Competency-based Training Model Research Articles

Enhancing The Excellence of Quality Management System Auditors: A Competency-Based Training Model with Instructional Design Strategic Approaches and Measurable Outcomes

The development and implementation of a competency-based training model for Quality Management System (QMS) auditors are crucial for enhancing audit quality and organizational performance. This study identifies and addresses gaps in current auditor training programs through a structured approach that includes clear instructional goals, effective assessment tools, and robust instructional strategies. The research utilizes Training Needs Analysis (TNA) data and aligns training objectives with industry expectations through Occupational Standards and Competency Standards. Learning outcomes are formulated using the ABCD method (Audience, Behaviour, Condition, Degree) to ensure clarity, measurability, and achievability. The training program employs Outcome-Based Learning and Teaching (OBLT) methodologies, ensuring that the focus remains on achieving specific competencies. Self-assessment based on competency standards encourages reflective learning and self-improvement, while competency-based assessments measure the effectiveness of the training and the skills acquired by participants. The program culminates in the awarding of Micro Credentials and Certificates of Competency, which are traceable to national and international standards, thereby validating the skills and knowledge gained. Through rigorous testing and evaluation involving experts, educators, and participants, the study refines the training model to ensure its effectiveness and relevance. The findings indicate that the competency-based training model significantly improves the skills and performance of QMS auditors, leading to more effective audits and continuous quality improvement within organizations. This research contributes to the field by providing a comprehensive, evidence-based approach to developing high-quality training programs for QMS auditors.

Key Issues in Surgical Residency Education

In September 2022, a summit was convened by the American Board of Surgery (ABS) to discuss competency-based reform in surgical education. A key output of that summit was the recommendation that the prior work of the Blue Ribbon I Committee convened 20 years earlier be revived. With leadership from the American College of Surgeons (ACS) and the American Surgical Association (ASA) , the Blue Ribbon Committee (BRC) II was subsequently convened. This paper describes the output of the Residency Education Subcommittee of the BRC II Committee. The Subcommittee organized its work around prioritized themes including curriculum, assessment, and transition to practice. Top recommendations, time-based action steps, potential barriers, and required resources were detailed and vetted through group discussion, broader Committee review and critique, and subsequent refinement. Primary concluding emphases included transitioning to a competency-based training model, facilitating dynamically capable curricular reform emphasizing the digital transformation of surgical care, using predictive analytic assessment strategies to optimize training effectiveness and efficiency, and creating mentorship strategies to govern the transition from training to independent practice in an outcomes-accountable fashion. It was recognized that coordinated efforts across existing organizational structures will be required, informed by dataset integration strategies that meaningfully measure educational and related patient outcomes.

Education in Interventional Pulmonology: How We Got Here and Where to Go from Here

Interventional pulmonology is a rapidly growing field with increasing demand. To meet this demand, training in interventional pulmonology is expanding. What started as a single training program without a standardized curriculum has grown to 40 accredited training programs with a well-defined curriculum that is now overseen by the Accreditation Council for Graduate Medical Education. As the field develops, research is being actively performed to develop validated competency assessment tools and describe the learning curves for pulmonary procedures. As research evolves, this information can be used to better standardize training in interventional pulmonology and move the field towards a competency-based training model.

Competency-based postgraduate training: Mentoring and monitoring using entrustable professional activities with descriptive rubrics for objectivity- A step beyond Dreyfus.

Background At Sri Balaji Vidyapeeth, a competency-based learning and training (CoBaLT©) model for postgraduate (PG) curriculum, within the regulatory norms, was implemented in 2016 after adequate faculty development programmes. This focused on well-defined outcomes. Methods A review of the outcomes was undertaken in 2018 as part of internal quality assurance receiving feedback from all stakeholders, viz. students, alumni and faculty. Recent publications were also reviewed. A major problem identified was lack of clarity in definition of levels leading to subjectivity in assessment while grading. It was also noted that the process needed to be aligned with the programme outcomes. Further refinements were, therefore, made to align and objectivize formative assessment using entrustable professional activities (EPA) with the aid of descriptive rubrics of sub-competencies and milestones. Addition of detailed rubrics for objectivity takes assessment a step beyond the Dreyfus model, aligning overall to the programme outcomes. Results Achievement of appropriate grades in EPAs by individual candidates ensures entrustability in professional activities by the time of completion of the PG programme. The modification was found more transparent and objective with reference to grading by the teachers and more conducive to reflections by the residents on their performance and how to improve it. Conclusions The use of descriptive rubrics along with EPAs brings transparency and plays a key role as an objective assessment tool, which can lend direction to individual resident learning and entrustability. This is an important component of outcome-based education.

