Areas Of Competence Research Articles

Digital Barriers in Digital Transition and Digital Transformation: Literature Review

Abstract Research purpose. The research aimed to identify digital barriers in the digital transition and digital transformation in businesses and industries under the umbrella of human resource management. The topicality of the research relates to the need to identify digital barriers impeding digital transition and transformation that can be addressed through the prism of human resource management policies or that can be related to human resource management. Design / Methodology / Approach. The research method was the analysis of the keywords and keyword concordances, conducted on the sample of the created corpus of 50 recently published scientific papers, which were analysed using the text analysis instruments AntConc and Voyant Tools. Findings. Two digital barrier types were postulated - individual and organisational barriers, which were further spread across five digital barrier areas - human resource, technological, management, business development, and financial ones that were able to accommodate the following barriers: general human resource, staff resistance, psychological, staff digital competences, decision-makers digital competences, internal information exchange, external information exchange, data processing, technical, IT complexity, poor usability, cybersecurity, general management, business structure, business 4.0, industry 4.0, creativity, and costs. Originality / Value / Practical implications. The created structure of digital barriers provides human resource departments with a global picture of barriers that should be reviewed within their competence areas to ensure the recruitment of specialists capable of conducting specified digital operations and the continuous development of digital competencies of the entire labour force of the organisation. The suggested digital barrier structure can also be used to develop the organisational strategy for the digital transition and digital transformation.

Effectiveness of English as A Medium of Instruction in Physical Education

Using quasi experimental design, the study was conducted primarily to compare the effectiveness of using English as a medium of instruction in Physical Education with Chinese as a medium of instruction in Physical Education course. Based on the results of the research, the following conclusions were drawn: The students who belong to the Chinese (control group) and English (experimental group) showed that they have a low performance in their pretest scores in knowledge and competence which proved that they had a low understanding before instruction, as such the students did not meet the average level of proficiency in Physical Education subjects in terms of knowledge and competencies. It can be inferred that students’ scores were lower on the pre-test because they had not yet studied the material which was tested. Furthermore, the following were also inferred based from the results: A significant difference in the knowledge and competencies of the control and experimental group based on their pre-test scores was noted as such there should be interventions even before the experiment. This suggest further that students who were exposed to usage of Chinese as a method of teaching in PE still registered a significant increase in the students’ knowledge and competencies. The difference between the post test scores in the two groups in favor of the experimental groups was proven significant. This means that learning took place in the usage of English as a medium of instruction in the experimental group while no significant difference was noted in the level of proficiency in knowledge based on the post test of the control and experimental groups. However, a significant difference was observed on the level of proficiency in the post test results of the two groups in the area of competencies. The increased in the post-test which means that they have retained what they have learned better when they were taught Physical Education using English as a medium of instruction. Significant difference was observed in the level of proficiency in terms of knowledge and competencies in the pre-test and postest results of the experimental group. Furthermore, no significant difference was noted in the level of proficiency in terms of knowledge and compencies in the pre-test post test results of the control group. On this basis it can be concluded that usage of English as a medium of instruction was effective. This conclusion only applied to the specific context of this study and the specific measures used to assess the effectiveness. There was a low number of participants involved in the study as a result caution was needed to be taken regarding the generalization of the findings.

Evolution of the Competency Criteria of the Administrative Judge in Morocco

The identification of the area of competence of the administrative judge has historically constituted the main means of determining the scope of application of administrative law as an autonomous law. This study proposes to examine the criteria adopted by jurists to decide on the jurisdiction of the administrative judge in Morocco. Its purpose is to elucidate the position of doctrine and case law on this subject, via the presentation of jurisdictional decisions illustrating the temporal evolution and the socio-political context characterizing the choice of a given criterion in order to reconstruct its genesis, its historical context and its specificities. The work also tries to bring out the points of convergence and divergence between Morocco and France, exporting country of administrative law through colonial penetration, as to the elements which justified the competence of the administrative judge. The study revealed that the criteria adopted so that the administrative judge can rule on a specific case have known in Morocco an evolution varying between the use of the organic criterion: identification of the authority, of the person at the origin of the dispute, and recourse to the material criterion which consists of an examination of the situations encountered, the material facts or the legal acts at the origin of the dispute.

