Competency Domains Research Articles

LGBTQIA+ Cultural Competence in Physical Therapy: An Exploratory Qualitative Study From the Clinician's Perspective.

The purpose of this study was to understand the lesbian, gay, bisexual, transgender, queer, intersex, agender, and other gender and sexually diverse identities (LGBTQIA+) health care experience and associated cultural competence from the physical therapist perspective (physical therapist and physical therapist assistant). An exploratory qualitative approach implementing semi-structured focus groups and private interviews was utilized. To further anonymity, researchers allowed subjects to keep their camera off on Zoom. An interview protocol included questions guided by Campinha-Bacote domains of cultural competence (cultural awareness, skill, knowledge, encounter, and desire) to collect individual experiences, stories, discussions, thoughts, and opinions. Physical therapist clinicians were recruited from the clinical education affiliation lists of Regis University and Thomas Jefferson University. Seventy-one practicing physical therapists from the USA agreed to be part of the study. Themes were organized using the Social Ecological Model Framework. Themes are in parentheses following each level of the Social Ecological Model and include intrapersonal level (psychological stress and implicit and explicit biases), interpersonal (acceptance and competency), organizational (experience), community (advocacy), and society and policy (explicit biases and policy). Cultural competence in physical therapy is influenced by intrapersonal, interpersonal, organizational, community, and social and policy factors. Themes of psychological stress, limited awareness, decreased acceptance, and competency as well as limited exposure and experience, and a lack of advocacy and broader societal and policy issues prevent adequate LGBTQIA+ cultural competency of physical therapist providers. Further research in the physical therapist profession is needed to elaborate on the student, educator, and patient perspectives and how this information informs the LGBTQIA+ cultural competence of clinicians. This project may have a significant impact on suggestions for the delivery of content for health profession education to best impact health equity goals and save lives. Implementation of this content may have a direct impact on health disparities in LGBTQIA+ populations by reducing stigma and discrimination from health care providers, thus improving quality of health care and decreasing rates of patient mortality for LGBTQIA+ individuals.

Role of Satisfaction with Life, Sex and Body Mass Index in Physical Literacy of Spanish Children.

Physical activity (PL) is essential to achieve good health, prevent cardiovascular diseases, obesity and overweight, as well as to achieve a better quality of life. Therefore, PL could become the tool to increase the practice of physical activity among young people, thus increasing life satisfaction (LS) given its positive relationship with physical activity. A single-measure cross-sectional correlational study was carried out, involving 135 children aged 8-12 years from Extremadura. They were administered the SWLS questionnaire and the Canadian assessment of physical literacy (CAPL-2). Significantly higher levels of PL (p = 0.010) were found in normal-weight children compared to overweight and obese children, due to the physical competence domain score (p < 0.001). PL was directly related to SWLS (p < 0.001), but inversely related to BMI (p = 0.018). The daily physical activity behaviour domain was explained by SWLS (p < 0.001) and sex (p < 0.001). Physical competence was described by SWLS (p < 0.001) and BMI (p = 0.045). Finally, the motivation and confidence domain were only significantly associated with SWLS (p < 0.001). It was concluded that boys and girls of normal weight achieved higher levels of PL and LS than those with overweight and obesity, establishing a negative relationship of PL with BMI and positive with LS.

Norwegian nurse educators' self-rating of competencies: a nationwide cross-sectional web-survey.

Nurse educators' competencies play a crucial role in the educational quality of nurses. This study aimed to investigate how Norwegian nurse educators self-rated their competence domains, and how these competencies were associated background variables. The study was designed as a cross-sectional web-survey, and n=154 participated and filled out the Evaluation of Requirements of Nurse Teachers (ERNT) instrument. Educators' mean working experience was 12.9 years (SD 9.2); 86.3 % were permanently employed and 76.8 % had formal supervision training. The nurse educators rated their competence as good on all competence domains and single competence items, and ERNT total mean score was 4.62 (SD 0.28), with relationship with the students rated highest and personality factors rated lowest. The ERNT total mean score was significantly related to academic degree. Educational leaders in nursing education are recommended to establish a mentoring and supporting team for their educators.

