancreatography. RCTs reported many outcomes including distance advanced in colonoscopy, comprehensive assessment of technical and non-technical skills, and patient comfort. Generally, these RCTs reveal that trainees with virtual reality simulation based learning improve in all of these areas in the beginning of the learning process. Virtual reality simulation was not effective as a replacement of conventional teaching methods. Additionally, feedback was shown to be an essential part of the learning process. Overall, virtual reality endoscopic simulation is emerging as a necessary augment to conventional learning given the ever increasing importance of patient safety and increasingly valuable endoscopy time; although work is still needed to study the nuances surrounding its integration into curriculum.展开更多
Objectives Various authors have explored the combination of competencies necessary for ensuring safe and quality care carried out by nurses in Intensive Care Units(ICUs).Nurses’perception of training is an element th...Objectives Various authors have explored the combination of competencies necessary for ensuring safe and quality care carried out by nurses in Intensive Care Units(ICUs).Nurses’perception of training is an element that must be studied in order to adopt appropriate educational measures.This study aimed to evaluate nurses’perception of the importance of intensive care training in Spain.Methods A descriptive,cross-sectional,multicentre study was conducted on a national level in Spain.Totally 85 ICUs took part in the study.The questionnaire used was developed using the Delphi method and had 66 items to investigate nurses’perception on competency requirements and training needs.The evaluation was conducted by a 10-point Likert scale.Results The sample was 568 Spanish nurses.Significant differences were found on an academic level,in terms of gender and hospital type,and in the professional experience of the nurse when it comes to evaluating the different training items;the differences in overall questionnaire scores among these groups were statistically significant(P<0.05).The nurses analyzed believe that previous training and professional experience in other care services are necessary before starting work in an ICU.Conclusion Implementation of training programs tailored to the needs of critical nurses had benefits for nurses and the health system.Nurses benefited from training focused on the skills and knowledge of each moment of their working life.Nurses have a different evaluation of their training needs throughout their professional cycle.Therefore,their training must be adapted to the professional stage of each nurse.展开更多
Simulation-based mastery learning(SBML)is an emerging form of competencybased training that has been proposed as the next standard method for procedural task training,including that in gastr-ointestinal endoscopy.Curr...Simulation-based mastery learning(SBML)is an emerging form of competencybased training that has been proposed as the next standard method for procedural task training,including that in gastr-ointestinal endoscopy.Current basic gastrointestinal endoscopy training relies on the number of procedures performed,and it has been criticized for its lack of objective standards that result in variable skills among trainees and its association with patient safety risk.Thus,incorporating simulators into a competency-based curriculum seems ideal for gastrointestinal endoscopy training.The curriculum for SBML in gastrointestinal endoscopy is currently being developed and has promising potential to translate into the clinical performance.Unlike the present apprenticeship model of“see one,do one,teach one,”SBML integrates a competency-based curriculum with specific learning objectives alongside simulation-based training.This allows trainees to practice essential skills repeatedly,receive feedback from experts,and gradually develop their abilities to achieve mastery.Moreover,trainees and trainers need to understand the learning targets of the program so that trainees can focus their learning on the necessary skills and trainers can provide structured feedback based on the expected outcomes.In addition to learning targets,an assessment plan is essential to provide trainees with future directions for their improvement and ensure patient safety by issuing a passing standard.Finally,the SBML program should be planned and managed by a specific team and conducted within a developed and tested curriculum.This review discusses the current state of gastr-ointestinal endoscopy training and the role of SBML in that field.展开更多