An Analysis of Cybersecurity Subject and Vilanets Learning Media Towards Vocational School Students’ Digital Skills

Digital skills are crucial to accessing jobs, business opportunities, and information. The vocational school is vital in fulfilling Human Resources (HR) and future workforce candidates. Therefore, subject and learning media are needed to accommodate students' digital skills. The analysis methods are Strength, Weakness, Opportunity, and Threat (SWOT) and Systematic Literature Review (SLR). Cybersecurity is a desirable talent area of the future and is one of the digital skills competency areas. The results map the alignment of the scope of the Cybersecurity subject material and Vilanets learning media. These results can be used as a reference for the digital skills of students in vocational schools.

Nursing informatics competence profiles and perceptions of health information system usefulness among registered nurses: A latent profile analysis.

To identify different nursing informatics competence (NIC) profiles in nurses, examine the factors associated with profile memberships and examine the associations of the derived profiles with the nurses' perception of the usefulness of a health information system (HIS). A cross-sectional study. A sample of 3610 registered nurses responded to a nationwide survey in March 2020. A latent profile analysis was performed to identify NIC profiles based on three competence areas: nursing documentation, working in digital environment, and ethics and data protection. A multinomial logistic regression was carried out to examine the associations of demographic and background variables with the profile membership. Linear regression analyses were carried out to examine the association between the profile membership and perceived HIS usefulness. Three NIC profiles were identified and labelled as low, moderate and high competence groups. A younger age, recent graduation year, sufficient orientation and high-rated proficiency as an HIS user were associated with nurses belonging to a high or moderate competence group relative to a low competence group. Competence group membership was associated with perceived HIS usefulness. The high competence group consistently expressed the highest usefulness of the HIS and the low competence group the lowest. Tailored training and support should be provided for nurses with different levels of informatics competence, thereby facilitating their ability to respond to increasingly digitalized work. This could contribute to higher usefulness of the HIS in terms of supporting the nurses' work tasks and promoting the quality of care. This was the first study exploring latent profiles of informatics competence in nurses. Insights from this study are useful for nursing management to identify different competence profiles of their employees, provide support and training to meet their needs, and promote the successful use of an HIS.

From SLAM to Situational Awareness: Challenges and Survey

The capability of a mobile robot to efficiently and safely perform complex missions is limited by its knowledge of the environment, namely the situation. Advanced reasoning, decision-making, and execution skills enable an intelligent agent to act autonomously in unknown environments. Situational Awareness (SA) is a fundamental capability of humans that has been deeply studied in various fields, such as psychology, military, aerospace, and education. Nevertheless, it has yet to be considered in robotics, which has focused on single compartmentalized concepts such as sensing, spatial perception, sensor fusion, state estimation, and Simultaneous Localization and Mapping (SLAM). Hence, the present research aims to connect the broad multidisciplinary existing knowledge to pave the way for a complete SA system for mobile robotics that we deem paramount for autonomy. To this aim, we define the principal components to structure a robotic SA and their area of competence. Accordingly, this paper investigates each aspect of SA, surveying the state-of-the-art robotics algorithms that cover them, and discusses their current limitations. Remarkably, essential aspects of SA are still immature since the current algorithmic development restricts their performance to only specific environments. Nevertheless, Artificial Intelligence (AI), particularly Deep Learning (DL), has brought new methods to bridge the gap that maintains these fields apart from the deployment to real-world scenarios. Furthermore, an opportunity has been discovered to interconnect the vastly fragmented space of robotic comprehension algorithms through the mechanism of Situational Graph (S-Graph), a generalization of the well-known scene graph. Therefore, we finally shape our vision for the future of robotic situational awareness by discussing interesting recent research directions.

Overview of the Health Communication Curriculum in Canadian Master of Public Health Programs.

Competency-based public health education ensures practitioners are well equipped to positively influence the health of the public. The Public Health Agency of Canada's Core Competencies for Public Health has named communication as an essential competency area for practitioners. However, little is known about how Master of Public Health (MPH) programs in Canada support trainees in developing the recommended core competencies in communication. Our research aims to provide an overview of the extent to which communication is embedded in the curriculum of MPH programs in Canada. We conducted an online scan of Canadian MPH course titles and descriptions to determine how many MPH programs offer communication-focused courses (ie, health communication), knowledge mobilization courses (eg, knowledge translation), and other courses that may support communication skills. Two researchers coded the data; discrepancies were resolved via discussion. Of the 19 MPH programs in Canada, less than half (n = 9) offer courses specifically focused on communication (ie, health communication); these courses are mandatory in only 4 programs. Seven programs offer knowledge mobilization courses; none are mandatory. Sixteen MPH programs offer a total of 63 other public health courses that are not focused on communication but contain communication terms (eg, marketing, literacy) in their course descriptions. No Canadian MPH program has a communication-focused stream or option. Canadian-trained MPH graduates may not be receiving sufficient communication training to equip them for effective and precise public health practice. This is particularly concerning, given that current events have underlined the importance of health, risk, and crisis communication.

