Exploring the problems existing in the process of carrying out an elderly competency assessment aims to provide useful references for its improvement.Starting from the importance of elderly competency assessment in th...Exploring the problems existing in the process of carrying out an elderly competency assessment aims to provide useful references for its improvement.Starting from the importance of elderly competency assessment in the field of elderly services,this paper analyses the problems in the process of carrying out elderly competency assessment and explores the corresponding solutions.The analysis finds that problems in the process of carrying out elderly competency assessment are inevitable,but as long as the study continues to explore and innovate and actively seek solution paths,the study will be able to overcome these difficulties and provide the elderly with better and more efficient elderly services.展开更多
Objective:To ensure that only competent graduates are licensed to practice nursing,councils conduct licensing examinations,which may include among others clinical competency assessment.This review explored current pra...Objective:To ensure that only competent graduates are licensed to practice nursing,councils conduct licensing examinations,which may include among others clinical competency assessment.This review explored current practices in clinical competency assessment of nursing students as part of a larger study aimed at developing an evidence-based,context-specific framework for clinical competency assessment in a sub-Saharan African(SSA)country.Methods:A scoping guided by the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews(PRISMA-ScR)was conducted.Results:Findings from 28 out of 1151 studies identified from Scopus,PubMed,CINAHL,Wiley Online Library,and ProQuest were included and synthesized.Results show that a good assessment system must be valid,reliable,transparent,feasible,fair,objective,and must provide feedback and continually improve to have an educational impact.Clinical competency assessment systems must be developed on sound empirical evidence,pilot tested,and involve thorough training and evaluation of the examiners.Continuous evaluation of the assessment system is also essential to ensure the quality and relevance of the assessment system.Only one of the included studies was conducted in Africa.Conclusions:The paucity of clinical competency assessment research in sub-Saharan Africa may lead to benchmarking assessment systems on research conducted outside the context.Sub-Saharan Africa has a set of circumstances that demand a context-specific clinical competency assessment framework to guide clinical competency assessment.展开更多
The shortage of individuals with the abilities to perform a job position successfully demands innovative educational approaches. Competency Based Education (CBE) is a methodology that focuses on endowing students with...The shortage of individuals with the abilities to perform a job position successfully demands innovative educational approaches. Competency Based Education (CBE) is a methodology that focuses on endowing students with the skills demanded by the in-dustries and evaluates them regarding what they are able to do. A bank of competen-cies that students must acquire in a university academic program was discussed. Occupational trends as well as associated skills demands were detected. This research could be a source of practical knowledge for those organizations seeking to understand CBE foundations and for those wishing to initiate their path through this global educational trend.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
文摘Exploring the problems existing in the process of carrying out an elderly competency assessment aims to provide useful references for its improvement.Starting from the importance of elderly competency assessment in the field of elderly services,this paper analyses the problems in the process of carrying out elderly competency assessment and explores the corresponding solutions.The analysis finds that problems in the process of carrying out elderly competency assessment are inevitable,but as long as the study continues to explore and innovate and actively seek solution paths,the study will be able to overcome these difficulties and provide the elderly with better and more efficient elderly services.
文摘Objective:To ensure that only competent graduates are licensed to practice nursing,councils conduct licensing examinations,which may include among others clinical competency assessment.This review explored current practices in clinical competency assessment of nursing students as part of a larger study aimed at developing an evidence-based,context-specific framework for clinical competency assessment in a sub-Saharan African(SSA)country.Methods:A scoping guided by the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews(PRISMA-ScR)was conducted.Results:Findings from 28 out of 1151 studies identified from Scopus,PubMed,CINAHL,Wiley Online Library,and ProQuest were included and synthesized.Results show that a good assessment system must be valid,reliable,transparent,feasible,fair,objective,and must provide feedback and continually improve to have an educational impact.Clinical competency assessment systems must be developed on sound empirical evidence,pilot tested,and involve thorough training and evaluation of the examiners.Continuous evaluation of the assessment system is also essential to ensure the quality and relevance of the assessment system.Only one of the included studies was conducted in Africa.Conclusions:The paucity of clinical competency assessment research in sub-Saharan Africa may lead to benchmarking assessment systems on research conducted outside the context.Sub-Saharan Africa has a set of circumstances that demand a context-specific clinical competency assessment framework to guide clinical competency assessment.
文摘The shortage of individuals with the abilities to perform a job position successfully demands innovative educational approaches. Competency Based Education (CBE) is a methodology that focuses on endowing students with the skills demanded by the in-dustries and evaluates them regarding what they are able to do. A bank of competen-cies that students must acquire in a university academic program was discussed. Occupational trends as well as associated skills demands were detected. This research could be a source of practical knowledge for those organizations seeking to understand CBE foundations and for those wishing to initiate their path through this global educational trend.
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.
