Competency Domains Research Articles

Leadership competencies in early childhood education: Design and validation of a survey tool

Leadership competencies in early childhood (EC) education present an intricate policy and practice landscape. This article provides insights into these complexities and shares a novel survey evaluation tool that can be used in services for identifying leadership competencies and gaps for ongoing professional development. The research employed a two-phase approach involving thematic analysis of governing documents and focus group interview data. This resulted in the development of five core domains of leadership competencies represented throughout a survey tool. The subsequent validation of the survey revealed both self-identified roles and demonstrated competencies among educators in Western Australian EC services. The article sheds light on discrepancies between perceived and observed leadership, suggesting the need for tailored professional development and succession planning. Insights into these dynamics contribute to a deeper understanding of effective leadership practices, offering a foundation for ongoing discourse and continual enhancement of leadership competencies in the context of EC education.

The contributions of motor skill proficiency to cognitive and social development in early childhood.

With limited evidence from intervention studies, causal relationships between motor competence and cognitive and social development have yet to be clearly established. In this research, we investigated whether a targeted training programme to improve fundamental movement skills (i.e., object control, locomotor) in young children would also lead to improvements in the cognitive (i.e., executive function) and social (i.e., socioemotional competence) domains. Using a two-arm group randomised intervention design, 185 children aged 36 to 60 months (mean 47.51, SD 8.11 months) were allocated to a motor skill intervention group or an active control group. The intervention was implemented over one school year, and outcomes were monitored across five time points. Longitudinal analysis was performed using hierarchical linear mixed-effects and latent growth curve models. Participation in the motor skill intervention led to higher rates of development of object control skills (p < 0.001) and executive function (p < 0.001). A dose‒response relationship was found in which those children who displayed greater development of object control skills over time also displayed greater development of executive function (p = 0.001). We found no significant effects of the intervention on locomotor skills, social behaviours, or socioemotional competence. These findings provide evidence of a causal relationship between motor and cognitive development.

Digital Competency Development Among merchant Vocational Education Lecturers: An Analysis of Personal and Institutional Factors Influencing Teaching Effectiveness in Indonesian Higher Education

This study examines digital competencies among lecturers in Indonesian Maritime Vocational Colleges, aiming to analyze the relationship between lecturer profiles, institutional factors, and digital competency development. The research objectives focus on understanding how personal characteristics and institutional support mechanisms influence digital teaching capabilities while identifying effective strategies for enhancing digital competencies in maritime vocational education. Through a quantitative approach utilizing a comprehensive survey of lecturers across maritime institutions, the study employs DigCompEdu-based measurement tools to assess ten crucial dimensions of digital competency. The methodology combines questionnaires and structured interviews, analyzing data through confirmatory factor analysis and linear regression. Results reveal that while overall digital competency scores are above average on a Likert scale, significant variations exist across different competency domains. Digital tool usage demonstrates the strongest positive correlation with competency development, followed by attitudes toward technology. The study identifies age as negatively correlated with digital competency, while workload shows an unexpected positive relationship. Institutional factors, including curriculum support and professional development opportunities, significantly influence digital competency development. These findings contribute to understanding digital competency development in vocational education settings and provide practical insights for enhancing digital integration in maritime education institutions.

Building Engagement-Capable Environments for Health System Transformation: Development and Early Implementation of a Capability Framework for Patient, Family and Caregiver Engagement in Ontario Health Teams.