Competency-Based Training Versus Teacher Training in Professional Performance: A Debate in Educational Sciences Programs

The purpose of this article is to conduct a descriptive-interpretative analysis of the systematized and emerging theoretical assumptions in academic literature in initial teacher training, which show hints of a model based on professional performance as an alternative in contexts of social and cultural diversity. The article is based on an intercultural educational approach which has an indigenous perspective. This raises the urgency of rethinking teacher training processes in relation to indigenous and intercultural contexts based on appraisal and respect for indigenous children and young people's episteme, who hold cultural, ethnic, and linguistic differences. This article discusses the main limitations of the competency-based training model in educating teachers who take on inclusion and diversity of indigenous individuals as part of their professional performance. This research is qualitative and is grounded on content analysis of literature selected from internationally renowned databases. The literature review was organized around three areas of professional education: teaching, research, and practice. Results taken from this search were interpreted from the perspective of the educational model of the universities of the Araucanía region, Chile. An intercultural context that is characterized by a high enrollment of students from indigenous and rural communities. Results show associations among conceptual, attitudinal, procedural, and relational contents in professional training areas that might be subject of reconceptualization, this is, to enlarge the scope in the initial teacher training model by including intercultural professional performance in the context of social and cultural diversity. These areas fall into three categories: (a) development of intercultural critical thinking, (b) autonomous search of intercultural knowledge, and (c) intercultural communication, which are interpreted as useful for professional performance and are highly recommended in literature for their inclusion in educational sciences curricula.

The CHALLENGES AND OPPORTUNITIES OF COMPETENCY-BASED TRAINING IN ART & DESIGN: PAKISTANI TEACHERS’ PERSPECTIVE

Globalisation has demanded expert labour markets, diversified skills, and high levels of vocational education. To refine the skills and knowledge of the people is central to gaining and sustaining economic empowerment, particularly in the context of continuing globalisation. CBT is based on specific, measurable objectives related directly to instructional activities. In favourable situations and settings, The passage discusses the effectiveness of Competency-Based Training (CBT) as a training methodology, but emphasizes that it is not the only approach to designing training. It suggests that trainers and curriculum consultants should have a clear understanding of the concept and standards underlying CBT and other curriculum models to design more effective programs. This study also highlights the significance of Art & Design Education and Training in the development of a country, and how CBT can be used to provide learners with the necessary knowledge, skills, and attitude. The success of competency training is said to depend on effective curriculum implementation. This case study explores the challenges and opportunities of Competency-Based Training in Art & Design from the perspectives of Pakistani teachers. Keywords: Globalisation, Workforce, Economic competitiveness, CBT (Competency-Based Training), Art & Design Education, Curriculum Implementation

Bias in Surgical Residency Evaluations: A Scoping Review

Given widespread disparities in the surgical workforce and the advent of competency-based training models that rely on objective evaluations of resident performance, this review aims to describe the landscape of bias in the evaluation methods of residents in surgical training programs in the United States. A scoping review was conducted within PubMed, Embase, Web of Science, and ERIC in May 2022, without a date restriction. Studies were screened and reviewed in duplicate by 3 reviewers. Data were described descriptively. English-language studies conducted in the United States that assessed bias in the evaluation of surgical residents were included. The search yielded 1641 studies, of which 53 met inclusion criteria. Of the included studies, 26 (49.1%) were retrospective cohort studies, 25 (47.2%) were cross-sectional studies, and 2 (3.8%) were prospective cohort studies. The majority included general surgery residents (n = 30, 56.6%) and nonstandardized examination modalities (n = 38, 71.7%), such as video-based skills evaluations (n = 5, 13.2%). The most common performance metric evaluated was operative skill (n = 22, 41.5%). Overall, the majority of studies demonstrated bias (n = 38, 73.6%) and most investigated gender bias (n = 46, 86.8%). Most studies reported disadvantages for female trainees regarding standardized examinations (80.0%), self-evaluations (73.7%), and program-level evaluations (71.4%). Four studies (7.6%) assessed racial bias, of which all reported disadvantages for trainees underrepresented in surgery. Evaluation methods for surgery residents may be prone to bias, particularly with regard to female trainees. Research is warranted regarding other implicit and explicit biases, such as racial bias, as well as for nongeneral surgery subspecialties.

Foundational Curriculum and Core Guidelines for Training in Latinx/a/o-Hispanic Cultural Neuropsychology Across the Lifespan.