This paper is part of a larger cross-sectional, phenomenological study that examined pre-service teachers’ belief of the competencies they possess to teach socially sensitive issues at secondary level in Trinidad and...This paper is part of a larger cross-sectional, phenomenological study that examined pre-service teachers’ belief of the competencies they possess to teach socially sensitive issues at secondary level in Trinidad and Tobago. Purposive sampling resulted in 39 pre-service social studies teachers (Years 2 to 4) who were exposed to a methodology course in a social studies specialisation programme and nine social studies lecturers, at the University of Trinidad and Tobago. The study is located in the mixed methods paradigm, with a quan/QUAL design. This paper represents discussions and findings from two questionnaires and four focus groups analysed through the IBM SPSS Statistics 22 software for the quantitative analysis and content and micro-interlocutor analyses for the qualitative analysis. The findings show that pre-service teachers believe they have the competencies to teach socially sensitive issues;yet they had not obtained these from the designated methodology course. Further that both contextual and personal factors affect the teaching of socially sensitive issues. Six themes, with accompanying competencies emerge from the data and frame affective teaching of socially sensitive issues. Arising out of the findings, the author developed a competency-based framework that has implications for curriculum development and transformational pedagogy.展开更多
Training in palliative care is a necessity for health care systems. Nursing education should guarantee the development of basic skills in this field of health care. The objective of the study is to explore the notions...Training in palliative care is a necessity for health care systems. Nursing education should guarantee the development of basic skills in this field of health care. The objective of the study is to explore the notions about palliative care of a group of students from a nursing institute, in the light of the skills established by the Colombian Network of Education in Palliative Care. The method used is a qualitative one, using the analysis of narratives as a research tool in the classroom. The results allow us to infer that the students rely on notions about palliative care in some subject areas, without being able to consolidate an understanding that allows the integral intervention in people with palliative needs. It is necessary to reinforce the training process for symptom control, spirituality, and the organization of palliative care within the health care system.展开更多
Museums offer a lifelong edutainment environment with flexible choices for the public and provide fruitful interdisciplinary learning resources to support competency-based education.However,the lack of proper scaffold...Museums offer a lifelong edutainment environment with flexible choices for the public and provide fruitful interdisciplinary learning resources to support competency-based education.However,the lack of proper scaffolding and supports in museums negatively affect learner learning.Further,the individual differences need to be considered to effectively support the diverse learners learning in museums.In this study,an innovative learning model to support competency education for lifelong learning in museums is proposed.A game-based learning service named CoboFun that offers various types of problem-solving activities was developed to facilitate learners’interaction with exhibits and their peers in the museum.To examine the service design of CoboFun,learners’perceptions were evaluated and the differences in their cognitive styles were examined(Field Independent(FI)and Field Dependent(FD)).The results showed that both FI and FD learners enjoyed learning with CoboFun but that flexible learning tools needed to be provided to satisfy the different needs for the learners with different cognitive styles.展开更多
Purpose: We aim to provide a broad overview of emerging themes in medical education, with recommendations for future research. Following a brief overview of recent changes in medical education and their implications, ...Purpose: We aim to provide a broad overview of emerging themes in medical education, with recommendations for future research. Following a brief overview of recent changes in medical education and their implications, we focus on suggestions and examples for making progress in this field. Principal findings: In this article, we briefly review the context that has led to the emergence of the competency-based model of medical education. A critical implication is that medical educators must now focus on the development and maintenance of high quality assessment instruments to support valid decisions around advancement and promotion of learners. Rater cognition and "collective competence" are emerging issues that may have profound implications for the identification and assessment of competencies. Conclusions: While competency-based education represents the future, larger systemic effects must be identified and monitored to effect meaningful change in medical education.The authors conclude with a call for increased support for research in medical education and argue that the most promising and fruitful area of medical education scholarship for the future lies in the field of assessment of individual competence.展开更多
