Aspects Of Professional Competence Research Articles

BEHAVIORAL FLEXIBILITY AS A CONDITION SUCCESS IN PROFESSIONAL ACTIONS EDUCATION MANAGER

In clause the essence of behavioral flexibility, as one of the important conditions of professional actions of the manager of formation reveals. Aspects of professional competence of the manager of formation are staticized.

Ways of Relating During Childbirth: An ethical responsibility and challenge for midwives

The way in which midwives relate to expectant parents during the process of childbirth greatly influences the parents' childbirth experiences for a long time. We believe that examining and describing ways of relating in naturally occurring interactions during childbirth should be considered as an ethical responsibility. This has been highlighted in relation to parents' experiences and in the light of the relational ethics of Løgstrup. Four couples' and nine midwives' ways of relating were documented by 27 hours of observation, including 14.5 hours of video-recorded sessions. A qualitative content analysis was conducted. The midwives strongly influenced the different ways of relating and three aspects of professional competence were disclosed. The results can contribute to reflections about current praxis as an ethical demand for midwives.

A prática clínica baseada em evidências: parte I - questões clínicas bem construídas

Clinical decisions in daily practice, to resolve patient's problem, are usually based at the conscious use of the available information, through explicit determined rules. Evidence based clinical practice recognize the explicit and tacit knowledge, understanding that it is impossible all the aspects of professional competence become explicit. The doubt becomes part of the decision process, identifying initialy the inconcious component envolved and after the explicit knowledge used. When we make a stuctured clinical question with a possible answer, it is necessary to remember that the doubt can be relationned to basics and of definition aspects of the disease or relationned to the patient's mananger, like diagnose, treatment and prognose. Along our medical life, both types of question are present, with proportional change as the experience increase along the clinical practice. The process to find an appropriate answer to the doubt, came out at patient's care, depends on how the parts of this process will be structured. The recommended form is known by PICO abreviature, that means: P: patient or population, I: intervention or indicator, C: comparison or controle and O: outcome, or the answer expected found at the cientific information bases. This is the first basic need to a successfull search, and the second need is to find the key words that better describe each of the four components of the questions. Without this caution, the search at compute databases results in absence of information or in a lot of information that it is not related to our interest. [Rev Assoc Med Bras 2003; 49(4): 445-9].

Professional Competence and Palliative Care: An Ethical Perspective

The aim of this article is to explore an ethical view of professional competence by examining the professional competence of physicians in the context of palliative care. A discussion of the four dimensions of professional competence--knowledge, technical skills, relationships, and affective and moral attitude--leads us to the conclusion that "habits of mind" are important in every aspect of professional competence. This observation is then considered in the context of virtue ethics and ethics of care. Virtue ethics focuses on personal qualities and moral attitudes, while the ethics of care concentrates on the way these qualities are lived out in specific care relationships. Our conclusion points up the importance of education in ethics in the development of professional competence, and argues that because palliative care involves intense human interactions, integrating palliative care into the medical curriculum may improve the ethical culture of health care as a whole.

Evidence based clinical practice. Part 1--well structured clinical questions

Clinical decisions in daily practice, to resolve patient's problem, are usually based at the conscious use of the available information, through explicit determined rules. Evidence based clinical practice recognize the explicit and tacit knowledge, understanding that it is impossible all the aspects of professional competence become explicit. The doubt becomes part of the decision process, identifying initially the unconscious component involved and after the explicit knowledge used. When we make a structured clinical question with a possible answer, it is necessary to remember that the doubt can be related to basics and of definition aspects of the disease or related to the patient's manager, like diagnose, treatment and prognosis. Along our medical life, both types of question are present, with proportional change as the experience increase along the clinical practice. The process to find an appropriate answer to the doubt, came out at patient's care, depends on how the parts of this process will be structured. The recommended form is known by PICO abbreviation, that means: P: patient or population, I: intervention or indicator, C: comparison or control and O: outcome, or the answer expected found at the scientific information bases. This is the first basic need to a successful search, and the second need is to find the key words that better describe each of the four components of the questions. Without this caution, the search at compute databases results in absence of information or in a lot of information that it is not related to our interest.

Healthcare Assessment and Performance: Using Simulation

Simulation as an evaluative tool has been subject to problems validating it as a gold standard for performance evaluation in health care. The simulator can be effective only when coupled with an effective curriculum. Simulation in itself raises several important questions: (a) What aspects of professional competence can be better assessed by simulation technique than by more traditional evaluative measures? (b) What are the extra costs of simulations in terms of money, time, and other resources? (c) What are the long-and short-term ramifications of simulation exercises for examinees, simulators, and observers? (d) How can the ethical requirements of informed consent be met without jeopardizing the reality of the simulation? This article will address the ongoing dilemmas around performance assessment and will begin to frame the ongoing debate in the field of simulation and education research.

The right answer to the right question

Suggests that research has identified psychological barriers between information professionals and enquirers, and emphasized the need for training institutions to include courses on interpersonal relations, non‐verbal behaviour and counselling skills. Describes student experience in the module “The information enquiry process” at Liverpool John Moores University (LJMU). Identifies and discusses a number of significant factors which interrelate in providing an effective information enquiry service. During their period of professional work experience prior to the module, LJMU students are encouraged to note details of the broader environment, non‐verbal behaviour, aspects of professional competence and methods of evaluation which relate to customer service and customer satisfaction in the enquiry process. These broad issues provide the academic framework of the module in which practical problems are addressed in video‐recorded workshops.

Teaching Clinical Ethics in the Residency Years: Preparing Competent Professionals

Formal training in clinical ethics must become a central part of residency curricula to prepare practitioners to manage the ethical dimensions of patient care. Residency educators must ground their teaching in an understanding of the conceptual, biomedical, and psychosocial aspects of the important ethical issues that arise in that field of practice. Four aspects of professional competence in clinical ethics provide a useful framework for curricular planning. The physician should learn to: (1) recognize ethical issues as they arise in clinical care and identify hidden values and unacknowledged conflicts; (2) think clearly and critically about these issues in ways that lead to ethically justifiable courses of action; (3) apply those practical skills needed to implement an ethically justifiably course of action; and (4) judge when the management of a clinical situation requires consultation with individuals or institutional bodies with additional expertise or authority. We argue that these practical goals can be accomplished with a relatively modest emphasis on the theoretical aspects of medical ethics.

The Answer Key as a Source of Error in Examinations for Professionals

There has been a growing emphasis on written examinations that assess the ability of physicians and teachers to make decisions in the absence of protocols for action—a crucial aspect of professional competence. A characteristic of such tests is controversy, even among experts, about what constitutes the correct response to some of the items. This paper studied the impact of variability in answer keys, constructed using the aggregate method, on total errors of measurement. Results indicated that several scorers made a sizable contribution to reduction in measurement error and that scorers or groups of scorers who each developed the answer key for a subset of items produced better results than a single group that developed the answer key for all items. Implications of judgment tests scored using the aggregate method are described for teacher and physician certification.

Effective diagnosis of material problems and defects in building and construction

Introduction Much‐publicised court cases during the past few years have highlighted the legal aspects of professional competence, while formal responsibility for poor judgments in the field of structural surveying has in particular been strongly affirmed.