Despite widespread calls to involve patients, families and caregivers (PFCs) as partners at all levels of health system planning and design, there is unevenness in how engagement efforts are supported across these settings. The concept of 'engagement-capable environments' offers a way forward to uncover the key requirements for sustainable, high-quality engagement, but more work is needed to identify the specific competencies required to create these environments. We addressed this gap by developing a capability framework for Ontario Health Teams (OHTs), a newly established structure for planning, designing, organizing and delivering care in Ontario, Canada. The framework was co-developed by a Working Group of OHT staff and leaders, PFC partners, researchers and government personnel. Project activities occurred over four phases: (1) planning, (2) evidence review and surveying of intended users to identify key competencies, (3) framework design and (4) implementation. An evidence review identified more than 90 potential competencies for this work. These results were contextualized and expanded through a survey of OHT stakeholders to brainstorm potential competencies, supports and enablers for engagement. Surveys were completed by 69 individuals; 689 knowledge and skill competency statements, 462 attitude and behaviour competency statements and 250 supports and enablers were brainstormed. The statements were analysed and organized into initial competency categories, which were reviewed, discussed and iteratively refined by Working Group members and through broader consultations with the OHT community. The final framework includes six competency domains and four support and enabler domains, each with sub-domain elements, mapped across a three-stage maturity model. The framework has been disseminated across OHTs, and its adoption and implementation are now requirements within OHT agreements. The framework combines a strong conceptual foundation with actionable elements informed by the literature and consultations with the intended users of the framework. Although developed for OHTs, the framework should be broadly applicable to other health system organizations seeking similar health system transformation goals. Patient, family and caregiver partners were involved at all stages and in all aspects of the work. As end users of the framework, their perspectives, knowledge and opinions were critical.

The effect of data complexity on classifier performance

The research area of Software Defect Prediction (SDP) is both extensive and popular, and is often treated as a classification problem. Improvements in classification, pre-processing and tuning techniques, (together with many factors which can influence model performance) have encouraged this trend. However, no matter the effort in these areas, it seems that there is a ceiling in the performance of the classification models used in SDP. In this paper, the issue of classifier performance is analysed from the perspective of data complexity. Specifically, data complexity metrics are calculated using the Unified Bug Dataset, a collection of well-known SDP datasets, and then checked for correlation with the defect prediction performance of machine learning classifiers (in particular, the classifiers C5.0, Naive Bayes, Artificial Neural Networks, Random Forests, and Support Vector Machines). In this work, different domains of competence and incompetence are identified for the classifiers. Similarities and differences between the classifiers and the performance metrics are found and the Unified Bug Dataset is analysed from the perspective of data complexity. We found that certain classifiers work best in certain situations and that all data complexity metrics can be problematic, although certain classifiers did excel in some situations.

Development of Domains of Competence and Competencies for Physical Therapist Education.

Competency-based education (CBE) has been gaining widespread acceptance as a viable method for transforming education within health professions. The purpose of this report is to describe the process we used to develop a set of domains of competence and associated competencies for physical therapists. The catalyst for this effort was our desire to implement CBE as part of the major renewal of our Doctor of Physical Therapy curriculum. We developed a draft set of domains and competencies for physical therapists by considering the future of physical therapy and relevant CBE literature. Next, we used a multistep survey-and-revise process to develop consensus on the appropriateness and clarity of each domain and competency. Surveys were repeated until an 85% threshold level of agreement was achieved for each domain and competency. Between rounds of the surveys, the Competency and Entrustment Writing Team reviewed feedback and edited items accordingly. The writing and feedback processes resulted in consensus on a total of 57 competencies, organized into 8 domains of competence. The development of defined outcomes for physical therapist education (PTE) through domains and competencies provides a framework for a broader effort to re-envision PTE. Careful attention to ensuring that the framework uses shared language across professions has the potential to enhance health care and the health of society.

Examining self-efficacy among recent graduates of postgraduate dental education programs.

