Competence Progression Research Articles

Antecedents to and outcomes associated with teacher-child relationship perceptions in early childhood: Further evidence for child-driven effects.

Preschool teachers' perceptions about relationships with students (teacher-child relationships [TCRs]) predict children's subsequent social competence (SC) and academic progress. Why this is so remains unclear. Do TCRs shape children's development, or do child attributes influence both TCRs and subsequent development? Relations between TCRs and other measures were examined for 185 preschoolers (107 girls, 89 longitudinal, and ~75% European American). Teachers rated TCRs and child social/affective behaviors. Teacher-child interactions (TCIs) and children's affect expressiveness were observed. Child SC and receptive vocabulary were assessed. TCRs were significantly correlated with each type of outcome. TCIs, SC, expressed affect, and teacher-rated behaviors also predicted TCRs longitudinally. Results suggest that TCR ratings predict subsequent adaptation because they summarize children's behavioral profiles rather than on TCR quality per se.

WTP6.4 Influence of Annual Record of Competence Progression panel profile on Differential Attainment

Abstract Introduction Differential Attainment (DA) refers to divergent achievements when related to protected traits. Annual Review of Competency Progression (ARCP) panels play a key role which compositions should reflect, yet no guidance exists on panel profile related to protected traits. This study aimed to evaluate the influence of panel profile on DA. Methods Anonymised ARCPs numbering 1090 in a UK Statutory Education Body (SEB) were examined and primary effect measure was ARCP Outcome (ARCPO) with satisfactory ARCPO classified as 1, 2 or 6, and unsatisfactory as 3 or 4. Results Satisfactory ARCPOs numbered 1005 and unsatisfactory 85. Median panel number was 7 (range 1-15, p<0.001). Median female percentage consultant representation was 18.2% (0% (Urology, Plastic & Paediatric Surgery) to 40% (Core Surgery) and median ethnicity (BME) consultant representation 14.3% (0% (Vascular & Neurosurgery) to 80% (Cardiothoracic Surgery). Multivariable analysis revealed: Trainee seniority (OR 0.800, p<0.001), SAC Liaison Member gender (OR 0.720, p=0.013) and Panel gender balance (N ARCP panel females, OR 10.695, p=0.003) to be independently associated with adverse ARCPO. Discussion Important two to five-fold variance in ARCP panels were found related to gender and ethnicity profile respectively with apparent significant impact on DA.

Design, implementation and assessment of a novel, introductory curriculum into female, neurological and urodynamic urology: a 7-year experience of urology simulation bootcamp course.

To present the seven-year experience of a multi-component and interactive module on female, neurological and urodynamic urology (FNUU) training at the UK National Urology Simulation Bootcamp Course (USBC) and demonstrate trainee satisfaction and competency progression. During the week-long USBC, a four-hour module on FNUU was designed which consisted of short interactive presentations with an emphasis on practical stations in urodynamics, intravesical botulinum toxin injection, urethral bulking injection, female pelvic examination and, initially, mid-urethral tapes (subsequently replaced with percutaneous sacral nerve evaluation). The trainee's level of knowledge, operative experience and confidence were assessed pre- and post-course. The practical assessment consisted of preparation and intravesical administration of botulinum toxin, female pelvic examination, urodynamic trace interpretation or mid-urethral tape simulation. Trainee feedback was also collected. Two-hundred sixty-one newly appointed urology trainees participated in the USBC during this period. A high level of satisfaction was constantly reported. The highest rated session was urethral bulking with 72% being very satisfied, followed by Botox and urodynamics. The final assessment showed 70% had achieved level 4 competency in cystoscopy and Botox. Qualitative feedback was also obtained. To our knowledge, this is the first module of its kind, and it shows that it is feasible to develop, implement and evaluate an introductory curriculum into FNUU that is reproducible over a 7-year period with very positive feedback.