This study adopted the quantitative research design to unearth hidden factors which go into graduate employability decisions. Purposive sampling technique was used to select graduates, institutions and industries with...This study adopted the quantitative research design to unearth hidden factors which go into graduate employability decisions. Purposive sampling technique was used to select graduates, institutions and industries within Takoradi, Cape Coast, Kumasi and Accra metropolis all in Ghana. Three different questionnaires inter-spaced with interviews were designed and used to collect data from the field according to a pre-determined stratified scheme. A total of 200 informants including 68 industries, 120 graduates and 12 institutions were used. The data was coded and keyed into SPSS version 20. Tables and Charts were used to explore the data. Principal component (PC) analysis was employed to extract hidden factors industries consider in graduate employability decisions. The PC method identified and extracted six hidden factors: ability to set SMART goals and structure actions;ability to demonstrate a willingness to embrace new systems, processes, technology and ideas;a determined, committed, resilient, and focused person;a person with passion for driving profit;ability to deconstruct a problem or situation;and clear and unprompted ability to present information to a group. These six hidden factors could explain 68.8% of the variances in graduate employability decisions. We recommend that internships be properly planned and executed with the involvement of industry players, facilitators of learning, and the ministry of trade and industries. In addition, facilitators should inculcate into students’ important traits and attributes identified in this study.展开更多
Background:To determine if practice using an online fundus photograph program results in a long-term increase in proficiency with the direct ophthalmoscope in medical students.Methods:This study was a prospective medi...Background:To determine if practice using an online fundus photograph program results in a long-term increase in proficiency with the direct ophthalmoscope in medical students.Methods:This study was a prospective medical education trial.Students were enrolled to participate in an objective structured clinical examination(OSCE)using five patients with ocular findings.Students who matched a minimum of 6 discs 17 months prior to the study were assigned to the intervention group and were compared to students who did not participate in the exercise.Participants:46 second-year medical students at Queen’s University:15 in the intervention group,31 in the control group.Students were evaluated using the Queen’s University Ophthalmoscopy OSCE Checklist(QUOOC).Students were asked to calculate the cup-to-disc ratio,comment on disc margins and if there was any macular pathology.Students participated in a summative OSCE as part of the curriculum in which all students attempted to match fundus photographs.Results:Students in the intervention group performed significantly better on the QUOOC with a mean score of 78.3%(+/−4.2%)compared to the control who had a mean score of 69.4%[+/−4.2%(P=0.007)].The intervention group was significantly more accurate at matching optic nerve photographs with 100%(15/15)of the students correctly identifying the correct optic nerve on first attempt compared to 53.3%(16/30)in the control group(P=0.0014).Conclusions:The use of an online peer fundus photograph program leads to a long-term increase in examination technique,proficiency in ophthalmoscopy and accuracy at matching optic nerve photographs.展开更多
This paper addresses the critical need for a holistic,evidence-based national strategy to cultivate a world-class artificial intelligence(Al)talent pool.As Al reshapes global economies,labor markets,and the geopolitic...This paper addresses the critical need for a holistic,evidence-based national strategy to cultivate a world-class artificial intelligence(Al)talent pool.As Al reshapes global economies,labor markets,and the geopolitical land-scape,national competitiveness hinges on the ability to develop,attract,and retain Al expertise.Employing a systematic scoping review methodology,this study synthesizes evidence from academic literature,government policy documents,and industry white papers to construct an integrated strategic blueprint.The analysis decon-structs the core components of a comprehensive talent development policy,proposing a multi-pillar framework that integrates a lifelong learning continuum,a differentiated talent pipeline architecture,synergistic public-private enablers,and modernized evaluation paradigms.Through a comparative analysis of divergent nationalstrategies-including the market-driven model of the United States,the governance-first approach of the Eu-ropean Union,and the state-directed models of India,Singapore,the United Arab Emirates,and Canada-this paper illuminates the trade-offs between different philosophical and tactical choices.Key findings reveal the heterogeneous nature of Al's impact on labor,the centrality of public trust as a prerequisite for adoption,and a necessary paradigm shift from credential-based to competency-based talent evaluation.The proposed blueprint,which introduces a novel"Builder-Bridger"talent model,offers a comprehensive,actionable guide for policymakers and academic leaders aiming to build a sustainable and globally competitive national Al talent base capable of navigating the complexities of the Al era.展开更多
基金funded by a grant from the Liaocheng Science and Technology Development Plans(No.2012-193).