To examine the perceived self-efficacy of dentists who recently completed Graduate Dental Education (GDE) programs and identify how closely it aligns with their supervisors' assessments of them. Self-efficacy has been associated with academic pursuits, motivation, and engagement, which may affect how dental providers practice, seek continuing education, and pursue future opportunities. METHODS: Recent graduates of military GDE programs rated their self-efficacy on specific tasks within each of the seven domains of dental competencies. Their supervisors completed a similar survey, rating the graduate's performance in the same tasks. Graduates' mean ratings were calculated for each domain, spearman correlations were calculated for all graduate-supervisor task ratings, and the magnitude of differences between graduate and supervisor domain means were examined. Graduates' perceived self-efficacy ranged from 3.57 to 4.41 out of 5.0. Correlations for each task were universally weak (ρ = -0.04-0.27). Correlations for domain means were also weak (ρ = 0.06-0.14). Overall, graduates rated themselves lower than their supervisors, with mean differences ranging from -0.17 (p=0.003, Cohen's d=0.20) for Professionalism to -0.95 (p<0.001, Cohen's d=0.90) for Health Promotion. Overall, graduates' perceived self-efficacy was moderate to high for 26 tasks across seven domains. However, in aggregate, graduates underestimated their abilities compared to performance measures from their current supervisors, although effect sizes were small. The accuracy of graduates' self-efficacy varied by program length and the clinical specialty of their supervisors. High-performing graduates always underestimated themselves while low-performing graduates often overestimated themselves.

Developing and validating a self-assessment tool for assessing confidence of nurse-midwives against competency domains of the International Confederation of Midwives, in India.

While midwives are recognized as primary care-providers for maternal and new-born care in many parts of the world, India is transitioning to professional midwifery. The pathway to midwifery in India has been through integrated nursing and midwifery education. Since 2018, India has introduced an 18-month post nursing midwifery education programme. To establish a baseline for midwives' competence and measure progress, there is a need for a quick, easy-to-administer and low-cost tool that can be used at scale to guide programme efforts. This paper describes the process of validation and testing of a tool to assess the confidence of practicing nurse-midwives as a proxy indicator for competence against the seven competency domains of the International Confederation of Midwives (2013). A total of 2198 nurse-midwives, providing maternal and new-born services at the time of the study, from 442 public and private hospitals across six states in India, responded to a self-administered questionnaire. The tool is psychometrically sound and can potentially be used in low-middle-income countries to measure confidence of midwives and nurse-midwives against international competence standards. It is suitable for quick large-scale programmatic assessments within a short time period, providing evidence to inform midwifery strengthening initiatives. The tool can be contextualized to suit specific country contexts. Since it was tested in India, where a distinct cadre of midwives is not yet established and nurse-midwives provide maternity care, the tool can be easily adapted for use in other countries in the South East Asia Region with similar contexts.

The psychological mechanisms of the better-than-average effect in the moral and competence domains under self-enhancement and self-protection motives among young Japanese adults.

The better-than-average effect (BTAE) refers to the phenomenon where individuals perceive themselves as better than the average person. This effect has been independently examined in terms of social perception dimension and motivation. Additionally, no psychobehavioral traits have been found to be associated with the BTAE in the moral domain. However, the interactive effects of social perception dimension and motivation on the BTAE remain unclear, and its association with a broad range of psychobehavioral traits has not been extensively validated. In this study, we assess self-and average other-evaluations across four domains, based on two social perception dimensions and two motivations, to investigate their interactive effects on the BTAE (n = 678). We measured seven sets of psychobehavioral characteristics to examine their association with the BTAE, as well as self-and other-evaluations. Results indicated that the BTAE occurred only under negative moral conditions, while the worse-than-others effect was observed under two competence conditions. Furthermore, the BTAE was associated with only a few psychobehavioral characteristics in the moral domains, compared to many in the competence domains. Notably, both self-and other-evaluations were correlated with many trust-relevant characteristics in the moral domains. These findings suggest that sociocultural dynamics may influence the BTAE differently across various domains.

Developing Conceptual Framework for Life Skills: The Employability Requisite in the Hospitality Industry

New generation needs fundamental life skills in order to achieve their full potential. Life skills also known as psychosocial competencies are considered essential for employability, social inclusion, and individual growth. This study has a twofold objective, firstly it makes a distinction between the terms skills, life skills, soft skills and competencies as these terms often overlap in the literature reviewed; secondly, the study also explores whether life skills are required by graduates for employability in the hotel/hospitality industry. A critical review of the extant literature on soft skills, employability skills, competencies and employer’s expectations with an emphasis on soft skills, from different sources, was conducted. A psychosocial competency framework was established. It was determined that the three domains of psychosocial competencies – the personal, social and cognitive domains impact job performance. Finally, a framework for life skills for employability was conceptualized for the hotel industry. This study contributes to the existing knowledge by developing a strong foundation of life skills. Individuals will be able to develop employability skills needed for the job. The study also gives the scope for an academia – industry interface for developing a life skills customer centric curriculum as it is a futuristic requirement for enhancing employability. Key Words: Life skills, Soft skills, Competencies, Employability, Hotel Industry, Conceptual frame work.