Generation of non-functional architectonic spatial forms with geometric transformations

In the academic progression of architectural attitude and design competence it is important to give particular attention to the exploration and creative experimentation with spatial forms. In addition to the analysis of historical and contemporary architectural examples, significant role is given to modelling exercises which guide design students in a tentative way to the planar and spatial operation of compositional principles. During this process, a series of personal experiences develop the recognition and confident application of planar and spatial compositional tools and the ability to create tension or to maintain balance. These tools - albeit exerting their effects during subjective experience - are largely based on physical laws and operate according to the principles of visual (possibly tactile) perception, so their understanding and conscious application is a rational goal. In the analysis of architectural compositions, the relationship, location, size, juxtaposition or overlapping of forms - in other words their geometric relationship - is perhaps the primary factor, nevertheless the effects of materials, colours and textures cannot be ignored either. One of the distinctive characteristics of architectonic models is their ability to highlight certain pre-defined properties; in the case of forms made of homogenous materials for example, an enhanced attention to geometry, plasticity, and the impact of light and shadow. The focus of this paper is form-evolution generated through geometric transformations; a process during which a simple plane figure and subsequently a body is transformed (sliced, dragged, distorted, added or subtracted, etc.) resulting in architectonic compositions featuring architectural proportions and characteristics. These form-experiments are intentionally aimed at the generation of "non-functional" spaces, so the goal of the creation is not actual buildings, but rather the composition of pure spatial and volumetric relations in a philosophical sense, which, nevertheless, can provide the conceptual basis (in terms of form, mass, and spatial structure) for subsequent architectural outputs.

Investigating genomic medicine practice and perceptions amongst Australian non-genetics physicians to inform education and implementation

Genomic medicine is being implemented on a global scale, requiring a genomic-competent health workforce. To inform education as part of implementation strategies to optimize adoption of genomics by non-genetics physicians, we investigated current practices, perceptions and preferences relating to genomic testing and education. Australian non-genetics physicians completed an online survey; we conducted univariate and multivariate analyses of determinants of confidence and engagement with genomic medicine. Confident or engaged respondents were more likely to be pediatricians, have completed continuing genomics education (CGE) and/or have genomics research experience. Confident or engaged respondents were also more likely to prefer to request genomic testing with support from genetics services than other models. Respondents who had completed CGE and were engaged reported higher confidence than those who were not engaged. We propose a progression of genomic competence aligned with service delivery models, where education is one enabler of mastery or independence to facilitate genomic tests (from referral to requesting with or without clinical genetics support). Workplace learning could provide additional impetus for adoption.

FIND THE GAP: AN APPROACH FOR VISUALIZING AND ANALYSING DESIGN COMPETENCIES IN A UNIVERSITY WITH INTERDISCIPLINARY CURRICULUM

AbstractDesign education needs to be continually investigated and improved to stay relevant. The Singapore University of Technology and Design (SUTD) is a leading university focused on all elements of technology-based design. The overarching motivation of our research is to enhance design education curriculum at SUTD. Our research objectives are (1) to understand how design competencies are implemented in SUTD's curriculum and courses (2) to identify gaps in teaching of design competencies at SUTD. We analyse competencies in 28 design courses at SUTD. We develop the visualization and analysis of 12 skills grouped under two abilities from the Design competency assessment framework. Our main contributions are: (1) We present an approach to map the design competencies that are taught across design courses at a university with an interdisciplinary curriculum, (2) We present an approach for mapping design competency progression based on ITAE (Introduced, Taught, Assessed, Expected) categorization, (3) Based on the above, we provide preliminary findings on two skill gaps in the curriculum, substantiated with insights from interviews with course coordinators.

Variation in Experiences and Attainment in Surgery Between Ethnicities of UK Medical Students and Doctors (ATTAIN): Protocol for a Cross-Sectional Study.