The training competency of individual and cultural diversity is an advanced, fundamental competency to health service psychology since 2015. However, there is minimal instruction on how to integrate it into training curricula in neuropsychology, especially at the postdoctoral fellowship level. Our objective was to operationalize the individual and cultural diversity standard to provide a tangible application for educational programs on how to develop a competency-based training model for Latinx/a/o-Hispanic (L/H) cultural neuropsychology across the lifespan. The knowledge-based and applied-based competencies necessary to train to be a cultural neuropsychologist delivering services to L/H patients and families are defined. For learners to complete these competencies, training programs need to implement clinical, didactic, research, and professional development core guidelines grounded in cultural neuropsychology. We provide a framework on how to transform each core guideline, including a Didactics Core with foundational readings across a range of L/H topics, and a Report Template to guide the documentation of sociocultural information, language usage, normative data, and other relevant factors in a neuropsychological report. These cultural neuropsychology competencies and core guidelines need to become a basic core requirement for all neuropsychologists in training. With focused education in culturally based competencies, training programs can cultivate a sense of responsibility, inclusion, justice, and equity to train a generation of neuropsychologists, who intentionally and consistently practice socially responsible neuropsychology.

24. The Duke Microsurgery Training Model: Curriculum Creation and Implementation

Background: Given the increased emphasis on patient safety within healthcare systems, the ACGME now supports the use of competency-based education models. In surgery, the Fundamentals of Laparoscopic Surgery and Endoscopic Surgery were created to ensure a basic level of competency among graduating general surgery residents. In plastic surgery, despite the highly technical nature of the field, there are no comparable national programs. Regarding microsurgery, currently only 16% of programs require a skills assessment prior to participation in microsurgery in the operating room. Furthermore, 77% of residents think that a comprehensive, multi-year training curriculum would be beneficial. Therefore, our goal was to create a comprehensive, multi-year curriculum for Duke Plastic Surgery residents to develop microsurgery skills. Methods: The Duke Microsurgery Training Model was created by evaluating currently published curricula for microsurgery training including currently available skills simulations and assessment rubrics. They were then adapted into a proposed multi-year microsurgery curriculum for a 6-year integrated residency program to support the development of microsurgery skills. Results: We developed a 6-year microsurgery curriculum that will be implemented over the course of this year. Based on the curriculum, each class has one dedicated teaching session in the microsurgery lab to work on a pre-defined set of level appropriate skills. Additionally, the PGY 1/2 classes will have a dedicated introduction to microsurgery including the standard instruments and use and the microscope use. The curriculum will be evaluated using standardized survey data and will be iteratively improved based on resident feedback. Further, each resident will be video recorded performing an end-to-end anastomosis at the end of each year. These will be reviewed and graded in a blinded manner using the Stanford Microsurgery and Resident Training Scale (SMaRT). The grades will be released to the residents yearly as part of their comprehensive feedback. Conclusion: Creation and implementation of the Duke Microsurgery Training Model will allow Duke to create a standardized and competency-based training model for the highly technical skill of microsurgical anastomosis. Using this model, we hope to have the junior residents become proficient in microsurgical skills before performing these skills intraoperatively.

12. Implicit Bias in Plastic Surgery Resident Evaluations: A Scoping Review

Background: Evaluations are a critical component of resident education and training in plastic surgery. With the advent of competency-based training models that rely on objective evaluations of resident performance, there is a need to understand the risk of implicit bias in current evaluative methods of surgical residents. Methods: A scoping review was conducted within PubMed, Embase, Web of Science, and ERIC in May 2022 to assess the landscape of implicit bias research in surgical resident evaluations. Studies were screened and reviewed in duplicate by three reviewers. Conflicts were resolved by a fourth reviewer or discussion. English-language studies conducted in the United States that assessed implicit bias in the evaluation of surgical residents were included. A descriptive analysis was conducted for studies that explicitly included or were specific to plastic surgery trainees. Results: The search yielded 1641 unique studies. After screening titles and abstracts according to inclusion criteria in duplicate, 88 studies underwent full-text review. Of these, 53 studies met study inclusion criteria and 8 studies (15.1%) were specific to or inclusive of evaluations of plastic surgery residents. Six studies (75.0%) focused on gender bias, of which 4 studies demonstrated significant differences. In particular, evaluations of female trainees showed significantly lower operative autonomy ratings, with one study noting that the difference existed only when male attendings rated female residents. Evaluations of females were also more likely to consist of modulating phrases that may undermine performance. Two studies (25.0%) found that self-evaluations of both female and male trainees tended to be worse than observers’ evaluations. One study showed that interns rated themselves significantly lower than attendings; however, PGY2-6 male residents rated themselves significantly higher, while female residents rated themselves significantly lower, than attendings. Of the evaluation methods used, most were survey-format forms or qualitative evaluations (88.0%, n = 7), whereas one study assessed a mobile application. No studies assessed racial bias. Conclusion: Current methods used to evaluate plastic surgery residents may be prone to gender bias. Research is warranted regarding other implicit biases, such as racial bias, as well as bias within newer smartphone-based evaluation modalities.