Internal Medicine Residents' Confidence and Preferences in Hospital Medicine Competencies: A Multi-Site Study.

Hospital medicine (HM) is an important career option for internal medicine (IM) residency graduates. Limited data exist regarding preferences and educational gaps in HM competencies among IM residents. To assess resident confidence and desire for additional instruction in HM competencies across a broad spectrum of residents. A multi-center survey-based assessment of IM resident confidence and desire for additional instruction in published HM competencies. PGY-1 through PGY-4 residents from eight US IM residency programs, including academic medical center (AMC) and community-based programs (CBPs). Resident confidence and desire for more teaching in HM competency domains including procedures, point-of-care ultrasound (POCUS), system-level competencies, clinical skills, patient-level competencies, palliative care, and care transitions. We received survey responses from 272 of 594 (46%) residents. More than half of respondents envisioned a future HM position. Results demonstrated lower than expected confidence for all HM competencies surveyed. Confidence was lowest (30-36% confident) for procedures, POCUS, and system-level competencies, and highest (65-78%) in care transitions, patient-level competencies, and palliative care. Desire for more instruction was highest in the same competency domains rated with the lowest confidence. Junior residents (PGY-1 and PGY-2) reported significantly lower confidence levels than senior residents (PGY-3 and PGY-4) across all domains except patient-level competencies. Junior residents expressed a significantly higher desire than senior residents for more teaching in all domains. There were no significant differences in confidence or desire for more instruction between trainees who envision a future HM position versus those who do not. Residents from AMCs expressed significantly higher confidence than those from CBPs in POCUS, clinical skill, patient-level, palliative care, and care transitions, while residents from CBPs reported significantly higher confidence in procedures. Our data can inform targeted inpatient competencies and educational curricula for IM residents in the USA.

Is There a Domain of Linguistic Competence AI Cannot Grasp?

Abstract Linguistic competence is, among other things, the cognitive ability of using words appropriately. Following this notion, being a competent language user cannot be merely simulated because pretending to use words appropriately already is using words appropriately. Since current AI already can use words appropriately it may be that AI already has linguistic competence instead of merely simulating it. However, in this article I argue that there is at least one domain of linguistic competence that can be simulated: grasping lexical effects. Since grasping lexical effects presupposes an ability which AI lacks, namely feeling emotions, I argue that AI can only grasp the cognitive part of words but not their lexical effects. AI can only simulate to grasp lexical effects. Hence, lexical effects are a domain of linguistic competence AI cannot grasp.

Commentary on “Embodiment Consciousness in Music Performance Pedagogy” by Alves and Nogueira

This commentary on Alves and Nogueira (2024) proposes a potential approach to compare expert and non-expert music teachers’ use of embodied teaching strategies in one-to-one lessons with advanced performance students. The approach is hypothesis-driven, and builds on Alves and Nogueira’s theoretical framework of expert competency domains, as well as empirical studies of musical communication and one-to-one teaching strategies. It is argued that a comprehensive definition of embodied teaching strategies should be conceptualized in terms of the quality of teacher–student interactions and the measurable outcomes of those interactions, and that it should account for the wide range of verbal and non-verbal forms of embodied musical communication that arise.