The unequal distribution of academic and professional outcomes between different minority groups is a pervasive issue in many fields, including surgery. The implications of differential attainment remain significant, not only for the individuals affected but also for the wider health care system. An inclusive health care system is crucial in meeting the needs of an increasingly diverse patient population, thereby leading to better outcomes. One barrier to diversifying the workforce is the differential attainment in educational outcomes between Black and Minority Ethnic (BME) and White medical students and doctors in the United Kingdom. BME trainees are known to have lower performance rates in medical examinations, including undergraduate and postgraduate exams, Annual Review of Competence Progression, as well as training and consultant job applications. Studies have shown that BME candidates have a higher likelihood of failing both parts of the Membership of the Royal Colleges of Surgeons exams and are 10% less likely to be considered suitable for core surgical training. Several contributing factors have been identified; however, there has been limited evidence investigating surgical training experiences and their relationship to differential attainment. To understand the nature of differential attainment in surgery and to develop effective strategies to address it, it is essential to examine the underlying causes and contributing factors. The Variation in Experiences and Attainment in Surgery Between Ethnicities of UK Medical Students and Doctors (ATTAIN) study aims to describe and compare the factors and outcomes of attainment between different ethnicities of doctors and medical students. The primary aim will be to compare the effect of experiences and perceptions of surgical education of students and doctors of different ethnicities. This protocol describes a nationwide cross-sectional study of medical students and nonconsultant grade doctors in the United Kingdom. Participants will complete a web-based questionnaire collecting data on experiences and perceptions of surgical placements as well as self-reported academic attainment data. A comprehensive data collection strategy will be used to collect a representative sample of the population. A set of surrogate markers relevant to surgical training will be used to establish a primary outcome to determine variations in attainment. Regression analyses will be used to identify potential causes for the variation in attainment. Data collected between February 2022 and September 2022 yielded 1603 respondents. Data analysis is yet to be competed. The protocol was approved by the University College London Research Ethics Committee on September 16, 2021 (ethics approval reference 19071/004). The findings will be disseminated through peer-reviewed publications and conference presentations. Drawing upon the conclusions of this study, we aim to make recommendations on educational policy reforms. Additionally, the creation of a large, comprehensive data set can be used for further research. DERR1-10.2196/40545.

Conscientious, competent and caring: producing the junior doctor of the future.

This article is based on the Association for the Study of Medical Education Gold Medal Plenary for 2022, given by the first author. It outlines different ways in which medical training can be approached, based on his career and his work with colleagues. Among the attributes that it would be desirable to promote in future doctors are conscientiousness, competence and care for patients as individuals. This article explores each of these in separate sections. The first demonstrates that the trait of conscientiousness can be observed in first and second year medical students by their compliance in routine low level tasks such as attendance and submission of required work on time. A 'conscientiousness index' calculated on this basis is a statistically significant predictor of later events such as performance in exams, the prescribing safety assessment, and the UK situational judgement test in subsequent years, and also in postgraduate assessments such as Royal college exams and the annual reviews of competence progression. The second proposes that competence in tasks undertaken by junior doctors is better achieved by teaching on medical imaging, clinical skills and living anatomy than by cadaveric dissection. The final section argues that the incorporation of arts and humanities teaching into medical education is likely to lead to better understanding of the patient perspective in later practice.

A retrospective cohort study of differential attainment, COVID and Chaos: taking the difference out of a terrible trinity.

This study aimed to evaluate Core Surgical Training (CST) differential attainment related to COVID-19, gender, and ethnicity. The hypothesis was that COVID-19 adversely influenced CST outcomes. A retrospective cohort study of 271 anonymised CST records was undertaken at a UK Statutory Education Body. Primary effect measures were: Annual Review of Competency Progression Outcome (ARCPO), Membership of the Royal College of Surgeons (MRCS) examination pass, and Higher Surgical Training National Training Number (NTN) appointment. Data was collected prospectively at ARCP and analysed with non-parametric statistical methods in SPSS®. CSTs numbering 138 completed training pre- and 133 peri-COVID. ARCPO 1,2&6 were 71.9% pre- vs. 74.4% peri-COVID (P=0.844). MRCS pass rates were 69.6% pre- versus 71.1% peri-COVID (P=0.968) but NTN appointment rates diminished (pre- 47.4% vs. peri- 36.9%, P=0.324); none of the above varied by gender or ethnicity. Multivariable analyses by three models revealed: ARCPO was associated with gender (m: f 1:0.87, OR 0.53, P=0.043) and CST theme (Plastics vs. General OR 16.82, P=0.007); MRCS pass with theme (Plastics vs. General OR 8.97, P=0.004); NTN with the Improving Surgical Training run-through program (OR 5.00, P<0.001). Program retention improved peri-COVID (OR 0.20, P=0.014) with pan University Hospital rotations performing better than Mixed or District General-only rotations (OR 6.63, P=0.018). Differential attainment profiles varied 17-fold, yet COVID-19 did not influence ARCPO or MRCS pass rates. NTN appointment fell by one fifth peri-COVID, but overall training outcome metrics remained robust despite the existential threat.