文摘Purpose:To evaluate the effect of competency-based management in improving nurse and patient satisfaction.Methods:According to the competency-based management objectives and principles,821 nurses were classified into different levels based on clear nurse qualifications and post responsibilities.According to the different levels of nursing staff and training plans with different emphases,the goal was for the nursing staff to gradually achieve the corresponding level.Targeted training programs for different levels of nurses were formulated to enable nurses to gradually increase their competency levels.Results:After implementation of competency-based management,nurse job satisfaction and patient satisfaction increased significantly(P<0.01).Additionally,the reported nurse job burnout decreased(P<0.01).Conclusion:Competency-based management can promote nurses’enthusiasm,reduce job burnout,improve job satisfaction,as well as improve patient satisfaction.
文摘Introduction: The essential problems in providing quality and safety services to patients, rapid changes in health care settings as well as information technology require educational revision. Competency-based curriculum focuses on set of skills that students should achieve. This study reviewed characteristics of competency-based curriculum in psychiatric nursing. Methods: A literature review about a competency-based curriculum in psychiatric mental health nursing was carried out by searching databases including Iran Medex, Iran Doc, and Pub Med with key words such as competency-based education, competency-based curriculum, and competency-based curriculum in psychiatric mental health nursing. No time limitation was considered. Results: Results revealed that over 30 literatures have been done about nursing curriculum, but just several studies were done regarding competency-based curriculum and just a few about competency-based curriculum in psychiatric mental health nursing. Conclusion: Competency-based curriculum development is one of the essential steps to facilitate teaching-learning process. The revision of curriculum may decrease theory-practice gap and pave the way for graduates to have essential competences for their roles.
基金This work is supported by Online and Offline Hybrid Curriculum Reform Project of UESTC in 2020 under Grant 2020HHKC0029by Project Based Curriculum for Freshmen of UESTC in 2020 under Grant 2020PBLF044by Online and Offline Hybrid Teaching Reform Project of CMOOC in 2019 under Grant B190201.
文摘It is important to transform knowledge-based learning to competency-based learning.This paper describes the exploration and practice of“programming and algorithm foundation”curriculum reform for competency-based learning.In order to cultivate students’ability of high-level program development,the intelligent learning system of“MOOC/SPOC+icoding online experiment and programming ability test Platform+Rain Classroom”is established.In the case of limited class hours,we make full use of online resources to build a student-centered method to internalize knowledge and ability.We guide students to complete the basic knowledge module of MOOC or SPOC,and complete the programming experiment on icoding platform.According to the feedback of learning outcome,teachers use offline classroom and rain classroom to sort out the key and difficult points,expanding the depth and breadth of the curriculum,and stimulate students’enthusiasm to participate in the curriculum.
文摘This review explores the development of a competency-based orientation curriculum for surgeons in Equatorial Guinea.Surgical training in the region faces significant challenges,including a lack of standardized curricula,inadequate resources,and limited access to advanced medical education.By integrating competency theory,this article proposes a curriculum design framework tailored to the country’s specific context.The review focuses on key components such as curriculum content,teaching methodologies,assessment mechanisms,and their practical applications,emphasizing the need for a structured approach to improve surgical healthcare services.The findings provide theoretical foundations and practical guidance for enhancing surgical training and ultimately improving healthcare outcomes in the region.
文摘The pedagogical promise of Competency-Based Education(CBE)has been historically undermined by pro-found challenges of scalability,creating an implementation gap between its theoretical merits and practicalapplication.This paper proposes a testable mechanism model wherein Artificial Intelligence(Al)enables the scaling of CBE through three interconnected pathways-diagnostic tracking,adaptive supply,and teacher or-chestration-formalized within a distributed cognition framework.To operationalize this model,this paper in-troduces novel constructs including the"Adaptive-Autonomy Curve"for systematically cultivating self-regulated learning in personalized environments,and a"Situated Performance-Based Assessment Pipeline"for authentic,scalable evaluation of complex skills.The primary contributions of this work are fourfold:first,it provides a rigorous conceptual taxonomy that delineates CBE from adjacent paradigms such as mastery learning and per-sonalized learning;second,it advances a set of falsifiable propositions to guide future empirical research;third,it formalizes the human-Al pedagogical relationship with operational design principles;and fourth,it presents an integrated governance and interoperability protocol for the responsible and effective implementation of Al in competency-based systems.