Gender comparison in physical literacy: a systematic review and meta-analysis of children and adolescents

This study conducts a systematic literature review and meta-analysis on physical literacy, with a focus on gender comparisons among school-aged children and adolescents. Physical literacy (PL) is a multidimensional concept involving social and environmental interaction, knowledge and understanding, motivation and confidence, as well as physical competence. The aim of this study is to evaluate the impact of interventions on these domains and to examine the existing gender gap. The methods employed include a Systematic Literature Review (SLR) and meta-analysis, with data sourced from the Scopus and PubMed databases. The analysis was performed using fixed and random effects models, with publication bias evaluated through Funnel plot, Rank Correlation Test, and Egger's Test. The results indicate that PL interventions have significant effects on several domains with gender-based differences. The social and environmental interaction domain showed no overall significant effect, whereas the knowledge and understanding, and motivation and confidence domains exhibited small but significant effects, with females tending to demonstrate better outcomes. The physical competence domain showed a moderate and significant influence, with males showing greater improvement. The overall physical literacy domain exhibited a significant positive effect, emphasizing the importance of a holistic approach in PL interventions. These findings provide evidence-based recommendations for more inclusive physical education practices and school policies, and help address the gender gap in the development of physical literacy. Keywords: Physical literacy, gender, children and adolescents, domains, potential development

Revision of the Essential Core Competencies: Domains of Competence and Associated Competencies for Pediatric Physical Therapy Professional Education.

The purpose of this Special Communication is to describe the processes of Education Summit III, sponsored by the Academy of Pediatric Physical Therapy, with an emphasis on the review, update, and integration of contemporary language and the Competency-Based Education framework into a revision of the Essential Core Competencies (ECCs). The Academy of Pediatric Physical Therapy has consistently supported pediatric professional education, including sponsoring 3 Education Summits in 2012, 2016, and 2023. The most recent summit focused on a revision of the ECCs and the development of materials to support their implementation. These revised domains of competence and associated competencies will support and guide pediatric physical therapy education for professional students. Educators are encouraged to use their creativity and resources to integrate these into teaching and learning activities.

Competencies Required By All Hospital Doctors Caring for Older Adults: A Group Concept Mapping Study

Abstract Background The number of older adults accessing the healthcare service far exceeds the available geriatric specialist services. It is recognised that for the foreseeable future most hospital inpatient contacts with older adults will be completed by doctors not specifically trained in geriatric medicine. To ensure the provision of adequate healthcare, it is imperative that that all hospital doctors are trained in the minimum geriatric competencies. Allowing for the broad, complex, and multidisciplinary nature of geriatric medicine, we conducted a group concept mapping (GCM) study to permit multiple stakeholders with various expertise to convey their thoughts on the competencies required by all hospital doctors caring for older adults. Methods GCM is a mixed methods approach utilising six phases to generate expert group consensus, enabling participants to organise and represent their ideas. We invited healthcare professionals, patient advocacy groups and clinical educators to participate in GCM via an online platform. Hierarchical cluster analysis and multi-dimensional scaling were utilised to analyse participant input regarding competencies required by doctors caring for older adults. Results Forty-eight participants completed the brainstorming stage, generating eighty-eight statements, and twenty-two participants took part in the subsequent sorting stage. Participants included hospital doctors, general practitioners, allied health professionals and patient advocacy groups. Nine competency domains were identified as integral for all hospital doctors to care for older adults. Domains rated most important related to interpersonal communication skills, ethical and legal matters relating to older adults, recognition and management of delirium and medication management. Conclusion The twelve competency domains indicate the diverse skillset required by all doctors to provide comprehensive care to older adults within a hospital setting. This study identifies competencies that may serve as a foundational framework for ensuring quality healthcare for the ageing population. Future initiatives should consider incorporating these competencies to improve inpatient care provided by hospital doctors to older adults.