The Impact of Post-graduate Year and Program Accreditation Status on In-Training Examination Performance in Orthopaedic Surgery.

Introduction The progression of medical knowledge competency during surgical residency training is poorly understood. This study measures the acquisition of medical knowledge as orthopedic surgery residents advance during training and the impact of accreditation status on orthopedic in-training examination (OITE) performance. Methods Orthopedic surgery residents taking the OITE during 2020 and 2021 were included. Residents were grouped into cohorts by post-graduate year (PGY) and Accreditation Council for Graduate Medical Education (ACGME) accreditation status. Comparisons were made with parametric tests. Results Eight thousand eight hundred and seventy-one ACGME-accredited residents (89%) and 1,057 non-ACGME-accredited residents (11%) were evenly distributed by the PGY level (range, 19-21%). Residents in both ACGME- and non-ACGME-accredited residency programs had a significant increase in OITE performance at each PGY level (P<0.001). At ACGME-accredited programs, OITE performance increased from PGY1 (51%), PGY2 (59%), PGY3 (65%), PGY4 (68%), and PGY5 (70%) (P<0.001). There were progressively smaller percentage increases in OITE performance during accredited residency training (range, 2-8%), but this increase was linear in non-accredited residency training (range, 4%). At each PGY level, residents at accredited programs outperformed their counterparts at non-accredited programs (P<0.001). Conclusion OITE performance increases during residency training. Among ACGME-accredited residents, performance on the OITE progresses rapidly during junior years and plateaus during senior years. Residents in ACGME-accredited residency programs outperform their counterparts in non-accredited residency programs. More research is needed to understand optimal training environments that promote medical knowledge acquisition during orthopedic surgery residency.

How do the post-graduation outcomes of students from gateway courses compare to those from standard entry medicine courses at the same medical schools?

BackgroundWidening participation (WP) for underrepresented students through six-year gateway courses helps to widen the demographic representation of doctors in the UK. ‘Most students from gateway courses graduate, even though many enter with lower grades than standard entry medicine students.’ This study aims to compare the graduate outcomes of gateway and SEM cohorts from the same universities.MethodsData from 2007–13 from the UK Medical Education Database (UKMED) were available for graduates of gateway and SEM courses at three UK medical schools. Outcome measures were passing an entry exam on the first attempt, Annual Review of Competency Progression (ARCP) outcome and being offered a level one training position from the first application. The univariate analysis compared the two groups. Logistic regressions, predicting outcomes by course type, controlled for attainment on completion of medical school.ResultsFour thousand four hundred forty-five doctors were included in the analysis. There was no difference found in the ARCP outcome between gateway and SEM graduates. Gateway graduates were less likely to pass their first attempt at any membership exam than graduates of SEM courses (39% vs 63%). Gateway graduates were less likely to be offered a level 1 training position on their first application (75% vs 82%). Graduates of gateway courses were more likely to apply to General Practitioner (GP) training programmes than SEM graduates (56% vs 39%).ConclusionsGateway courses increase the diversity of backgrounds represented within the profession and importantly the number of applications to GP training. However, differences in cohort performance are shown to continue to exist in the postgraduate arena and further research is required to ascertain the reasons for this.

