Set Of Competencies Research Articles

Cross-cutting competencies for human rights education in Chile: rethinking music teacher education from the perspective of global competence

The OECD has shifted toward global competence assessment to promote education focused on an inclusive and sustainable world, thus protecting human dignity as outlined in the Universal Declaration of Human Rights. Teacher education programs should incorporate global competence into curriculum designs, and music teacher education is no exception. This study aims to evaluate the suitability of a set of cross-cutting competencies for music education oriented toward global competence and human rights education. The research method used is a proof-of-concept, as the set of competencies will be appraised as an incipient product by academic staff members at various music teacher education programs from around Chile. The findings show the strengths of cross-cutting competencies, pertaining mostly to an intertwining of elements of disciplinarity, teaching, and research related to music and its education. Some weaknesses were also identified, including the high number of cross-cutting competencies proposed. The set has been validated by experts, allowing for its continued refinement and empirical application in other contexts linked to music teacher education.

Resilience factors counteract intergenerational risk for adolescent maladjustment related to family mental health history and childhood adversity.

Intergenerational risk within families, stemming from familial history of mental health problems and encompassing exposure to childhood adversity, poses challenges to adolescent adjustment. However, it is important to recognize that negative developmental outcomes associated with intergenerational risk are not inevitable. To better understand resilience in this context, there is a need for studies that systematically compare different models of resilience. Further, few studies have estimated what level of adjustment should be expected for youth with high intergenerational risk but also a diverse set of strengths and competencies. Here, an intergenerational risk pathway and compensatory and protective resilience models were evaluated in the Future of Families and Child Wellbeing Study (N = 4,897, 52% female, 49% non-Hispanic Black at the age 15 assessment). The link between history of mental health problems in maternal grandparents and adolescent maladjustment (depressive symptoms, substance use, delinquent behavior, and troubles at school) was serially mediated through maternal mental health problems and its association with children's exposure to adversity. Data-driven trajectory analyses identified participants characterized by increased exposure to multiple types of adversity across childhood. Chronic exposure to multiple adversities, in turn, predicted increased adolescent maladjustment. Yet, resilience factors, including childhood social skills, perseverance, and connectedness at school, effectively offset intergenerational risks. Adolescents with high intergenerational risk who experienced high levels of these childhood assets demonstrated adjustment that was comparable to their average-risk and low-risk peers. These findings advance our understanding of pathways of intergenerational risk and provide new evidence for a compensatory model over a protective model of resilience. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

A Delphi study on health literacy competencies for health professionals

BackgroundHealth professionals play a key role in promoting health literacy, as they continue to be one of the main points of contact and most trusted source of information for healthcare users on questions and concerns regarding health and disease. To adequately support individuals in dealing with health information and services and to strengthen health literacy, health professionals need a corresponding set of knowledge, skills, and attitudes, hence they need a wide range of health literacy competencies. Despite their crucial role in guiding and supporting patients and their relatives in terms of health-related information and services, in-depth studies on health literacy competencies of health professionals are still scarce. Thus, the aim of this study was to identify and prioritize health literacy competencies of health professionals in German-speaking countries.MethodsA modified, two-round Delphi study was conducted with 24 experts in the field of health literacy or a relevant field from Switzerland, Austria, and Germany. The experts were asked to evaluate and rate different competencies of health professionals regarding health literacy.ResultsAs a result, 14 core competencies have been identified by the experts, including five items referring to the category “knowledge”, seven items to the category “skills” and two items referring to the category “attitude”. The identified competences indicate that health literate health professionals understand health literacy’s importance, employ clear communication techniques, and actively engage patients to ensure comprehension. Furthermore, health literate health professionals recognize cultural barriers, use plain language, and maintain that effective communication is crucial for quality healthcare. Among the 14 core competencies, communication practices were reported to be of particular importance for practice-oriented, professional health literacy skills of health professionals.ConclusionsThe identified set of health literacy competencies provides an essential groundwork for future assessments of competencies concerning professional health literacy among health professionals, their integration into curricula, and further development of tailor-made trainings and education.