What would Article 5.1 of the 2022 WTO Ministerial Agreement on Fisheries Subsidies accomplish?

The WTO Agreement on Fisheries Subsidies adopted in June 2022 is potentially a step forward for ocean sustainability. Yet, its success in removing fisheries subsidies contributing to illegal, unreported, and unregulated (IUU) fishing, and overfishing more generally, will depend on its scope, its effective interpretation, and broad implementation. Here we focus on Article 5.1, which, in its narrowest interpretation prohibits fishing subsidies in areas not covered by Exclusive Economic Zones (EEZs) and Regional Fishery Management Organizations (RFMOs) but in its broadest interpretation prohibits subsidies for any unregulated fisheries in the high seas. This study finds that only ∼1.35% of the high seas are not spatially covered by at least one RFMO, and most of that area are frozen parts of the high seas with little to no fishing. This means that if Article 5.1 is interpreted to mean the area of the high seas not managed under RFMOs, then the effect of Article 5.1 will be minimal or non-existent even if the article is fully implemented. Many RFMOs, however, are only mandated to regulate a few species, such as tunas. Much of the potential impact of Article 5.1 thus could rest on the definition of the ‘competence of a relevant RFMO,’ which we argue should be defined based on both area and species of competence. To make the Article meaningful in terms of removing harmful subsidies that impact the sustainability of high seas fish stocks, additional clarifying provisions to Article 5.1 to reaffirm that it applies to both unregulated areas and species outside of the competence of relevant RFMOs are needed.

The Study of Professional Competencies of Faculties in RUB Colleges: Students’ Perspective

Aims: This study attempted to assess the levels of professional competencies of faculties in Royal University of Bhutan (RUB) colleges; secondly, the professional competencies that are rated high by students in different colleges were studied, and thirdly which area of professional competencies requires attention was assessed. Ten teaching professional competency factors were examined by the researchers.
 Study Design: A descriptive research design with a quantitative approach was used in this study.
 Place and Duration of Study: The study was conducted in Bhutan for a period of one year.
 Methodology: A total of 384 students from the colleges of the Royal University of Bhutan participated in the study using an online structured questionnaire through Google Forms. The results were analyzed and presented using descriptive statistics and mean analysis.
 Results: According to the findings, faculty members at the various Royal University of Bhutan institutions are viewed as having a high level of competence across all ten competency parameters. The results also indicated that there were variations in answers among the students in terms of the competency that was strongly possessed by the faculties of the separate colleges Thirdly, it was determined that the acclaimed author's competency was a skill that faculties at various colleges of the Royal University of Bhutan needed to improve.
 Conclusion: The key recommendations of the study are the capacity building of the faculties in the area of acclaimed author competency which students feel the faculties are lacking.

Supporting All Educators to Take Part in Teacher Professional Learning for Inclusion

In the process of ensuring inclusive education, teachers’ individual roles are shifting towards collaborative practice, involving sharing tasks and expertise among a wide range of educational professionals. Policies for inclusion have resulted in a sense of urgency among universities to better educate teachers for inclusive practice. Yet, the tools to support this demand appear to be quite limited, or do not address the gaps in teacher professional learning identified in the research. Proceeding from the outcomes of a policy review on teacher professional learning for inclusion in Europe, the European Agency for Special Needs and Inclusive Education explored the use and relevance of the Profile of Inclusive Teachers, developed in 2012, for all education professionals. This paper reports on the approach and the main findings of a study conducted in collaboration with European countries, leading to a new and complementary Profile for Inclusive Teacher Professional Learning developed in 2022. The new Profile is built upon the initial 2012 Profile for pre-service teachers and aims to include all education professionals in teacher professional learning opportunities for inclusive education. Findings highlight the Profile’s core values and areas of competence and the essential features of competence development for inclusion. The paper concludes with recommendations for the collaborative use of a shared competence framework for inclusion and the role of universities offering teachers professional learning for inclusion.