Yoga perspective on personal excellence and well-being

The discussions on conceptualization, operationalization, measures, and means of well-being (WB) and personal excellence (PE) are dynamic and debatable. Therefore, this study aims to coin a perspective of PE based on the Patanjali Yoga Sūtra (PYS). For this, professional, psychological, philosophical, and yogic perspectives of WB and PE are analyzed to derive a viable yogic framework for PE. The WB and the consciousness-based constructs of PE are discussed in terms of psychic tensions (PTs) (nescience, egoism, attachment, aversion, and love for life), yogic hindrances (YHs) (illness, apathy, doubt, procrastination, laziness, over somatosensory indulgence, delusion, inability, and unstable progress), psychosomatic impairments (pain, despair, tremors, arrhythmic breath), and yogic aids (wellness, intrinsic motivation, faith, role punctuality, physical activity, sensory control, clarity, competence, and sustainable progress). The PYS operationalizes PE as the dynamic level of WB and self-awareness until one attains Dharmamegha Samādhi (super consciousness). Lastly, Ashtanga Yoga (AY) is discussed as a universal principle, process, and practice for thinning PTs, vanishing YHs, empowering holistic WB, awakening extrasensory potentials, advancing self-awareness, and PE. This study will be a pioneering base for further observational and interventional studies to develop measures and personalized protocols for PE.

Breadth or Depth? Parallelism and Re-spiraling of Araling Panlipunan Competencies for Elementary Learners in Saint Louis College-Cebu

This action research is conducted to address the issues surrounding the competencies and instruction in teaching Araling Panlipunan in the Elementary Level of Saint Louis College-Cebu. The learning competencies which serve to be the scaffold in understanding the civic, cultural, and historical context embedded in the curriculum have a different progression when the Revised-Basic Education Curriculum shifted to K-12 Curriculum. In the new curriculum’s spiral progression, several topics or competencies from higher grade level were distributed to the lower grade level to which in effect, these competencies are no longer aligned to the level of understanding and appreciation of the grade school learners.Learners from the 4 th grade to 6 th grade were chosen through random sampling to answer the researcher-made survey questionnaire. The questionnaire focuses on the approaches, integration of the different domains such as integration of the core values and relevant social issues, and the competencies’ level of difficulty. The relationship between the level of difficulty and the insufficient mastery of the topic shows the negative impact of distributing the advance topics to the lower grade level. This conforms the readiness of the learners’ level of understanding. Araling Panlipunan (Social Studies) is exploratory, discovery, and value-laden discipline, thereby, it is essential to redesign the progression of competencies to give more depth and meaning to the competencies that learners need to master. Keywords: Competencies, Spiral progression, curriculum, Araling Panipunan DOI: 10.7176/JEP/14-14-01 Publication date: May 31 st 2023

The Cataract Surgery Learning Curve: Quantitatively Tracking a Single Resident's Operative Actions Throughout Their Training

To track operative phases of cataract surgery over a resident's training to measure action times and frequencies as a surrogate for competency and skill progression. An n=1 panel study. Cataract surgery video recordings performed by a single resident between 2021-2022 were collected. Only full-length videos of adequate quality without supervisor intervention were included. The start and end times of 19 distinct operative phases of cataract surgery were manually labeled by a trained annotator. Timeseries analysis was employed to measure the direction and magnitude of trends in the resident's surgical timing for each action across their first year of training. The dataset comprised 100 videos spread across the resident's sixth to 760th cases. The median total time was 11.6 minutes (IQR 10.1-14.4 minutes), with overall speed increasing at a rate of 43.4 seconds for every 10 videos (95% CI 35.1, 52.7 seconds). Nine operative phases significantly decreased in time throughout training. The main incision, phacoemulsification, and hydrodissection had the greatest improvements in speed relative to their average procedural time. There was an average of 26.9 distinct operative actions (excluding idle periods) in each video (range 20-50). This is the first study to quantitatively track operative times and frequencies across all relevant actions in cataract surgery and derive learning curves for each. Consistent with previous works, it was found that a basic level of surgical competency was achieved after performing 80 cases. In addition, results from this study indicated that the next level in skill advancement towards surgical finesse occurs after 300 cases.