SOLUTION OF A MULTICRITERIA ASSIGNMENT PROBLEM USING A CATEGORICAL EFFICIENCY CRITERION

Context. The paper considers a problem of assigning a set of employees to a finite set of operations in a multicriteria statement, under condition of a hierarchical structure of a partial efficiency criterion of performing a set of operations, being presented in such a way that each employee possesses a finite set of competencies and each operation has a finite set of characteristics. Numerical and categorical data types are provided for the use as exogenous parameters of the problem. The relevance of the assignment problem being considered is determined by an extremely wide range of practical applications, both in the classical statements and new modifications, the high demand for which is constantly generated by the dynamically developing economic environment. At the same time, a critically smaller number of scientific publications propose means of modeling and solving multi-criteria assignment problems, despite the importance of this type of problems in decision-making, both in theoretical and practical aspects. In general, in conditions of lack of information, the exogenous parameters of the problem cannot be specified in numerical form, therefore there is a need to use categorical data with further numerical coding. Objective. The goal of the work is to build a multicriteria mathematical model and, on this basis, carry out a numerical study of the optimization assignment problem, taking into account a hierarchical structure of a partial efficiency criterion of the selection of «operation – employee» pairs. Method. The study proposes a novel method of solving the assignment problem that implemented as a multi-stage process, which includes the stage of transformation of exogenous parameters of the model, given by categorical variables, based on the implementation of the Pareto principle and logistic mapping, the stage of constructing linear scalarization of the efficiency and the cost criteria.

Is Public Health Education and Training Adequately Responding (or Not) to Emerging Priorities?

Recent work by the World Federation of Public Health Associations’ Professional Education Training (WFPHA PET) working group has identified five emerging areas (OneHealth, Systems Thinking, Public Health Ethics, Political Engagement, and Disaster and Emergency Health) within the discipline of public health that practitioners need to have a basic understanding to prepare themselves for the future of the field. However, these areas are not necessarily included in public health competency sets or curricula globally. The WFPHA PET held a fireside chat of experts to discuss the main issues faced in integrating these specialties into public health education, training, and practice. Common threads seen across the panel included: (1) The current pace of change in these areas of public health; (2) ‘Nimble’ ways of identifying emerging (wicked) problems; (3) The need for innovative ways of teaching; (4) The need for sophisticated public health-related communication systems; (5) Understanding current political imperatives. To enhance the capacity of the public health workforce, it is essential to update course materials and integrate new and innovative materials and teaching strategies while retaining core content. This is complex, but necessary to further strengthen the workforce. The COVID-19 pandemic provided us with a unique experience and opportunity to reflect on how and what we teach, with the first step to bolster public health curricula and training to address current competency gaps in emerging priority areas to strengthen the public health workforce.

Integrating Generative Artificial Intelligence Into Medical Education: Curriculum, Policy, and Governance Strategies.

The rapid advancement of generative artificial intelligence (GAI) is poised to revolutionize medical education, clinical decision-making, and health care workflow. Despite considerable interest and a surfeit of newly available tools, medical educators largely lack both competencies and guidance on how to incorporate the new and rapidly evolving world of GAI into the core medical school curriculum and experiences of undergraduate medical education. This Scholarly Perspective highlights the need for medical schools to adapt to this new paradigm by implementing policies, governance, and curricula that address the ethical, technical, and pedagogical implications of GAI. The authors recommend creating policies for appropriate GAI use, designed to protect institutional and patient data, and provide students with clarity on the appropriate use of AI for education. The authors suggest that implementing GAI governance at institutions is crucial to create guiding principles on ethical and equitable GAI use and involving students as coinventors of local innovation. The authors argue that providing faculty and learners with tools and training for safe experimentation with GAI and defining competencies for students and faculty are essential. Curricula for GAI should focus on implications of clinical uses. The authors propose a set of new competencies for GAI that build on those already established for AI in general. Given how dynamic the world of GAI is and how quickly new innovations are changing longstanding practices of clinical medicine, it is imperative that the medical education community acts together to share best practices, gather data to assess the impact of GAI education, continuously update the expected competencies of medical students, and help students prepare for a career that will be continually changed by GAI.