Competencies of undergraduate physiotherapy education: A scoping review.

In recent years, the need for competency-based medical education has been emphasised. Each country needs a defined set of physiotherapy competencies from the associations and governing bodies. Our review aimed to map competencies of undergraduate physiotherapy education and propose a context-specific competency framework for Namibia. This scoping review was conducted following the Joanna Briggs Institute framework and was reported using the Preferred Reporting for Systematic Reviews and Meta-analysis Extension for Scoping Reviews. Qualitative direct content analysis utilising the five main competency domains from the WHO Rehabilitation Competency Framework was adapted. Five main competency domains were proposed: practice, professional growth and involvement, learning and development, management and leadership, and research. Nineteen potential competencies were identified, and each competency has a set of knowledge and skills activities that is expected of each student. The proposed competencies still need to undergo expert consensus and content validation before they can be adopted and implemented in Namibia. Future studies can explore the perspectives and experiences of the faculty, students and clinicians on the current status of competency-based education of undergraduate physiotherapy programme in Namibia. Similarly, future studies can focus on possible assessment strategies that can be used for each competency and an evaluation framework for assessing milestones in student competencies from entry into clinical education to graduation. The review proposed a context-specific competency framework for Namibia with a set of knowledge and skills activities that is expected of each student. The faculty can adopt these competencies and improve on their competency-based physiotherapy education.

Assessing Pediatric Rheumatology Fellow Competence in the Milestone Era: Past, Present, and Future.

Starting in 2015, pediatric rheumatology fellowship training programs were required by the Accreditation Council for Graduate Medical Education to assess fellows' academic performance within 21 subcompetencies falling under six competency domains. Each subcompetency had four or five milestone levels describing developmental progression of knowledge and skill acquisition. Milestones were standardized across all pediatric subspecialties. As part of the Milestones 2.0 revision project, the Accreditation Council for Graduate Medical Education convened a workgroup in 2022 to write pediatric rheumatology-specific milestones. Using adult rheumatology's Milestones 2.0 as a starting point, the workgroup revised the patient care and medical knowledge subcompetencies and milestones to reflect requirements and nuances of pediatric rheumatology care. Milestones within four remaining competency domains (professionalism, interpersonal and communication skills, practice-based learning and improvement, and systems-based practice) were standardized across all pediatric subspecialties, and therefore not revised. The workgroup created a supplemental guide with explanations of the intent of each subcompetency, 25 in total, and examples for each milestone level. The new milestones are an important step forward for competency-based medical education in pediatric rheumatology. However, challenges remain. Milestone level assignment is meant to be informed by results of multiple assessment methods. The lack of pediatric rheumatology-specific assessment tools typically result in clinical competency committees determining trainee milestone levels without such collated results as the foundation of their assessments. Although further advances in pediatric rheumatology fellowship competency-based medical education are needed, Milestones 2.0 importantly establishes the first pediatric-specific rheumatology Milestones to assess fellow performance during training and help measure readiness for independent practice.

Comprehensive scoping review of research on intercultural love and romantic relationships

Despite the growing evidence that the modern world is more diverse and so is the nature of relationships that present in therapy, there remains paucity of empirical evidence on how cultural differences impact those in intercultural romantic ties. We conducted this comprehensive scoping review with the aim to outline the size and scope of existing research in the field of intercultural love and romantic relationships. We utilised a five-stage scoping review protocol provided by the Joanna Briggs Institute (JBI) manual for synthesis of evidence for a scoping review to ensure the rigour, transparency, and replicability of our findings. We reviewed peer-reviewed articles across nine electronic databases as well as “snowballing” the literature from the reference lists. A total of 46 studies were included in this review. We found that the majority of studies approached intercultural relationships from the deficit perspective, focusing on the domains of cultural difference that bring challenges to the relationship. These included culture-rooted differences in parenting standards and gender role expectations, among others. Often, cultural differences were found to bring power impedance into the relationship. Open communication and flexibility were found as important coping strategies. Differences in native language posed challenges to emotional communication between partners. These findings demonstrate that intercultural relationships face an additional layer of challenges and complexities that have to be recognised in therapy. We propose four domains of transmodality relational competencies on the basis of our findings to inform culturally sensitive therapeutic practice.