Educational Experiences and Personal Attitudes of Dental Students toward Patients with Special Needs in Trinidad and Tobago

This study ascertained dental students’ perceived educational experiences and attitudes toward patients with special needs at an English-speaking dental school in the Caribbean. A modified paper-based version of a previously validated survey instrument was used – Dental Students Attitudes’ Towards the Handicapped Scale – on a convenience sample of all clinical students at the dental school. The instrument was composed of three parts. Part 1 collected demographic information detailing age, gender, and year of study. Part 2 collected perceived educational experiences, and part 3 collected information regarding student attitudes. Data were presented descriptively, and likelihood ratios were used on cross-tabulated data to examine attitudes between different year groups at an alpha level of 0.05. Student attitudes were generally good regarding patients with special needs. Only 41% of students felt confident treating special needs patients upon graduation. The curriculum which already includes robust didactic teaching in special needs dentistry should be supplemented with increased clinical exposure to patients with special needs during undergraduate dental education. This can lead to improvements in the attitude of dental students as well as their confidence in treatment. Earlier clinical exposure of students to patients with special needs in the clinical curriculum is required. Students should also be encouraged to comprehensively manage special needs patients, where possible within the framework of the competency-based training model.

The effects of competency-based training model in the training of new nurses: A meta-analysis and systematic review.

It is necessary to evaluate the effects of competency-based training (CBT) model in the clinical training of new nurses, to provide insights to the management of nurses. We searched PubMed, EMBASE, Cochrane Library, Web of Science, China National Knowledge Infrastructure (CNKI), China Science and Technology Journal Database, Wanfang and Weipu Databases for the randomized controlled trials (RCTs) on the application effect of CBT in new nurse training up to December 15, 2021. Two investigators independently screened the literature, extracted the data and evaluated the quality of the literatures. RevMan 5.3 software was used for meta-analysis. A total of 7 RCTs involving 639 new nurses were included. Meta-analyses indicated that CBT improved the ability of clinical nursing care [SMD = 1.52, 95%CI (0.13~2.90), P = 0.03], critical thinking and innovation[SMD = 0.69, 95%CI (0.43~0.95), P<0.001], interpersonal communication[SMD = 0.74, 95%CI (0.51~0.97), P<0.001], professional construction and development[SMD = 1.92, 95%CI (1.41~2.42), P<0.001], level of comprehensive knowledge[SMD = 1.20, 95%CI (0.63~1.76), P<0.001] and level of good personal traits[SMD = 1.89, 95%CI (1.27~2.50), P<0.001].The results of Egger regression tests indicated that there were no statistical biases amongst the synthesized outcomes (all P>0.05). CBT is beneficial for improving the competency of newly recruited nurses. More RCTs from different population and regions are needed to further elucidate the role of CBT in nurse management.

Management of Continuous Professional Development through Competency-Based Training Model for Junior High School Teachers

One of the strategies to improve teachers' skills and professionalism is the practice of continuous professional development. To fulfill the demands of students and learning in the 21st century, teachers must have a strong foundation and knowledge of ongoing professional development. However, a-business-as-usual continuous professional development does not contribute to any significant improvements for teachers of junior high school in Pematangsiantar. The objective of this research was to develop a management model for teachers’ continuous development. This is carried out through competency-based training with a heutagogy approach. A development model called ADDIE, which stands for Analysis, Design, Develop, Implementation, and Evaluation was used to develop the management model. The subject of this research was 80 junior high school students in Pematangsiantar. They were divided into 30 and 50 people for the limited trial and the broad trial, respectively. Questionnaires were distributed as the instrument of data collection. The data was then analyzed using a statistical descriptive analysis technique. The research found that the effectiveness of the competency-based training management model was measured by the N-Gain score, in which the G-value was 0.79 and 0.82 for limited trial and broad trial, respectively, which was in the high category. The results of the assessment of the effectiveness of the model obtained an average value of 94%, which was in the "very good" category. The effectiveness of the training program was assessed from the aspects of reactions, learning, behavior, and results, and the results show that the assessment of the classroom action research training program obtained an average score of 92%, or a very good category, which means that the classroom action research training program is very effective in improving teachers’ competence. The significance of this model has been proven to give an innovative solution to teachers’ continuous professional development. Doi: 10.28991/ESJ-2023-07-01-014 Full Text: PDF