The role of intellectual humility in promoting epistemic fluency for interdisciplinary engineering education

Interdisciplinary engineering education aims to equip engineers with the ability to tackle complex real-world problems that occur beyond traditional disciplinary boundaries, therefore demanding a set of interdisciplinary competencies. In our research on interdisciplinary competence, a study consisting of interviews with teachers and researchers focusing on Higher Order Thinking Skills (HOTS) necessary for interdisciplinary research purposes, revealed that the interviewees emphasize specific attitudinal aspects as important for being competent in interdisciplinary research contexts. Notably, the attitudinal aspects as described by the interviewees can be understood through the notion of intellectual humility (IH). This observation motivated an exploratory literature review, which led to the conceptualization of IH as an attitude consisting of the ability to recognize one’s intellectual limitations and openness to alternative perspectives and clarified its potential role in the development of epistemic fluency, as an interdisciplinary competence that integrates knowledge, skills and attitude. The refined conceptual understanding of IH along with the empirical findings on the importance of IH resulting from the interviews with experts in interdisciplinary engineering education, supports the view of IH as a crucial attitude for epistemic fluency in interdisciplinary education contexts, together with the importance of awareness and knowledge of disciplinary perspectives. Epistemic fluency, in turn, is conceptualized as a key interdisciplinary competency that integrates knowledge (disciplinary perspectives), attitudes (IH), and skills (HOTS). Finally, suggestions are made for possible ways to promote IH as part of this competence.

Creation of a polylingual teacher’s personal brand in teaching foreign languages through social media channels

Social media platforms have gradually changed the users’ perception of their functions. Communication between users has transformed into a global trend to acquire new knowledge and find educators to fulfill the users’ requests. The presence of polylingual teachers in a social media landscape requires specific preparation of accounts to share the ability to speak and teach several languages. This paper aims to describe the set of competencies of a polylingual teacher displayed through social media channels that create a personal brand in teaching foreign languages. Personal brand is a process of creation and promotion of unique individual characteristics to be shared with the target audience. Methods used in this research include comparative analysis and method of logical inference of relevant scientific literature published over the past 5 years on this topic and 52 social media accounts of polylingual educators. This allowed us to identify sub-competences (communicative, general cultural, psychological, pedagogical) of a teacher and the content algorithm (personal information, experience as a learner, cultural corner, driving forces of learning foreign languages, teaching methods and aids, further actions) in which sub-competences, forming a personal brand, are distributed in social media channels. The practical implication of the paper focuses on the structured representation of the individual through the content division of an account to attract new subscribers as well as online and face-to-face clients for learning several languages. The value of the study lies in its ability to show a teacher’s philosophy, education, backstage of a teaching process and learners’ results to obtain new students in conditions of a private school sector.

Is it worth it? A comparison study of medical students’ aspirations for gaining the Health Care Certificate following employment as Healthcare Assistants

Background Medical students seek early patient contact but their curriculum starts with scientific knowledge. We integrated the Healthcare Assistant (HCA) course into semester one for early patient-facing clinical contact. This study compares students’ aspirations for this learning with the realities of employed work as HCAs. Methods This sequential mixed-methods study used pre-post-scored questionnaire data, followed by post-course focus groups, and interviews a year later. The quantitative data were analysed using SPSS and the qualitative data using thematic analysis. Results The learning was highly valued with early perceptions challenged. The learning both accelerated and advanced their medical skills. Their naivety of nurses’ work within team-based practice quickly eroded; they symbiotically linked their clinical and non-clinical learning; they acclimatised to the hospital environment while future gazing in preparation for clinical learning. Early anxieties for starting employment were overcome, building resilience. Conclusions HCA training offers a practical patient-facing set of competencies on which to build medical capability. Student text-book scientific knowledge was validated through their experiences with recognition of the importance of empathetic patient-centred care. They quickly learnt and absorbed ward function; experienced good and poor teamworking; highly valued the nursing role; and experienced the every-day stresses of being a front-line practitioner.

The Academic Curriculum in Higher Education. Transformative Competencies' Relevance for the Labour Market

The paper presents a theoretical analysis of the academic curriculum's relevance for the labour market and life, especially about the recognition of learning outcomes. The purpose of this approach is to discover if there is strong consent and a common interest both at the national and international levels related to the relevance of transformative competencies developed through the academic curriculum. Concerns about the key competencies have led to reflection on the importance of being aware of knowledge created by Higher Education (HE) institutions. The research questions related to the theoretical approach are as follows: What are the national and international trends regarding the academic curricula in higher education? What are the transformative competencies and what do they entail? What are the ways in which transformative competencies can be included in the national university curriculum? The results of our theoretical approach underline that the set of competences developed in HE institutions must constantly transform into learning outcomes by the trends and needs of the labour market. This type of academic curriculum development anticipates the future dynamics of a society. We conclude that the mission of the HE institutions has to be strongly related to the specifics of globalized economies. Also, it is to develop an academic curriculum orienting itself towards innovation and a competency-based approach. This holistic approach provides policymakers, researchers, administrators and teachers a theoretical framework for practical interventions in HE institutions.