Joseph Raz on responsibility and secure competence

ABSTRACT In the last two chapters of his book ‘From Normativity to Responsibility’, Joseph Raz developed, in outline, an intriguing account of responsibility, which is based on what he called the Rational Functioning Principle and on the idea of a domain of secure competence. With these two ideas, Raz argued, we could best delimit the scope of ‘responsibility’ in the sense of something ‘being to one’s credit or discredit as a rational agent’. In the following, I will argue that, while identifying some crucial aspects of our being agents ‘in the world’, Raz’s account does not fully capture the extent of the kind of responsibility he was interested in. In particular, unintentional failures that are due to the malfunctioning of capacities which are too unreliable to count as secure competences may well fall within the scope of responsibility thus understood. I will suggest Raz’s account should be supplemented by considerations drawn from ‘quality of will’ approaches, which can (inter alia) deal better with such cases.

The Influence of School Educators’ Teaching Competence and Adversity Quotient to the Students’ Learning Engagement among Mawab District Secondary Schools

This study dealt with the influence of school educators’ teaching competence and adversity quotient to the students’ learning engagement among Mawab District Secondary Schools. The primary goal of this study was to determine the level of school educators’ teaching competence, adversity quotient, and students’ learning engagement in terms of their respective indicators and what domains of teaching competence and adversity quotient substantially influenced students’ learning engagement. Also, this study utilized a quantitative-correlational design with 123 respondents among Mawab District Secondary Schools. The average weighted mean, Pearson’s r, and multiple regression analysis were the statistical tools used in this study. Along with this, the results showed a very high level of school educators’ teaching competence in terms of content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, and personal growth and professional development. On the other hand, the results also showed a very high level of school educators’ adversity quotient in terms of control, ownership, reach, and endurance. Likewise, the results showed a very high level of students’ learning engagement regarding behavioral engagement, emotional engagement, and cognitive engagement. In addition, there was a low correlation and a significant relationship between school educators’ teaching competence and students’ learning engagement. Furthermore, there was a moderate correlation and a significant relationship between school educators’ adversity quotient and students’ learning engagement. Hence, this led to the rejection of the null hypothesis. Learning environment, diversity of learners, and curriculum and planning as domains of teaching competence had a significant influence to students’ learning engagement. On the other hand, content knowledge and pedagogy, as well as curriculum and planning as domains of teaching competence, had no influence to students’ learning engagement. Additionally, control, ownership, and reach had a significant influence to students’ learning engagement. While endurance, as a domain of adversity quotient, did not reject the null hypothesis and had no influence on students’ learning engagement. These results would help the teachers identify their strengths and areas that need improvement, provide professional performance, and bounce back from setbacks, ultimately benefiting the students in their classes.

Pioneers of digital governance in Africa: A selection of practical recommendations for public service leaders

The applications of artificial intelligence (AI) open up numerous prospects for the progress of humanity and the achievement of the Sustainable Development Goals (SDGs). AI could help government officials, such as policymakers and civil servants, to accelerate the achievement of an inclusive future based on rights and equity. However, governments must be equipped with the right attitudes and skills to leverage digital transformation for the good of their constituents and mitigate the negative effects of AI. This article aims to establish the digital transformation priorities and capacity building needs of governments, based on an AI needs assessment survey of 32 African countries. The thirty-two African countries that responded to the survey requested UNESCO’s support to build human and institutional capacity in AI-related areas. Stimulated by national demand for digital capacity building interventions within governments, UNESCO developed the AI and Digital Transformation Competency Framework.The AI and Digital Transformation Competency Framework outlines the skills civil servants need to drive digital transformation and digital governance in government. Challenges, such as work cultures that are reluctant to experiment and innovate, lack of investment in IT infrastructure and low investment in digital skills, are preventing government institutions from embarking on the digital transformation journey. This framework therefore proposes three competency domains with several interlocking competencies and nine recommendations to help countries overcome these obstacles and seize the opportunities of digital transformation.