文摘For over 100 years, medical education has achieved continuous development and progress all over theworld. Flexner＇s report in 1910 brought modern science into the curricula of medical schools. In the 1960s, problem-based learning （PBL） was born in Canada and quickly achieved wide use. From the beginning of the 21 st century, with increasing specialization in medicine, the ＂silo effect＂ has become more apparent. The inequality in healthcare and low efficiency of the entire health system has become prominent problems. These have brought about new challenges for medical education--how to implement accountable medical education so as to rectify the current situation. Therefore, ＂competency-based＂ medical education, as an important feature of the third generation medical education reform, has gradually become the trend. J However, currently in most medical schools in China, PBL is still flourishing, which indicates that we are still at the second generation of medical education reform.
文摘As a response to the complexity of modern health care,nursing education is undergoing significant transformation.This paper aims to explore changing dynamics in nursing education,highlighting trends,challenges,and the potential of Design-Based Research(DBR)as a methodological approach for curricular enhancement.This study employed a qualitative synthesis methodology was utilised,employing a systematic literature analysis of peer-reviewed articles published from 2019 to 2023.Relevant studies were searched in primary databases such as PubMed,Scopus,and Google Scholar,using specific keywords pertaining to nursing education,innovative pedagogical approaches,and DBR.The review revealed significant trends in nursing education including empathy and resilience,cultural competence,technology,interprofessional education,as well as competency-based approaches.Major challenges included teacher shortages,limited clinical placements,technological adaptability,and student mental health issues.DBR became an approach to address these challenges and offers an iterative model for curriculum development and educational innovation.DBR is a systematic and collaborative way to improve nursing education.Despite the barriers to implementation,DBR can lead to a more applicable curriculum based on real-world healthcare needs and create a nimbler educational process to prepare nursing graduates for working in complex healthcare environments.
基金Research on the Construction of a Course Ideological and Political Education System and Evaluation Framework for the“Traditional Chinese Medicine Internal Medicine”Course(Project No.:2025J0459)Open Research Fund Program of Yunnan Key Laboratory of Integrated Traditional Chinese(Project No.:CWCD2023-002,CWCD2023-003&CWCD2023-009)+2 种基金Western Medicine for Chronic Disease in Prevention and TreatmentYunnan 047 Key Laboratory of Yi Dai Medicine and Yi Medicine(Project No.:2024SS24047)Yunnan 025 Key Laboratory of Yi Dai Medicine and Yi Medicine(Project No.:2024SS24025)。
文摘Standardized residency training programs primarily focus on developing clinical diagnostic and treatment skills,often allocating limited time to research activities.However,enhancing research skills is of paramount importance for residents,as it fosters critical thinking,problem-solving abilities,and a deeper understanding of applying scientific principles to clinical practice.This paper explores the necessity and significance of integrating research training into residency programs,emphasizing its role in cultivating well-rounded physicians capable of advancing medical knowledge.This study proposes a competency-based research training model that encompasses research literacy,study design,biostatistics,and scientific writing.Additionally,online asynchronous training modules,robust mentorship,and balanced time management strategies are recommended to enhance residents’research engagement without compromising clinical training.By implementing these measures,residency programs can improve residents’research capabilities,contributing to both individual professional growth and the broader advancement of medical science.