Teachers’ negotiation of the cross-curricular concept of student digital competence

In a digital society, teachers are required to carry out policy directives on both core knowledge and more vaguely described cross-curricular competences, one being digital competence. This paper reports on the findings of a study in which 41 teachers from three lower secondary schools in Sweden engaged in focus group interviews where they participated in sensemaking processes on students’ digital competence. The questions targeted what the teachers knew of their students’ digital experiences and how to facilitate and further develop these students’ digital competence. Based on the focus group interviews, four themes were identified: critical awareness, tool management, creativity, and avoidance of digital usage. Absent were themes related to democratic digital citizenship. The paper discusses the importance of moving away from a one-sided focus on individual teachers’ professional digital competence in favour of focusing on how school organizations can negotiate and facilitate students’ digital competence in local situ. Otherwise, there is a risk of overlooking students’ cross-curricular digital competence and digital citizenship. This paper is a starting point for further research on how school as an organization can support teachers in facilitating various areas of students’ digital competence in a digital society.

How to develop four competencies for teacher educators

Understanding competencies and the process of acquiring them contributes to a shared set of essential abilities for teacher educators’ professional development. Practical experiences of practitioners expose which competencies the work context requires them to possess and situations in which their learning is conducted. The necessity for essential contextual competency is pressing, particularly for teacher educators working in developing countries where teacher education has undergone reforms to respond to national and international demands.This study explores competencies for teacher educators in Vietnam through in-depth interviews with experienced practitioners and their visual metaphors. Eight participants with working experience ranging from 6 to 26 years were interviewed for 60–180 min during January–April 2021.The results reveal four competency areas of (1) knowledge and skills consisting of (a) teaching skill, (b) subject content, (c) scientific and subject-related information, (d) the reality of education and multidisciplinary knowledge, (e) research procedural knowledge, (f) collaboration with others, and (g) English language; (2) ethical manner; (3) motivation; and (4) self-reflection about personal values. Professional development includes learning from and working with others, learning in organized courses, conducting independent and collaborative research, and other field-related academic activities. An interesting highlight is that even motivational competency is gradually formed by professionals’ effort put into work.The findings suggest these four competency components should be attended to when providing professional development activities for teacher educators. Motivational competency should be prioritized since it fosters job productivity and commitment. The findings also serve as practical guidance for self-preparation and development for those working as teacher educators in demanding contexts.

Business Model Value Chain: Competitiveness Entrepreneurial Retailing Traditional Second-hand Fashion

The research aims to utilize the business model value chain to analyze the competitiveness of entrepreneurial retailing of traditional second-hand fashion that potential strategies in Jember. Design qualitative research method case studies with single-case to in-depth interviews with owner/managers retail. The results showed formulating a business model retailing traditional second-hand fashion provides a new lens for competency area, and behavior focus on goal orientation that correlates to reducing surplus waste products and apparel through resale rather than being allocated to the waste system. Thus, research findings utilize the business model value chain on based-oriented: a) sorting, refurbishing, and cleaning as operations, b) innovative redistribution as outbound logistics, c) word-of-mouth as advertising, and d) fitting room simple as service. Therefore, revelatory of the competitiveness highlights the core competency of retailing traditional second-hand fashion on rethinking reducing post-consumer textile waste and further contributing to learning existing business practices.

Interprofessional students’ insights into the experiential learning environment: Values, impacts, and alignment with interprofessional collaborative practice competencies and the triple aim

The experiential learning environment offers an ideal opportunity for students to observe and develop their interprofessional competencies. However, it is unclear whether interprofessional concepts are integrated into experiential learning in ways that are tangible and identifiable to the students. This study aimed to gain understanding of which elements of interprofessional collaboration in experiential learning environments are observed by students from various professions during experiential rotations; which of those are most valuable to student learning and which could be improved; in what ways students see interprofessional collaboration in practice impacting learners, provider teams, communities, and health systems; and whether student perceptions of the impacts of interprofessional collaboration align with one or more Interprofessional Education Collaborative (IPEC) competency areas and/or components of the Triple/Quadruple Aim. Results demonstrate that students perceive impacts related most often to their individual lens and to patient care and are less frequently focused on system-level observations. Intentional and innovative efforts must be made by academic programs, interprofessional education programs, experiential placement sites, and health professions accreditors to make the impacts on care systems, cost of care, communities, and populations more explicit in the experiential learning environment in pursuit of the Triple Aim.