The Army Leader: Understanding the Importance of Displaying A Positive Personal Example in the Modern Military Leadership

Abstract The current global security environment is unstable, marked by ambiguity and countless uncertainties, with trends indicating that the geopolitical context will become increasingly insecure and volatile. In such a challenging environment, military leaders play an important role in ensuring stability, guaranteeing territorial security and protecting citizens. More than ever, the role of the military leader in both the military organisation and society has reached an unprecedented level of complexity. To successfully meet the challenges of the modern battlespace, military leaders must train and develop a very diverse and complex set of competences and attributes. By doing so, the leader can rapidly gain the trust and commitment of subordinates, managing to motivate and lead them effectively in any context. This article aims to raise awareness and understanding of the critical role of positive personal example in modern military leadership.

A competency framework for simulation facilitation in low-resource settings: a modified Delphi study.

Skilled facilitators are essential to drive effective simulation training in healthcare. Competency-based frameworks support the development of facilitation skills but, to our knowledge, there are no frameworks that specifically address context-sensitive priorities developed with practitioners working in low-resource settings. We aimed to develop a core competency framework for healthcare simulation facilitation in low-resource settings using a modified Delphi process. We drew on the domain expertise of members of the Vital Anaesthesia Simulation Training Community of Practice, with the study guided by a four-member steering group experienced in the conduct of simulation in low-resource settings. In survey round 1, participants (n = 54) were presented with an initial competency set derived from a previous qualitative study and co-created a set of 57 competencies for effective simulation facilitation in low-resource settings. In survey round 2, participants (n = 52) ranked competencies by relevance into three performance categories: techniques; artistry; and values. In survey round 3, participants (n = 50) ranked competencies on their importance. The steering group collated results and presented a draft core competency framework. In survey round 4, participants (n = 50) voted with 98% agreement that this framework represented the most relevant and important competencies for effective facilitation of simulation sessions in low-resource settings. The final 32-item framework encompasses core competencies found in existing standards and includes important new concepts such as demonstration of cultural sensitivity; humility; ability to recognise and respond to potential language barriers; facilitation team collaboration; awareness of logistics; and contingency planning. This competency-based framework highlights specific practices required for effective simulation facilitation in low-resource settings. Further work is required to refine and validate this tool to train simulation facilitators to deliver effective training to improve patient safety.

Nursing faculty perceptions of entry to nursing practice competencies expected at day one of hire: A statewide study

BackgroundNo universal nursing education framework exists aligning competency expectations of new-to-practice nurses graduating from the varying prelicensure academic degree programs. PurposeThis study aimed to identify a set of core competencies expected of all prelicensure nursing programs in Maryland, including associate degree (ADN), entry-level bachelor of science nursing degree (BSN), and master of science entry into nursing (MSN Entry) programs. MethodA mixed-method approach was used to identify necessary competencies, including a survey consisting of 109 outcome statements and a series of focus groups with faculty representatives from the prelicensure degree programs. FindingsUnexpected findings showed few differences between ADN, BSN, and MSN Entry nursing program faculty perceptions regarding their program graduates' ability to meet the expected competencies. Faculty were not surprised that few differences emerged. Barriers like overloaded curricula, the necessity of prioritizing teaching specific components of nursing content for NCLEX, and competing priorities were faculty concerns. ConclusionsA comprehensive examination of all BSN and MSN entry knowledge not included in the NCLEX-RN is suggested for students, nurse residents, and professional nurses, delineating entry-level and ongoing minimal core competencies expected of a competent professional nurse. Results support the development of a competency-based education framework to clearly communicate learning and performance expectations among the varying degree programs.

Essential competencies required of nurse managers in times of COVID-19: A scoping review.