文摘Competency-based assessments for healthcare professionals are critical for safe and effective client outcomes. Rehabilitation clinical skill competency assessments must be validated and revised to produce safe and skilled practitioners. The revised American Occupational Therapy Association (AOTA) Fieldwork Performance Evaluation (FWPE) instrument measures occupational therapy student performance to determine readiness for practice. The assessment includes thirty-seven competencies that address both profession specific clinical skills and general professional behavior skills. The objective of this study was to use Rasch methods to explore the use of the revised FWPE in actual fieldwork practice and to determine the instrument’s psychometric properties when separating the item components into two distinct subdomains: General Health Professions Competences and Occupational Therapy-Specific Competencies. Internal construct validity and test reliability were analyzed using data from 149 occupational therapy students after completing their initial Level II A fieldwork clinical internship. This study examined the item difficulty hierarchy, item fit, person-fit to model, person separation index, person separation reliability coefficient, strata, ceiling and floor effect, and unidimensionality of the FWPE instrument as a whole and as two separate domains. With the exception of not meeting the criteria for unidimensionality, the full FWPE instrument and the Occupational Therapy-Specific Competencies subdomain showed acceptable item-level psychometrics for reliability and precision. While the General Health Professions Competencies subdomain showed good item-level psychometrics, it was below the criterion for reliability and only separated the sample into two strata. Results support the validity, reliability, and clinical use of the revised FWPE full instrument and the Occupational Therapy-Specific Competencies subdomain to measure entry-level clinical skill competencies in practice.
文摘Virtual reality simulation is becoming the standard when beginning endoscopic training. It offers various benefits including learning in a low-stakes environment, improvement of patient safety and optimization of valuable endoscopy time. This is a review of the evidence surrounding virtual reality simulation and its efficacy in teaching endoscopic techniques. There have been 21 randomized controlled trials(RCTs) that have investigated virtual reality simulation as a teaching tool in endoscopy. 10 RCTs studied virtual reality in colonoscopy, 3 in flexible sigmoidoscopy, 5 in esophagogastroduodenoscopy, and 3 in endoscopic retrograde cholangiopancreatography. RCTs reported many outcomes including distance advanced in colonoscopy, comprehensive assessment of technical and non-technical skills, and patient comfort. Generally, these RCTs reveal that trainees with virtual reality simulation based learning improve in all of these areas in the beginning of the learning process. Virtual reality simulation was not effective as a replacement of conventional teaching methods. Additionally, feedback was shown to be an essential part of the learning process. Overall, virtual reality endoscopic simulation is emerging as a necessary augment to conventional learning given the ever increasing importance of patient safety and increasingly valuable endoscopy time; although work is still needed to study the nuances surrounding its integration into curriculum.
文摘Objectives Various authors have explored the combination of competencies necessary for ensuring safe and quality care carried out by nurses in Intensive Care Units(ICUs).Nurses’perception of training is an element that must be studied in order to adopt appropriate educational measures.This study aimed to evaluate nurses’perception of the importance of intensive care training in Spain.Methods A descriptive,cross-sectional,multicentre study was conducted on a national level in Spain.Totally 85 ICUs took part in the study.The questionnaire used was developed using the Delphi method and had 66 items to investigate nurses’perception on competency requirements and training needs.The evaluation was conducted by a 10-point Likert scale.Results The sample was 568 Spanish nurses.Significant differences were found on an academic level,in terms of gender and hospital type,and in the professional experience of the nurse when it comes to evaluating the different training items;the differences in overall questionnaire scores among these groups were statistically significant(P<0.05).The nurses analyzed believe that previous training and professional experience in other care services are necessary before starting work in an ICU.Conclusion Implementation of training programs tailored to the needs of critical nurses had benefits for nurses and the health system.Nurses benefited from training focused on the skills and knowledge of each moment of their working life.Nurses have a different evaluation of their training needs throughout their professional cycle.Therefore,their training must be adapted to the professional stage of each nurse.