Medical studies at the University of Freiburg in retrospect - study conditions, study quality and skills acquisition from the perspective of graduates.

As part of the MERLIN project (Medical Education Research - Lehrforschung im Netz BW), funded by the Federal Ministry of Education and Research, graduate surveys were carried out at the Medical Faculty of Freiburg from 2012-2020. This article will primarily address the question of how the study conditions and competence orientation in Freiburg are assessed and where there is still a need for optimization. The surveys were conducted among graduates of human medicine at the Freiburg Medical Faculty 1.5 years after graduation. Participation was possible using paper and online questionnaires. The response rates were 36%-43%. The study conditions were largely rated as good. There is a need for optimization, especially in the area of scientific work. The level of skills acquired was assessed as good to moderate. There were discrepancies between the level of competence achieved during the course of study and the level of competence required to start a career. There is a need for development in terms of preparation for starting a career. Compared to the professionally required level of competence, self-assessment was worse in most competence domains. In Freiburg there are approaches to further promote the acquisition of skills during studies. In order to evaluate these developments and future changes in the context of studies, graduate surveys are relevant. Graduate surveys are suitable for generating data on the basis of which curriculum design can be carried out or which can be used to prepare for change processes. The surveys in Freiburg will therefore be continued and supplemented with new, needs-based questions.

Self-satisfaction described by Zuckerman's alternative five factors of personality.

This study investigates the relationships between an individual's self-satisfaction within different life areas, which correspond to Bracken's self-concept primary domains (competence, family, social, physical, emotional, and academic domains), and Zuckerman's Alternative Five-Factor Model of Personality (AFFM). It is supposed that the AFFM, as a psychobiological personality model which allows causal explanations, could provide a comprehensive insight into the nature of satisfaction with self. The study included 489 adults (64% women), between 18 and 60 years old, who completed the short Self-Satisfaction Scale (SC-6) and the Zuckerman-Kuhlman-Aluja Personality Questionnaire (ZKA-PQ). Relations between personality factors and facets from the ZKA-PQ and self-satisfaction measures were analyzed using correlational and multiple regression analysis. The relationship of self-satisfaction with gender and age was also analyzed. Based on responses to scales, 11% to 43% of the variance in self-satisfaction responses was predicted by personality, age, and sex. Extraversion had positive predictive weights for each self-satisfaction dimension. Neuroticism had negative predictive weights which were significant except for satisfaction with family. Sensation seeking negatively predicted satisfaction with competencies, family, academic aspects, emotions, and overall satisfaction. Aggression had small negative predictor weights for satisfaction with social and academic aspects. Activity had significant positive predictor weights for competencies, academic aspects, emotions, and overall satisfaction. The findings suggest that personality predicts satisfaction with aspects of the self, and that the AFFM provides an adequate theoretical framework, which includes a lower level of personality traits in the explanation of the nature of a person's satisfaction, in general or related to specific life contexts.

State of lifestyle medicine education in Saudi medical schools: A descriptive study.

Lifestyle medicine (LM) is a patient-centric, evidence-based clinical practice supporting adopting and sustaining of healthy behaviours and improving health-related living standards. Unfortunately, even in developed nations, medical curricula have largely ignored the LM concepts. Some LM components have been incorporated into the medical curriculum in the Kingdom of Saudi Arabia to determine the general status of teaching LM competency domains in undergraduate curricula in medical colleges. A cross-sectional, descriptive survey was conducted in English and distributed from January to March 2022. In this study, only administrative position holders were included. The administrative directors (such as deans, vice-deans, and program directors) play a significant role and are responsible for policymaking in medical education. There are 38 undergraduate medical programs across private and public medical colleges in Saudi Arabia. MCQs, OSCE, Essay, SEQ/SAQ, Assignments, and OSPE, were the assessment techniques of the LM domains. The response rate of the survey was 78.3%. Of all respondents, 61% were aware of LM domains. Twenty-four colleges teach one or more of the LM domains; the nutrition domain was the most common one. Mostly followed the traditional method (75%) and small group learning activities (71%). Programs also used large group learning activities and clinical teaching (35% each), followed by practical laboratory activities (19%) and other methods on very few occasions. The current study also shows that LM is not taught effectively in medical schools in Saudi Arabia, although the results illustrate an increased interest and awareness among administrators. This study identified the general situation of teaching LM in medical schools. These findings provide valuable insights for shaping the future direction of medical education.