To identify the essential competencies required of nurse managers in healthcare services during the COVID-19 pandemic. Nurse managers play a vital role in healthcare services organization, requiring a diverse set of competencies. The increasing occurrence of epidemics in recent decades underscores the importance of understanding these competencies in pivotal junctures. The challenges faced during the COVID-19 pandemic present valuable opportunities to recognize the competencies of nurse managers and guide their responsiveness in addressing future health crises. A scoping review following the Joanna Briggs Institute and Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews guidelines was conducted. A comprehensive search was conducted across six databases (LILACS, BDENF, EMBASE, MEDLINE, SCOPUS, and Web of Science). Results were categorized according to the nurse manager competencies model by the American Organization for Nursing Leadership and were analyzed using the competing values framework model. Out of 2033 potentially relevant sources identified, 17 studies met inclusion criteria. A total of 52 competencies were identified and categorized into four thematic categories: (1) the ability to collaborate in times of crisis; (2) maintaining control during a crisis; (3) adapting to changes caused by the crisis; and (4) preserving competitiveness through the crisis. The findings highlight communication, decision-making, training, adaptability to change, and leadership as essential competencies required of nurse managers to address crises, such as pandemics. This body of knowledge can serve as a reference point to enhance the response of nurse managers in the face of future health crisis scenarios. Additionally, it can serve as a framework for healthcare organizations to develop or improve their crisis management training programs.

Neurohospitalist Core Competencies.

The Neurohospitalist Core Competencies comprise a set of competency-based learning objectives that encapsulate the knowledge, skills, and attitudes of neurohospitalitists who specialize in the care of hospitalized patients with neurologic conditions. These competencies serve to characterize the rapidly expanding field of neurohospitalist medicine. The 27 chapters are divided into 3 sections entitled: neurological conditions, clinical interventions and interpretation of ancillary studies, and neurohospitalist role in the healthcare system. Each individual learning objective in the chapters describes a specific concept with an action verb to illustrate the behavior that the neurohospitalist exhibits. The individual neurohospitalist may not exhibit mastery in each of the topics included as individual practices vary in scope and practice pattern. A few examples of how the complete set of competencies may be used include in the creation of curricula for neurohospitalist fellowships, to assist in defining the scope of practice of neurohospitalists for administrative leaders of hospitals and departments, and in influencing the direction of further research and quality improvement in the field.

Preparing for Hospital at Home: A Review of the Current Landscape of Training Practices.

Hospital at Home (HaH) is a model of care that provides hospital-level care in the patient's home, requiring a unique set of competencies and skills from both multidisciplinary care teams and informal caregivers. These skills are often different from those required in traditional hospital settings. The aim of this paper is to consolidate the information of HaH-related education and training to support the development of standardized curricula to ensure safe hospitalization at home. We compiled relevant information from the scientific literature on HaH approaches and studies and conducted a web search. Our results indicate that healthcare professionals are trained in short training sessions, covering specific skills needed in the HaH context. These skills comprise, among others, communication, medication safety, infection control, and wound care. Patients and their families receive training in recognizing symptoms of deterioration and self-care. Concrete guidelines or standardized training programs are still missing. Future research should thus focus on developing standardized HaH training protocols and programs for both staff and patients to ensure patient safety at home.

12 Tips for Implementing Trauma-Informed Care Within Undergraduate Medical Education

Background Trauma-informed care (TIC) has received increasing attention in the literature; however, implementation remains challenging and varies by the target learner group. Undergraduate medical education (UME) requires a longitudinal and broad-based approach to prepare students entering all specialties to incorporate TIC principles into daily practice. Aims and Methods The Trauma-Informed Health Care Education and Research Committee (TIHCER) has released the first ever validated set of trauma-informed care competencies for undergraduate medical education, which serves as helpful framework for incorporation of TIC into UME curricula. A multi-specialty group of faculty clinical educators at the University of Michigan Medical School (UMMS) convened to articulate lessons learned from implementation of a longitudinal TIC curricula into the Doctoring clinical skills course. Results Educators involved in designing and implementing TIC will find practical tips rooted in both literature and experience for successfully designing and actualizing trauma-informed care curricula in a longitudinal fashion. Conclusions TIC can be successfully implemented and integrated longitudinally into UME. Efforts should include implementing the validated UME TIC competencies, strive to move on the continuum of TIC, and strategically partner with medical school leadership and institutional leadership to prioritize TIC efforts.