文摘Simulation-based mastery learning(SBML)is an emerging form of competencybased training that has been proposed as the next standard method for procedural task training,including that in gastr-ointestinal endoscopy.Current basic gastrointestinal endoscopy training relies on the number of procedures performed,and it has been criticized for its lack of objective standards that result in variable skills among trainees and its association with patient safety risk.Thus,incorporating simulators into a competency-based curriculum seems ideal for gastrointestinal endoscopy training.The curriculum for SBML in gastrointestinal endoscopy is currently being developed and has promising potential to translate into the clinical performance.Unlike the present apprenticeship model of“see one,do one,teach one,”SBML integrates a competency-based curriculum with specific learning objectives alongside simulation-based training.This allows trainees to practice essential skills repeatedly,receive feedback from experts,and gradually develop their abilities to achieve mastery.Moreover,trainees and trainers need to understand the learning targets of the program so that trainees can focus their learning on the necessary skills and trainers can provide structured feedback based on the expected outcomes.In addition to learning targets,an assessment plan is essential to provide trainees with future directions for their improvement and ensure patient safety by issuing a passing standard.Finally,the SBML program should be planned and managed by a specific team and conducted within a developed and tested curriculum.This review discusses the current state of gastr-ointestinal endoscopy training and the role of SBML in that field.
文摘This paper is part of a larger cross-sectional, phenomenological study that examined pre-service teachers’ belief of the competencies they possess to teach socially sensitive issues at secondary level in Trinidad and Tobago. Purposive sampling resulted in 39 pre-service social studies teachers (Years 2 to 4) who were exposed to a methodology course in a social studies specialisation programme and nine social studies lecturers, at the University of Trinidad and Tobago. The study is located in the mixed methods paradigm, with a quan/QUAL design. This paper represents discussions and findings from two questionnaires and four focus groups analysed through the IBM SPSS Statistics 22 software for the quantitative analysis and content and micro-interlocutor analyses for the qualitative analysis. The findings show that pre-service teachers believe they have the competencies to teach socially sensitive issues;yet they had not obtained these from the designated methodology course. Further that both contextual and personal factors affect the teaching of socially sensitive issues. Six themes, with accompanying competencies emerge from the data and frame affective teaching of socially sensitive issues. Arising out of the findings, the author developed a competency-based framework that has implications for curriculum development and transformational pedagogy.
文摘Training in palliative care is a necessity for health care systems. Nursing education should guarantee the development of basic skills in this field of health care. The objective of the study is to explore the notions about palliative care of a group of students from a nursing institute, in the light of the skills established by the Colombian Network of Education in Palliative Care. The method used is a qualitative one, using the analysis of narratives as a research tool in the classroom. The results allow us to infer that the students rely on notions about palliative care in some subject areas, without being able to consolidate an understanding that allows the integral intervention in people with palliative needs. It is necessary to reinforce the training process for symptom control, spirituality, and the organization of palliative care within the health care system.
文摘Museums offer a lifelong edutainment environment with flexible choices for the public and provide fruitful interdisciplinary learning resources to support competency-based education.However,the lack of proper scaffolding and supports in museums negatively affect learner learning.Further,the individual differences need to be considered to effectively support the diverse learners learning in museums.In this study,an innovative learning model to support competency education for lifelong learning in museums is proposed.A game-based learning service named CoboFun that offers various types of problem-solving activities was developed to facilitate learners’interaction with exhibits and their peers in the museum.To examine the service design of CoboFun,learners’perceptions were evaluated and the differences in their cognitive styles were examined(Field Independent(FI)and Field Dependent(FD)).The results showed that both FI and FD learners enjoyed learning with CoboFun but that flexible learning tools needed to be provided to satisfy the different needs for the learners with different cognitive styles.
文摘Purpose: We aim to provide a broad overview of emerging themes in medical education, with recommendations for future research. Following a brief overview of recent changes in medical education and their implications, we focus on suggestions and examples for making progress in this field. Principal findings: In this article, we briefly review the context that has led to the emergence of the competency-based model of medical education. A critical implication is that medical educators must now focus on the development and maintenance of high quality assessment instruments to support valid decisions around advancement and promotion of learners. Rater cognition and "collective competence" are emerging issues that may have profound implications for the identification and assessment of competencies. Conclusions: While competency-based education represents the future, larger systemic effects must be identified and monitored to effect meaningful change in medical education.The authors conclude with a call for increased support for research in medical education and argue that the most promising and fruitful area of medical education scholarship for the future lies in the field of assessment of individual competence.