Bridging the Gap: A Competency Framework for Hospital Doctors Caring for Older Adults

Abstract Background Our ageing population has resulted in an increasing number of older adults requiring healthcare services. This growing demand within a population of varying needs requires that all hospital doctors, regardless of specialty, possess fundamental Geriatric Medicine competencies. However, a consensus on these competencies is lacking with no overarching competency framework available. We aimed to address this gap by synthesising a competency framework for all hospital doctors caring for older adults. Methods Our first step involved a comprehensive scoping review of international literature identifying the proposed competencies for hospital doctors caring for older adults. These findings were validated and expanded through a national group concept mapping study inviting multiple stakeholders. An iterative process refined the identified competencies, categorising them into domains, and synthesising a final competency framework using Microsoft Excel. Results This study synthesised 110 Geriatric medicine competencies within seventeen competency domains. The scoping review highlighted medication, cognitive, and chronic disease management and the group concept mapping identified interpersonal communication, medicolegal, and delirium management as most critical. The iterative process further refined the framework, emphasising competencies pertaining to cognitive impairment, depression, falls, and acute inpatient management of older adults. Conclusion This synthesis highlights the broad range of competencies necessary for effective care of older adults by all hospital doctors. The identified competencies reflect the heterogeneous nature of the older adult population, encompassing both fundamental but also specialised skills. Further research is now essential to determine the optimal educational interventions for ensuring all hospital doctors are equipped with these essential competencies.

Starting with the self: Conceptualizing an anti-racist early childhood pedagogy by critiquing white educators’ social-emotional competencies

While much research attention has focused on young children's social-emotional (SE) competencies, an increasing body of evidence points to the importance of educators’ SE skills. Indeed, scholars have suggested that such skills support educators’ emotional well-being which, in turn, prevents burnout and facilitates a positive learning environment for young learners. Although the preceding benefits are well recognized, scholars have yet to fully explore how the interconnected domains of SE competence are linked to and support anti-racist pedagogy in early years classrooms. Drawing on systemic racism theory, this paper builds on and broadens the scope of the extant anti-racism in early childhood literature by focusing on (i) the positionality of white educators as it pertains to anti-racist pedagogy; (ii) conceptual and practical connections between anti-racist pedagogy and white educators’ SE competencies; and (iii) identifying how educators can evaluate and improve their pedagogies in a play-based early years classroom.

The Houseless Simulation Exercise: An innovative educational approach to addressing houselessness interprofessionally using a virtual platform

BackgroundHouselessness, characterized by a lack of fixed and adequate nighttime residence, presents humanitarian and public health challenges. Health and houselessness are intricately connected, with houselessness exacerbating health issues and reducing life expectancy. Interprofessional education (IPE) is crucial in preparing healthcare professionals to address the unique needs of this population. MethodsThe Houseless Simulation Exercise (HSE) was designed as an innovative IPE activity to cultivate awareness, empathy, and skills for caring for houseless individuals. Informed by game-based learning theory, it integrates elements such as visual design, narrative, and collaboration. It comprises a choose-your-adventure style simulation and an interprofessional discussion on care and policy innovation. ResultsThe HSE ran for two years and involved 359 students. Participants reported positive experiences, improvements in interprofessional core competency domains, and awareness of challenges. Qualitative feedback highlighted the impact on individuals. ConclusionThe HSE offers a dynamic approach to IPE, fostering awareness, empathy, and collaboration among healthcare professionals. The HSE exemplifies the potential of innovative educational strategies in addressing complex healthcare challenges related to houselessness.

A Global Environmental Scan of Competencies for Mobility Assistive Product Provision.

Competencies defined in practice standards and frameworks promote safe and effective healthcare by underpinning training curricula and service standards. The provision of mobility assistive products involves a range of professionals, each guided by various standards and frameworks that define various competencies. This environmental scan aimed to identify global resources containing professional competencies applicable to mobility assistive product provision and to compare them against a gold standard. Competencies for mobility assistive products were found in 14 resources of diverse types. While there were similarities between competency standards, such as service steps, there were also significant differences, such as minimum education levels and competency domains. This environmental scan highlights an opportunity for professionals providing mobility assistive products to collaborate and establish unified competencies. Standardizing these competencies could harmonize training, regulation, and service standards, thereby improving coordination and service quality. Additionally, this approach could serve as a model for developing standardized competencies for other assistive products, such as hearing and vision aids, enhancing outcomes across various assistive technology types.