Assessment and development of physical education teachers' physical literacy: A systematic review.

In recent years, physical literacy (PL) has gained a great deal of attention in global academia. Children's physical activity (PA) participation is severely underrepresented today, and students' participation in PA and PL level development is strongly dependent on the PL levels of PE teachers. This study aims to offer information for PE teachers to improve their PL levels and for the future development of tools to assess the PL of PE teachers through a systematic review of studies assessing PL of PE teachers. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) was used to conduct a comprehensive and systematic search in six databases-Web of Science, Scopus, ScienceDirect, PubMed, ProQuest; and SportDiscus, and a total of 671 papers were retrieved, but after removing duplicates, article identification, and screening only eight papers met the inclusion criteria. This study's results indicate a paucity of research related to PL among PE teachers, focusing on children, students, older adults, and children with disabilities. PE teachers performed poorly in the physical competence domain and better in the cognitive and affective domains, with a moderate level of overall PL. Only one instrument is currently available to assess PE teachers' (perceived) PL, and other studies have used instrument components. Therefore, it was concluded that the current PE teachers' PL level is not high. Also, because the concept of PL among PE teachers has not been standardized, no tool has been developed to evaluate the PL of PE teachers comprehensively and systematically. The CPD (continuing professional development) is considered an effective means of enhancing PL among PE teachers, and research should prioritize the development of CPD programs and tools that are specifically tailored to assess PL among PE teachers in the future.

Developing and validating a tool for assessing the confidence in the competence of midwifery tutors in India on WHO core competency domains.

Negligible quantitative research evidence exists on standardisation and psychometric validation of questionnaires that measure midwifery educators' confidence in their competence. This study developed a self-assessment of confidence in competence questionnaire in India based on the WHO Midwifery Educator Core Competencies (2014) with an aim to develop and validate a self-assessment tool measuring midwifery tutors' confidence in competence in imparting quality midwifery education. The questionnaire was developed as part of a multi-centre study to identify confident midwifery tutors for further training as educators, supporting India's rollout of professional midwives. The questionnaire underwent rigorous psychometric testing among 2016 midwifery tutors in India. Following exploratory Principal Component Analyses (PCA), the nine core competencies outlined in the WHO document were analysed separately. The results indicate that the questionnaire is psychometrically valid, with an internal consistency range of 0.81-0.93 for the nine domains. This robust testing process ensures the reliability and validity of the questionnaire. The self-assessment questionnaire can potentially be a valuable tool in India and other high-, middle-, and low-income countries. From a programmatic perspective, it can help identify key gaps and prioritise training needs, particularly in low-resource settings, so that limited resources are best utilised to fill the most prominent gaps. Furthermore, it can provide a universal platform for comparing data from different settings, facilitating global collaboration and learning in midwifery education.

Interprofessional education collaborative: A pilot simulation project

BackgroundInterprofessional education (IPE) is fundamental to healthcare because good team functioning is associated with good patient outcomes, increased staff satisfaction, and high quality of patient care. This paper will discuss an IPE collaboration at a university in Southwest Georgia in partnership with the local health care facility with nursing students and a variety of allied health students. InnovationThe mission of the project was to facilitate interprofessional simulation opportunities and academic-practice partnerships among health care faculty, professionals, and students. The goals were to establish four interprofessional competency domains for collaborative practice: values/ethics, roles/responsibilities, interprofessional communication, and teamwork during an interdisciplinary simulation experience. ResultsAt the completion of the collaborative IPE, participants from the respective educational disciplines were able to appreciate the four interprofessional competency domains. More IPE simulations are recommended to enhance learners’ knowledge and skills. ConclusionThe collaboration among all health care students will lay the groundwork for more advanced learning activities and can offer immense opportunities for students to be “practice ready” graduates into the workforce which leads to improvements in patient outcomes.