文摘This study adopted the quantitative research design to unearth hidden factors which go into graduate employability decisions. Purposive sampling technique was used to select graduates, institutions and industries within Takoradi, Cape Coast, Kumasi and Accra metropolis all in Ghana. Three different questionnaires inter-spaced with interviews were designed and used to collect data from the field according to a pre-determined stratified scheme. A total of 200 informants including 68 industries, 120 graduates and 12 institutions were used. The data was coded and keyed into SPSS version 20. Tables and Charts were used to explore the data. Principal component (PC) analysis was employed to extract hidden factors industries consider in graduate employability decisions. The PC method identified and extracted six hidden factors: ability to set SMART goals and structure actions;ability to demonstrate a willingness to embrace new systems, processes, technology and ideas;a determined, committed, resilient, and focused person;a person with passion for driving profit;ability to deconstruct a problem or situation;and clear and unprompted ability to present information to a group. These six hidden factors could explain 68.8% of the variances in graduate employability decisions. We recommend that internships be properly planned and executed with the involvement of industry players, facilitators of learning, and the ministry of trade and industries. In addition, facilitators should inculcate into students’ important traits and attributes identified in this study.
文摘Background:To determine if practice using an online fundus photograph program results in a long-term increase in proficiency with the direct ophthalmoscope in medical students.Methods:This study was a prospective medical education trial.Students were enrolled to participate in an objective structured clinical examination(OSCE)using five patients with ocular findings.Students who matched a minimum of 6 discs 17 months prior to the study were assigned to the intervention group and were compared to students who did not participate in the exercise.Participants:46 second-year medical students at Queen’s University:15 in the intervention group,31 in the control group.Students were evaluated using the Queen’s University Ophthalmoscopy OSCE Checklist(QUOOC).Students were asked to calculate the cup-to-disc ratio,comment on disc margins and if there was any macular pathology.Students participated in a summative OSCE as part of the curriculum in which all students attempted to match fundus photographs.Results:Students in the intervention group performed significantly better on the QUOOC with a mean score of 78.3%(+/−4.2%)compared to the control who had a mean score of 69.4%[+/−4.2%(P=0.007)].The intervention group was significantly more accurate at matching optic nerve photographs with 100%(15/15)of the students correctly identifying the correct optic nerve on first attempt compared to 53.3%(16/30)in the control group(P=0.0014).Conclusions:The use of an online peer fundus photograph program leads to a long-term increase in examination technique,proficiency in ophthalmoscopy and accuracy at matching optic nerve photographs.
文摘This paper addresses the critical need for a holistic,evidence-based national strategy to cultivate a world-class artificial intelligence(Al)talent pool.As Al reshapes global economies,labor markets,and the geopolitical land-scape,national competitiveness hinges on the ability to develop,attract,and retain Al expertise.Employing a systematic scoping review methodology,this study synthesizes evidence from academic literature,government policy documents,and industry white papers to construct an integrated strategic blueprint.The analysis decon-structs the core components of a comprehensive talent development policy,proposing a multi-pillar framework that integrates a lifelong learning continuum,a differentiated talent pipeline architecture,synergistic public-private enablers,and modernized evaluation paradigms.Through a comparative analysis of divergent nationalstrategies-including the market-driven model of the United States,the governance-first approach of the Eu-ropean Union,and the state-directed models of India,Singapore,the United Arab Emirates,and Canada-this paper illuminates the trade-offs between different philosophical and tactical choices.Key findings reveal the heterogeneous nature of Al's impact on labor,the centrality of public trust as a prerequisite for adoption,and a necessary paradigm shift from credential-based to competency-based talent evaluation.The proposed blueprint,which introduces a novel"Builder-Bridger"talent model,offers a comprehensive,actionable guide for policymakers and academic leaders aiming to build a sustainable and globally competitive national Al talent base capable of navigating the complexities of the Al era.