DEI co-mentoring circles for clinical research professionals: A pilot project and toolkit.

There have been a number of federal policies and guidance's impacting diversity, equity, inclusion, and accessibility (DEI) in clinical research. While these are needed, they have not diminished the gaps related to clinical trial recruitment, research professional's capacity for cultural competence, and clinical research professional role development. Mentoring and co-mentoring circles have traditionally been used in Medicine, but until now had not been used for workforce development of clinical research professionals (CRPs). We designed a six-session, monthly co-mentoring circle to take place at two academic medical centers to pilot an interinstitutional co-mentoring circle centered on storytelling videos of Black Voices in Clinical Research. This provided a DEI framework for discussions on role experiences, cultural competence, and role progression. Seven CRPs completed the DRC pilot. The participants positively evaluated the experience and made recommendations for future iterations. Discussion: Co-mentoring circles can be useful tools to connect CRPs across complex research medical centers and provide support that may have a positive impact on role satisfaction and retention. This framework for developing co-mentoring circles can serve as a toolkit for future CRP co-mentoring circles within and across institutions for workforce development. The Black Voices in Clinical Research storytelling videos provide a rich foundation for future discussion on DEI issues for CRPs and collaborating with participants.

Assessing students interprofessional competence using a Swedish version of the Interprofessional Collaborator Assessment Rubric

ABSTRACT Valid instruments to assess interprofessional competence in students during clinical studies are needed, especially considering an increasingly pressured healthcare environment where supervisors have various experience of supervision and assessment. The aim of this study was to explore the applicability of a Swedish version of the Interprofessional Collaborator Assessment Rubric (ICAR) in different clinical education contexts from both student and supervisor perspectives. The study used a qualitative design. Data was collected using focus group discussions with students (n = 35) and individual interviews with supervisors (n = 8). Data was recorded, transcribed verbatim, and analyzed using content analysis. The findings show that the instrument was perceived as a relevant working tool for assessing interprofessional competencies. The importance for learning was highlighted, which included an increased understanding and insight about different professions’ roles and responsibilities, created opportunities of self-reflection and stimulated discussion about students’ individual assessments. In terms of the interpretation and understanding of included concepts and user instructions, different suggestions for clarification emerged. Views about time for assessment varied between students and supervisors. In this study, the Swedish version of ICAR was considered an adequate assessment tool for assessing students’ progression of interprofessional competencies in relation to course specific learning outcomes.

Longitudinal assessment of competency development at The Ohio State University using the competency-based veterinary education (CBVE) model.

With the development of the American Association of Veterinary Medical Colleges' Competency-Based Veterinary Education (CBVE) model, veterinary schools are reorganizing curricula and assessment guidelines, especially within the clinical rotation training elements. Specifically, programs are utilizing both competencies and entrustable professional activities (EPAs) as opportunities for gathering information about student development within and across clinical rotations. However, what evidence exists that use of the central tenets of the CBVE model (competency framework, milestones and EPAs) improves our assessment practices and captures reliable and valid data to track competency development of students as they progress through their clinical year? Here, we report on validity evidence to support the use of scores from in-training evaluation report forms (ITERs) and workplace-based assessments of EPAs to evaluate competency progression within and across domains described in the CBVE, during the final year clinical training period of The Ohio State University's College of Veterinary Medicine (OSU-CVM) program. The ITER, used at the conclusion of each rotation, was modified to include the CBVE competencies that were assessed by identifying the stage of student development on a series of descriptive milestones (from pre-novice to competent). Workplace based assessments containing entrustment scales were used to assess EPAs from the CBVE model within each clinical rotation. Competency progression and entrustment scores were evaluated on each of the 31 rotations offered and high-stakes decisions regarding student performance were determined by a collective review of all the ITERs and EPAs recorded for each learner across each semester and the entire year. Results from the class of 2021, collected on approximately 190 students from 31 rotations, are reported with more than 55 299 total competency assessments combined with milestone placement and 2799 complete EPAs. Approximately 10% of the class was identified for remediation and received additional coaching support. Data collected longitudinally through the ITER on milestones provides initial validity evidence to support using the scores in higher stakes contexts such as identifying students for remediation and for determining whether students have met the necessary requirements to successfully complete the program. Data collected on entrustment scores did not, however, support such decision making. Implications are discussed.