Coaching Model of Student Participant Competency Competence (A MultiSite Study at SMKN 2 Kandangan &amp; SMKN 5 Banjarmasin)

This study aims to analyze and describe student development, school policies and differences in student coaching strategies for student participants in schools participating in the Wall and Floor Tilling competency competition at the South Kalimantan province level. The research approach used was qualitative with the type of case study. The research instrument wa s the researchers themselves. The data were collected by using interviews, observation, and documentation. The research participants were determined by purposive sampling technique. The data analysis techniques consisted of data reduction, data presentation and conclusions. The validity of the data used observation extension techniques, increasing persistence, reference materials, triangulation, and member check. The results of the study suggested that on both sites the student development model for LKS participants is in accordance with the competency-based training model. The coaching process has been going well, as evidenced by the determination of student participants from the selection results, the determination of supervising teachers from the appointment of vocational teachers, the coaching process by providing training and selection to students. The scheduled training was done with basic knowledge and skills as well as practice of using previous competition jobsheets. The policies of the two sites include the use of activity budgets, adequate infrastructure, school support in terms of moral and material. Differences were found in student coaching. At SMKN 2 Kandangan, it is carried out in extracurricular activities for the competition, while at SMKN 5 Banjarmasin in co-curricular activities outside the KBM schedule. Then, training facilities at SMKN 2 Kandangan have special walls with 3 different types of pedestals and use alternative cement materials for cost savings and training. Meanwhile, t here are more parties involved in coaching SMKN 2 Kandangan participants, from alumni who have won nationalinternational champions, teachers who have served and trainers from national vocational training centers.

Exploring newly qualified midwives' experiences of acquiring competence and confidence during midwifery training in Zimbabwe

Background/Aims In Zimbabwe, a 1-year hospital-centred competency-based midwifery training model aims to prepare graduates for clinical practice according to the International Confederation of Midwives Global Standards for Midwifery Education. This model exposes students to various interactive environments from which they gain experiences through a transformational learning process. Their experiences of this programme have never been investigated. This study aimed to explore newly qualified midwives' experiences of acquiring competence and confidence during midwifery training in Zimbabwe. Methods An exploratory qualitative study was conducted at three of the 22 hospital-based midwifery training institutions in Zimbabwe. The study used a classical grounded theory approach and in-depth interviews to achieve data saturation with 35 participants. Purposive sampling was used to select participants followed by theoretical sampling. Sampling stopped when no new analytical insights were being identified. Data were analysed using constant comparison. Results The interviews revealed the reflective experiences of newly qualified midwives during midwifery training. The main theme ‘being transformed’ emerged, and a model related to transformational learning process was developed with the following stages: ‘being engaged’, ‘entering into a relationship’ and ‘being challenged’ during the learning process. Conclusions: The core theme, being transformed, highlights students' educational journeys to becoming professionally qualified midwives. Respectful teaching and creating positive inter-team relationships are essential in implementing competency-based midwifery education programmes. Midwifery education policies should sufficiently support students during training to transform and prepare them for competent midwifery practice.

Designing the competency-based training model of Iranian medical tourism.

BACKGROUND:Despite the great comparative advantage of Iran in terms of infrastructure, technology, and human resources as well as the significance of medical tourism in the tourist industry, in practice, the quality of human resources has received less attention. Consequently, this study was conducted to design a model of competency-based training for Iranian medical tourism.MATERIALS AND METHODS:This study was an exploratory mix, and the Delphi method and semi-structured interviews were used for the qualitative part of this study. In the second part, the analytical method was utilized for the quantitative part of this study.RESULTS:The results indicated the main components of medical tourism to be public interactions and private interactions and seven subcomponents. Medical Tourism's Competency includes three main components and seven subcomponents.CONCLUSION:Although some training separated and scattered is present in Iran's medical tourism. However, Iran requires a comprehensive training model of which its design was explained in this paper.