The development of accessible and sustainable transgender health education for rural-serving medical providers in Appalachia.

Context and issues: Rural regions in Southeastern USA are predominantly under-resourced and have poorer health outcomes compared to national averages. People living in rural Appalachia with intersectional identities often have limited choices in providers along with other systemic barriers to obtaining good health care. Barriers to competent and safe health care disproportionately impact people who are marginalized because of their identity. For transgender patients in South Central Appalachia, intersectional identities constitute barriers to receiving competent health care and increase the risk of poorer health outcomes. Literature indicates providers nationally receive on average between 45 minutes and 5 hours of training on transgender healthcare provision, which may exacerbate poor care experiences in South Central Appalachia. The present study aimed to develop and implement a training program for rural-serving medical residents in primary care in South Central Appalachia. A six-stage pilot development study is described. Lessons learned: This project developed a cultural competency training for rural-serving medical providers specific to transgender health needs. The Kern Model was utilized to structure the development of this training. Data from clinic stakeholders, resident liaisons, and transgender community members were utilized throughout phases of development. Two major themes arose from planning with these key stakeholders: accessibility/reusability of the material and usefulness of the material to the residents. Stakeholders were asked to identify areas of competency that would be beneficial for their practices and what baseline information would be necessary for all participants to know. Trainings were a hybrid of virtual and live delivery to pivot in response to space allocations at each clinic and to allow residents who were on hospital rotations to attend. An educational consultant was utilized to inform the best style of training design to meet the stated pedagogical goals. Previous studies have indicated that medical providers receive limited training on transgender health needs. However, there is also literature suggesting differences in general medical education due to resource competition. Therefore, developing sustainable, accessible, and useful medical education is imperative. The inclusion of resident and community member feedback in the content creation of this project allowed customization to community and resident needs. Stakeholder input on the pedagogy of this project was also imperative due to physical space constraints with social distancing guidelines. This training highlights the value in engaging virtual curricula, as it allows optimal accessibility for rural clinics. This project aimed to develop a training specific for South Central Appalachian providers that was informed by transgender people in the region and tailored specifically for regional providers based on stakeholder input. The resulting training may be an invaluable tool for future medical providers in a rural-serving region that is medically, educationally under-resourced and experiences inflated intersectional discrimination at systemic and interpersonal levels.

Objective structured clinical examination as a competency assessment tool of students’ readiness for advanced pharmacy practice experiences in South Korea: a pilot study

BackgroundThe assessment of pharmacy students’ readiness to begin the education of an advanced pharmacy practice experience (APPE) in clinical pharmacy settings continues to gain increasing attention. This study aimed to develop an objective structured clinical examination (OSCE) in the core domains acquired through an introductory pharmacy practice experience (IPPE), for evaluating its appropriateness as a tool of assessing clinical pharmacist competency for APPEs in Korean pharmacy students throughout a pilot study.MethodsOSCE’s core competency domains and case scenarios were developed through a literature review, ideation by researchers, and external experts’ consensus by a Delphi method. A prospective single-arm pilot test was conducted to implement the OSCE for Korean pharmacy students who completed a 60-h course of in-class simulation IPPE. Their competencies were assessed by four assessors in each OSCE station with a pass-fail grading system accompanied by a scoring rubric.ResultsOSCE competency areas including patient counseling, provision of drug information, over-the-counter (OTC) counseling, and pharmaceutical care services were developed with four interactive and one non-interactive cases. Twenty pharmacy students participated in the OSCE pilot test, and their competencies were evaluated by 20 assessors. The performance rate was the lowest in the area of patient counseling for a respiratory inhaler (32.1%) and the highest (79.7%) in OTC counseling for constipation. The students had an average performance rate of 60.4% in their communication skills. Most participants agreed on the appropriateness, necessity, and effectiveness of the OSCE in evaluating pharmacy students’ clinical performance and communication skills.ConclusionsThe OSCE model can be used to assess pharmacy students’ readiness for off-campus clinical pharmacy practice experience. Our pilot study suggests the necessity of conducting an OSCE domain-based adjustment of difficulty levels, and strengthening simulation-based IPPE education.