Moral competence, dilemma discussion, and sports: unraveling the significance of framework, competitive level, and sporting experience

Background and Study Aim. Stimulation of moral development is one of the most important tasks of modern education. Findings of recent studies indicate its importance for sound development of a young person. Research Objective: Examine the impact of moral dilemma discussions, the level of competitiveness, and years of sports training (experience) on athletes' morality. Material and Methods. The research study was conducted by the diagnostic survey method and was based on a quasi-experimental design with experimental and control (CG) groups. A sample of 352 university students in sport and physical education-related faculties participated in the study. They were assessed using Lind’s Moral Judgement Test (MJT) and the Moral Judgement Test in Physical Education (MJT-PE). Results. There were no interaction effects between years of sport practice and levels of general moral competence in an overall group. However, in terms of the sport-specific domain of moral competence, there was a tendency towards statistical significance of an interaction effect (p=0.07) on the levels of moral competence. This was in addition to the main effect (p=0.001) that differentiated the experimental and control groups. The findings indicated that the experimental group scored significantly higher (p=0.0008) on MJT-PE C-index than their control group peers. This disparity can be attributed to the amateur sports students in the experimental group, who exhibited significantly higher levels of moral competence compared to their amateur counterparts in the control group (p=0.0022). Conclusions. This study underscores the positive impact of dilemma discussions on athletes' moral competence within the realm of physical education and sports. The findings strongly suggest that implementing structured dilemma discussions can significantly benefit amateur athletes. This emphasizes the critical importance of incorporating ethical deliberations into athletic training programs, especially for Physical Education and Sports educators.

Association of Clinical Caring Competencies of Nursing Students with Academic Performance: A Multi-Institutional Study

Nursing students work closely with patients, therefore clinical assignments are regarded as an essential component of nursing education. Objective: To analyze the clinical caring competencies of undergraduate nursing students. Methods: The study design was cross-sectional descriptive having a sample size of 122 students. The nursing students' information was gathered after one months of clinical duties. Three categories, each using a seven-point Likert scale, were used to collect the data. The questionnaire was validly and reliable, while informed consent was taken from each participant and data analysis was performed through SPSS 22.0. Results: The majority of participants was male (87%) in the study, while the maximum number of students belong to age group 18–21 age range (52.7%), and all the students belong to 4th semester. The majority of the students’ academic performance was good (51.1%), followed by average performers (37.4%), and poor performers (11.5%). In all the three domains of clinical competencies the score of patience was high 3.7 ± 0.89, followed by courage domain 3.5 ± 0.88 and cognitive domain 3.4 ± 0.59. Conclusions: There was significant difference between gender groups in cognitive and patience domain while no significant difference in courage domain, while between age groups there were no significant difference between cognitive and patients while there was significant difference in courage domain. The study also established that courage a patient is strongly positive correlated with cognitive domain while negative weak with age, gender and GPA.

Traditional sports culture: a fun sport to change the physical literacy of junior handball athletes

Purpose: This study aims to investigate the effects of traditional sports culture to change the level of physical literacy among junior handball athletes.&#x0D; Material and methods. This study applied an experimental method by using a pretest-posttest control group design. This study involved athletes from Bandung city (Indonesia) (n = 30) as participants. The recruitment process was conducted with a random technique through sending invitation via email. Participants were allocated to an experimental group (n=15) and a control group (n=15). Quantitative research instruments used physical literacy-movement competence domain, cognitive domain and affective domain. Data was analysis through IBM SPSS to test data normality, statistical descriptive (mean, standard deviation). Independent sample t-test was used to test differences in physical literacy scores before and after the experiment in the experimental and control groups. Meanwhile, the Paired sample t-test was used to test the effect of traditional sports culture towards changes in physical literacy levels in the experimental and control groups.&#x0D; Results. This study results show several findings. First, there was no significant difference in physical literacy between the experimental and control groups before receiving the experimental program (p&gt;0.05). Second, there was a significant difference in physical literacy between the experimental and control groups after receiving the experimental program (p&lt;0.05). Third, the experimental group proved to have an effect on changes in athletes' physical literacy levels (p&lt;0.05), however there was no changes in the control group (p&gt;0.05).&#x0D; Conclusions. Thus, this study confirms that traditional sports culture has proven to be effective in enhancing the physical literacy level of junior handball athletes. This research contributes to the development of physical literacy in athletes, which can be used in future to accelerate their achievements in handball and this research provides important information for coaches, teachers and lecturers about the importance of using traditional sports culture.