A Competency-Based Training Model for Red Crescent Rescuers and Relief Workers in Tehran, Iran

INTRODUCTION: This study aimed to provide a competency-based training model for the Red Crescent rescuers and relief workers. METHODS: The present study was applied in terms of purpose and the required data were collected through mixed methods (quantitative and qualitative). In the qualitative section, the statistical population consisted of academic and organizational experts as well as experts in the field of education who were selected by purposeful sampling. Theoretical saturation was reached after interviews with 20 subjects. In the quantitative section, the statistical population consisted of all the rescuers and relief workers of the Red Crescent Society in Tehran province (335 people), Iran. The subjects were selected by stratified random sampling and surveyed using a researcher-made questionnaire that was scored based on a 5-point scale. FINDINGS: In this section, quantitative data analysis was performed in SPSS and SmartPLS3 software in two areas of analysis (descriptive and inferential) and interpretation of results. CONCLUSION: The results led to the identification of 25 components, 81 indicators, and 8 main dimensions of competency-based education. These dimensions include the educational environment (0.735), learners (0.623), execution of the educational program (0.615); competency needs assessment (0.563), educational design and planning (0.504), development of competency criteria (0.420), educational evaluation (0.397), and review and update of the educational process and program (0.341), in the order of priority.

Training Model To Improve CompetencyState Civil Apparatus Supervisory Officer

Due to the development of technology and organizational needs, the competence of the State Civil Apparatus has increased significantly, necessitating the adjustment of improvement techniques. Furthermore, the lack of a role for the sending agency in training continues to be an impediment to the intersperity between competence needs and the implementation system. This research focuses on how the competency-based training model is applied, as well as the function and impact of supervisory authorities' training results on enhancing performance. This study uses a combination of qualitative and quantitative methods to obtain results that are relevant to the needs, and it was conducted at the State Administration Agency's Center for Training and Development and Competency Mapping of State Civil Apparatus with alumni research training supervisory officials in 2018, 2019, and 2020. According to the findings of the study, the training has not taken advantage of technological advancements or maximized the role of the sending agency, so there are still difficulties and limits in its execution, particularly in terms of location and time. To meet these issues, a training model must be developed that focuses on ensuring the organizer's competency.

Preclinical Proficiency-Based Model of Ultrasound Training.

Graduate medical education is being transformed from a time-based training model to a competency-based training model. While the application of ultrasound in the perioperative arena has become an expected skill set for anesthesiologists, clinical exposure during training is intermittent and nongraduated without a structured program. We developed a formal structured perioperative ultrasound program to efficiently train first-year clinical anesthesia (CA-1) residents and evaluated its effectiveness quantitatively in the form of a proficiency index. In this prospective study, a multimodal perioperative ultrasound training program spread over 3 months was designed by experts at an accredited anesthesiology residency program to train the CA-1 residents. The training model was based on self-learning through web-based modules and instructor-based learning by performing perioperative ultrasound techniques on simulators and live models. The effectiveness of the program was evaluated by comparing the CA-1 residents who completed the training to graduating third-year clinical anesthesia (CA-3) residents who underwent the traditional ultrasound training in the residency program using a designed index called a "proficiency index." The proficiency index was composed of scores on a cognitive knowledge test (20%) and scores on an objective structured clinical examination (OSCE) to evaluate the workflow understanding (40%) and psychomotor skills (40%). Sixteen CA-1 residents successfully completed the perioperative ultrasound training program and the subsequent evaluation with the proficiency index. The total duration of training was 60 hours of self-based learning and instructor-based learning. There was a significant improvement observed in the cognitive knowledge test scores for the CA-1 residents after the training program (pretest: 71% [0.141 ± 0.019]; posttest: 83% [0.165 ± 0.041]; P < .001). At the end of the program, the CA-1 residents achieved an average proficiency index that was not significantly different from the average proficiency index of graduating CA-3 residents who underwent traditional ultrasound training (CA-1: 0.803 ± 0.049; CA-3: 0.823 ± 0.063, P = .307). Our results suggest that the implementation of a formal, structured curriculum allows CA-1 residents to achieve a level of proficiency in perioperative ultrasound applications before clinical exposure.

The Development of Competency-Based Training Model for Studio Operational Techniques About Problem Based Learning for Camera Operator Instructors

This development research is aimed to develop training procedures that can help participants implement the results of the training in their respective assignments. Validation is carried out by experts in education by providing a questionnaire to fill out. This method was chosen so that the validator can provide conclusions (invalid, less valid, quite valid, valid, and very valid) directly on each part of the research product which includes competency-based training guides, training programs, lesson plans, and problem-based learning design modules for studio operational instructor, camera operator subject.