Multidisciplinary students’ self-evaluated competence at the beginning of studies in digital health and social care service specialisation education

Digital transformation in health and social care is a fast-growing sector globally. Multidisciplinary professionals are needed in the development of digital health and social care services. This study aimed to evaluate the self-assessments of students participating in specialisation education on the importance of multidisciplinary digital competences, focusing on competence in the digitalisation of social and health care and how they assess their own competences at the beginning of their education. The purpose was to describe the multidisciplinary competences in this area at EQF level 6 by using a self-assessment tool. Data were collected from 274 specialised education students in the years 2021 and 2022 from 14 universities of applied sciences. The background information included participants’ years of work experience, professional education area and study credits. There were nine competence areas. The survey contains 61 Likert scale questions. Cronbach’s alpha was 0.962 (N=126). The paired t-test was used for statistical analyses to determine the relationship between the importance of a competence and students’ current levels of competence. For each pair, the arithmetic mean for the how important variable was higher than the current competence variable. The average means of all competences’ differences was 1.04 between how important the competence was to the students and their current understanding of their own level of the particular competence. Service design competences have both the highest average level of student competence and variance in competence. The second-largest variance was in online guiding competences, which is one of the clearest competences for students to understand the content. These results may be explained by expert bias, where a person with a lot of knowledge rates their own level of knowledge lower, while a person with less knowledge does the opposite. The gap between current competence level and the assessed importance of the particular competence shows that there is a need for specialisation education in multidisciplinary competences for developing digital health and social care services. The overall result is a self-assessment tool that can be used to assess the level of competences in different competence areas in specialisation education. It is important for health and social care organisations to manage the competences and continuing education of their professionals.

Redefining Multicultural Competence of Students in Indonesian Higher Education: Meta-analysis Approach

Multicultural competence is an important skill for university students so that they are able to engage locally, nationally and globally. This research aims to redefine multicultural competence using meta-analysis approach. The meta-analysis uses key published prominent papers in the area of multicultural competence in the last five years. The published papers are taken as a representative sample in the area of multicultural competence and that are closely related to the lexical item of multicultural competence. The result of the study indicated that this redefinition of multicultural competence encompasses the notion of multicultural competence both in western and non-western contexts. This study has pedagogical implications where university students who engage globally should possess global pre-requisite which is multicultural competence. Thus, universities can allocate both formal and normal engagement programs to foster students’ multicultural competences.

역사적 사고 역량을 어떻게 평가할 것인가? 독일 HiTCH 프로젝트의 시도

The purpose of this paper is to introduce the HiTCH (Historical Thinking-Competencies in History) project, developed as a tool for assessing historical thinking competencies in Germany. The theoretical origins of the HiTCH project started from Jeismann’s research on historical consciousness in the 1970s. The theory of German historical consciousness was inherited by Pandel and Rüsen, and in the 21st century, it developed into the FUER competency model, which means ‘promotion and development of reflective historical consciousness.’ HiTCH is a large-scale assessment project developed to measure the cultivation of historical thinking competencies oriented towards the FUER model.BR The HiTCH project, which was conducted from 2012 to 2015, produced 15 task blocks and 91 items for each of the four competency areas of the FUER competency model: question competency, method competency, orientation competency, and subject matter competency. In addition, as a derivative study of this project, items to diagnose the narrative competency, deconstruction competency, and the effects of oral history learning were developed. The HiTCH test, which aims to be a “PISA test for history departments,” is currently being used in Germany, Switzerland, Austria, and German-speaking areas of Belgium, and is attracting attention as a model for international historical thinking competency assessment.

Geopolitical Considerations for Working with Medically Complex Patients: A Case Illustration.

Becoming culturally competent healthcare providers depends on the ability of practitioners to acquire knowledge, awareness, and skills related to other cultures. In building these areas of competence, it is essential to consider geopolitical factors that may influence health and health-seeking behaviors, particularly when working with immigrant populations. When care is sought, they are likely to experience significant barriers to effective care, including lack of providers who speak their language and failure of practitioners to integrate cultural beliefs into treatment plans. This is further complicated by the presence of geopolitical issues, including immigration status, war/conflict in the patient's country of origin, and/or human rights violations. The current study uses a sample case of a Burmese-speaking, Myanmar national to illustrate a culturally informed approach to the assessment of neurobehavioral changes within complex geopolitical circumstances. The sample represents an amalgam of several patients, designed to represent common presentations, sociodemographic situations, and concerns that arise during the neuropsychological assessment process. Description of relevant case information including background, clinical observations, and performance on testing is provided. Awareness of the impact of these life experiences not only has the potential to deepen our understanding of our patients but also results in a more holistic, accurate, and culturally competent conceptualization of their physical and mental health needs.