Prognostic value of interview rank when hiring for health: staff and nonsense or significant metric?

Introduction Core surgical training recruitment works via a centralised national selection process, during which each applicant is assigned an interview performance rank. The aim of this study was to evaluate the relative performance of core surgical trainees related to interview rank (CSTIR) in a single UK statutory education body. Methods Data for two cohorts of core surgical trainees (87 individuals) were analysed prospectively over two years (2018–2021). The primary outcome measures were Membership of the Royal College of Surgeons (MRCS) examination pass and specialty national training number (NTN) appointment. Results The overall MRCS pass rate was 67.8% and the NTN success rate was 43.7%. CSTIR &lt;332 was associated with MRCS pass (88.0% vs 59.7%, odds ratio [OR]: 4.90, p = 0.017) and CSTIR &lt;550 with NTN success (57.4% vs 42.6%, OR: 3.56, p = 0.006). Multivariate analysis revealed that NTN appointment was associated with audit completion (OR: 1.49, p = 0.045), scientific publication (OR: 2.08, p = 0.008), CSTIR (OR: 6.02, p = 0.014), universal annual review of competence progression Outcome 1 (OR: 25.10, p = 0.002) and Improving Surgical Training programme (OR: 108.96, p &lt; 0.001). Conclusions CSTIR was independently associated with conversion to higher surgical specialty NTN, suggesting that the current recruitment process predicts likely success in training.

Neuroscience Milestones: Developing Standardized Core-Competencies for Research-Based Neuroscience Trainees.

In the medical field, the implementation of Milestones by the Accreditation Council for Graduate Medical Education (ACGME) has provided a common understanding among clinical and academic supervisors and trainees related to the development of core competencies during graduate medical training. These Milestones help establish developmental trajectories and aspirational goals for the trainee. Unfortunately, training in graduate and postgraduate neuroscience lacks a standardized developmental progression of competencies or outcomes expected of trainees. Without such standardizations, it may be difficult for both the mentor and trainee to identify levels of improvement, which may impact the trainee's future success. Here, we discuss the value of developing a nonexhaustive framework that may be used to evaluate trainees with the expectation that it will provide a template to help with the development of future neuroscientists.

Exploring Chinese high school students' performance and perceptions of scientific argumentation by understanding it as a three‐component progression of competencies

AbstractArgumentation plays a significant role in science as a scientific practice in which knowledge is constructed, evaluated, and modified. Scientific argumentation (SA) is thus a promising activity for students to pursue in order to think and act like scientists and to enhance their understanding of science. Considering the impact that assessments usually have on teaching and their role in understanding students' ability, this study aims to explore the assessment of scientific argumentation competence (SAC) and Chinese high school students' performance and perceptions of SA. This study, therefore, proposes a three‐component framework for understanding SAC, including the competencies to identify, evaluate, and generate the SA elements outlined in Toulmin's argument model. Based on this framework, we hypothesize three levels of SAC and develop a test including 22 items to see whether these proposed SAC elements are valid and to what extent they represent students' levels of SAC. An iterative procedure is adopted to develop and validate the assessment instrument, validity evidence is collected from the analysis of teachers' interviews, students' think‐aloud and follow‐up interviews, and from confirmatory factor analysis and Rasch analysis of students' scores on the test. The results suggest that the measure, which includes three SAC components has acceptable reliability and validity, and the three‐level progression of SAC is aligned with and further expands previous learning progressions of SA. We also find that most students in our sample are at level 1 of SAC and they in general hold positive attitudes toward learning through argumentation, but their willingness in engaging with SA tends to be affected by their perception of the intrinsic and practical value of SA and their personality. Providing them with explanations of SA elements does not improve their test performance.