Delphi Consensus Recommendations for the Development of the Emergency Medicine Point of Care Ultrasound (POCUS) Curriculum in Nepal.

Introduction: Emergency Medicine Point of Care Ultrasound (EM-POCUS) is a diagnostic bedside tool for quick and accurate clinical decision-making. Comprehensive training in POCUS is a mandatory part of EM training in developed countries. In Nepal, we need to build an educational curriculum based on the local medical system, available resources, and educational environment. We used the modified Delphi method to develop a EM-POCUS curriculum. Methods: We formed an EM-POCUS core working group based on expertise in key identified areas. The core working group developed criteria for expert panelist selection and synthesized the data for panelists after each Delphi round. We recruited 46 expert panelists to participate in a series of electronic surveys. The literature review and the results of the first Delphi round identified a set of competencies. Quantitative methodology was performed for subsequent surveys. Data analysis of the frequency, percentage, median, and interquartile range of the 9-point Likert scale was performed. We deemed a minimum threshold of 80% agreement to retain items across Delphi rounds. The result of every round was disseminated before subsequent rounds for the expert panelists to review responses in light of the group's response. Results: We identified 10 specific global competency categories and 132 objectives (Round 1, response rate 85%). Rounds 2 and 3 (response rates 78% and 81% respectively) developed consensus on 45 core objectives (34%). The list of EM-POCUS competencies with the median (IQR) was finalized. Conclusion: This expert, consensus-generated EM-POCUS curriculum provides detailed guidance for EM-POCUS education and applications in clinical practice in Nepal.

Enhancing Corporate Sustainability: ESG Reporting and Employee Competence Development

The increasing importance of ESG (Environmental, Social, and Governance) factors in corporate management has highlighted the need for specific employee competences. While previous studies have focused on external reporting, and the indication what elements should be reported (with no hints how to collect this information), this research shifts the focus to internal uses of ESG information, such as goal setting, performance evaluation, and management. The paper explores the key competences required by employees to successfully implement these internal processes. The authors present the research results on competences needed in individual enterprises (n=53) in Poland, in which ESG reporting is already required or will be required soon. By examining the competence sets necessary for navigating the complexities of ESG reporting, this study contributes to bridging the gap between theoretical knowledge and practical application in corporate sustainability endeavours. Through an investigation involving representatives from various sectors, including but not limited to, environmental advocacy, corporate governance, and social responsibility, this research identifies key competences relevant for ESG reporting and sustainability integration. By elucidating the intersection between employee competences and corporate sustainability objectives, this article offers valuable insights for organisational leaders, HR professionals, and policymakers aiming to foster a culture of sustainability within enterprises.

Educational competencies for telehealth physical therapy: Results of a modified Delphi process.

Telehealth is becoming more prevalent in physical therapy, involving a whole host of clinical services. These services are often provided without structured training in telehealth, and no formal curricula currently exist for this purpose. To develop a set of educational competencies (ECs) to guide instruction of telehealth-related skills in entry-level programs (i.e., Doctor of Physical Therapy), existing programs (i.e., residencies and fellowships), and potential future post-graduate programs specific to telehealth physical therapy. Physical therapists and physical therapist assistants from diverse geographic locations and practice areas were invited to participate on an expert panel. A modified Delphi process was then used to evaluate the acceptability of draft ECs gathered from the extant literature by a steering group. Draft ECs were presented to the expert panel on a questionnaire, which asked expert participants to rate each draft EC according to applicability and clarity. Draft ECs were accepted if they met a priori established criteria for acceptability and clarity. Unendorsed ECs were revised by the steering group according to open-ended comments from respondents and presented during a subsequent round. Three rounds of surveys were undertaken. Thirty-eight participants formed the expert panel; 38 participants completed the Round 1 survey, 28 participants completed the Round 2 survey, and 24 participants completed the Round 3 survey. Delphi group members approved 48 ECs in the first round, 23 ECs in the second round, and 2 ECs in the third round. There were 4 ECs that remained unendorsed after the modified Delphi process. Endorsed ECs spanned 7 conceptual areas. Distinct sets of ECs characterized expected end points of first professional degree, existing residency and fellowship, and potential future telehealth physical therapy post-graduate program. Consensus-based ECs identified in this study may guide instruction in knowledge and skills relevant to physical therapy telehealth.