Professional Competencies and Job Performance of Select Academic Librarians in Laguna, Philippines

Objective. Academic libraries formulate missions, visions, goals, and objectives based on the aims of the parent organization. There are issues with how librarianship is introduced, particularly in post-generation Z, when individuals have misconceptions about the functions of librarians. This study examined the level of professional competencies and job performance of selected academic librarians in the 21st Century. Methods. Descriptive-correlation method of research was used to provide static pictures of situations as well as to establish relationship between different variables. The respondents of this study are selected academic librarians in region IV-A Philippines. Results. Findings revealed that majority of respondents were 31 years old and above and were female. Meanwhile, the majority of the respondents attained their bachelor's degree and had been in the service for 10 years and below. The academic librarians are highly competent in managing information technologies among three domains of professional competencies. The academic librarians achieve very high level of job performance maintaining high quantity of work, fulfilling job duties, consistent for high quality of work, respond to the needs of users, provide accurate resources, demonstrate responsiveness, are able to use technology, and actively participate in forums. The academic librarians aged 31 years old and above, with master's degree and have 11 years and above of service, higher level of professional competencies than their younger counterpart, with bachelor's degree and 10 years and below of service. The higher the respondents' level of professional competencies in all its dimensions, the higher the level of respondent’s job performance. Conclusions. It can be concluded that the majority of academic librarians in this study were female, 31 years old and above. They had a bachelor's degree and 10 years or less of service. Academic librarians showed high competence in managing information technologies and consistently performed well in their job duties. Older librarians with a master's degree and over 11 years of service displayed higher professional competency and job performance compared to younger librarians with a bachelor's degree and less than 10 years of service. There was a positive correlation between professional competencies and job performance. Overall, academic librarians in this study exhibited strong professional competencies and high job performance.

DIFFERENCES BETWEEN TRAINEE AND SUPERVISOR PERSPECTIVES ON THE IMPACT OF COVID-19 ON GEROPSYCHOLOGY TRAINING

Abstract The COVID-19 pandemic majorly impacted geriatric specialty training. To better understand this impact, a survey study was conducted to examine the pandemic’s unique impact on geropsychology training. Participants (N=62) included psychology trainees specializing in geropsychology and psychologists providing geropsychology training. The majority of participants identified as white (90.3%), female (87.1%), and 30-39 years old. Using a 5-point Likert scale ranging from “not at all impactful” to “extremely impactful”, participants rated their subjective experience on how the pandemic positively and negatively affected geropsychology training in three functional competency areas (assessment, intervention, and consultation) consistent with the Pikes Peak Model for Geropsychology Training. A 2x3 mixed design repeated measures ANOVA was conducted to examine similarities and differences in trainees’ and supervisors’ perceptions of the pandemic’s impact on the competency domains. Results indicate that supervisors’ and trainees’ perception of the pandemic’s negative impacts aligned, F(1,43)=.01, p=.931. Results were consistent across all competency domains, F(2,86)=1.39, p=.26; however, perceptions of the positive impacts significantly differed, F(2,84)=6.459, p=.002. Overall, both trainees and supervisors perceived more positive impacts on intervention and consultation compared to assessment, t(43)=3.54, p≤.001. However, trainees (M=1.8, SD=.112) reported more positive impacts overall compared to supervisors (M=1.3, SD=.09), F(1,42)=9.08, p=.004. These findings have significant implications for the level of competence in emerging geropsychologists’, particularly in the areas of cognitive and capacity assessments. Recommendations for additional assessment training and supervision will be provided.