Competency-based Training Program Research Articles

Launching a Competency-Based Training Program in Evidence-Based Treatments for PTSD: Supporting Veteran-Serving Mental Health Providers in Texas.

Community mental health providers play an essential role in delivering services to veterans who either have limited access to U.S. Department of Veterans Affairs (VA) facilities or who prefer to seek care outside of the VA. However, there are limited training opportunities in evidence-based treatments for posttraumatic stress disorder (PTSD) outside of the VA. In 2017, the STRONG STAR Training Initiative was established to develop competency-based training in two evidence-based therapies for PTSD and to provide that training for mental health providers serving veterans and their families in community settings in Texas. This article describes the program's development and implementation, baseline characteristics of participating clinicians, and lessons learned toward the scale-up and extension of this competency-based training effort to include other interventions and locations.

Training prostate cancer survivors and caregivers to be peer navigators: a blended online/in-person competency-based training program.

Cancer navigation improves access to support and reduces barriers to care; however, appropriate training of navigators is essential. We developed the TrueNTH Peer Navigation Training Program (PNTP), a competency-based, blended online/in-person course. In this study, we evaluate the feasibility, acceptability, and effectiveness of the PNTP among prostate cancer (PC) survivors (patients, caregivers). We employed an explanatory mixed method study design consisting of course usage data, pre-/post-questionnaires, and focus groups informed by the Kirkpatrick framework and self-efficacy theory. Three cohorts in two Canadian cities (n= 26) received the PNTP. Participants were motivated to support others like themselves (n= 20), fill a gap (n= 7), pay it forward (n= 6), and offer expertise (n= 4). Recruitment, retention, and questionnaire completion were 96.7%, 89.6%, and 92%. Participants contributed a total of 426 posts to the online forums (2 to 3 posts per participant/module). Satisfaction was 9.4/10 (SD = 0.7) and usability was 84.5/100 (SD = 10.1). All learning outcomes increased: understanding of learning objectives t(23) = - 6.12, p< 0.0001; self-efficacy to perform competencies t(23) = - 4.8, p< 0.0001; and eHealth literacy t(23) = - 4.4, p< 0.0001. Participants viewed the PTNP as intensive but manageable, improving knowledge and confidence and enhancing listening skills. Participants valued the flexibility of online learning, interactive online learning, in-person interactions for relationship building, and authentic role-playing for skill development. A facilitated online training program with in-person components is a highly acceptable and effective format to train PC survivors to become peer navigators. This competency-based peer navigator training program and delivery format may serve as a useful model for other cancer volunteer programs.

Stronger Together: Integrated Geriatrics and Palliative Care Fellowships to Train Leaders in the Care of Older Adults with Serious Illness (GP729)

• Discuss the benefit of training fellows in an integrated program with dual expertise in geriatrics and palliative medicine• Describe potential benefits of integrated and competency based-training programs• Summarize position funding strategies, educational methods and special professional development trainings used by integrated programs in geriatrics and palliative medicine. It is clear that there is a demographic imperative with the aging and chronically ill population growing at a steady speed. The number of people over age 85 will double to 10 million by the year 2030. This rapidly growing segment of the population is also the most likely to suffer from chronic, life-limiting illness. Geriatrics and Palliative Medicine are similar in many aspects such as an emphasis on inter-professional teams and promoting function, quality of life, and advance care planning. Since both fellowships are only a one-year clinical programs, trainees are ill-prepared to enter the academic world. In order to produce well-prepared leaders, we developed an integrated geriatric-palliative medicine fellowship (integrated fellows=IF) that will meet the core competencies requirements in 16 months and allow for 8 months of professional development focusing on leadership skills. To meet the needs of this growing population more educators and researchers in geriatric palliative care are needed to build models of care, train the clinicians of the future and be institutional change agents Based on the proposed IF competencies, we designed an integrated curriculum allowing fellows protected time to develop competencies in either research, education or administration, improving leadership training and addressing public health needs. The programs were modified by taking As of July 1, 2019, among all the programs, we have 32 graduated IF and received 16 new integrated fellows. To date, integrated fellows have presented 34 abstracts at national meetings. Further, IF have completed 36 professional development training and 100% IF have pursued/will pursue academic/leadership careers. In integrated fellowship, we have improved leadership training in Geriatrics and Palliative Medicine fellowships and increased outstanding academic leaders in both fields

Urgensi Kompetensi Guru Dalam Pembelajaran Alquran Di Raudhatul Athfal Kota Medan

This study aims to determine the activities of the Ministry of Religion in Medan in order to improve and strengthen teacher competence in teaching the Koran, related to learning planning, learning methods used, obstacles encountered, and efforts made by teachers in overcoming obstacles in teaching the Koran in Raudhatul Athfal City of Medan. The research method used is qualitative research The data collection techniques are interviews, observation, documentation study. Then, data management consists of data reduction, data display / data presentation, data analysis, techniques guaranteeing the validity of research results. The results of the study revealed that the activities of the Ministry of Religion in Medan in increasing teacher competence in teaching the Koran in Raudhatul Athfal Medan City, were pursued by carrying out programs to improve teacher education qualifications, integrated competency-based training programs, educational supervision programs and teacher training empowerment programs, carried out continuously. Learning planning conducted by Raudhatul Athfal teacher in teaching Koran in Raudhatul Athfal Medan City, namely planning for compiling or organizing learning materials that will be given / taught to students consisting of (1) planning for Semester Program (PROMES), (2 ) Weekly Learning Implementation Plan (RPPM), (3) Daily Learning Implementation Plan (RPPH), and (4) Standard Operating Procedure (SOP). The Koran Learning Method used by teachers in general in the city of Medan, namely using the Iqro method 'which consists of letter recognition, harakah recognition, letter connection, short length recognition, and sentence recognition, recognition of waqaf signs.

Development and early outcomes of the national training initiative for transanal total mesorectal excision in the UK.

Transanal total mesorectal excision (TaTME) has attracted substantial interest amongst colorectal surgeons but its technical challenges may underlie the early reports of visceral injuries and oncological concerns. The aim of this study was to report on the feasibility, development and the outcome of the national pilot training initiative for TaTME-UK. TaTME-UK was successfully launched in September 2017 in partnership with the healthcare industry and endorsed by the Association of Coloproctology of Great Britain and Ireland. This multi-modal training curriculum consisted of three phases: (i) set-up; (ii) selection of pilot sites; and (iii) formal proctorship programme. Bespoke Global Assessment Scoring (GAS) forms were designed and completed by both trainees and mentors. Data were collected on patient demographics, tumour characteristics and perioperative clinical and histological outcomes. Twenty-four proctored cases were performed by 10 colorectal surgeons from five selected pilot sites. Median operative time was 331±90 (195-610) min which was reduced to 283±62 (195-340) min in the final case. Independent performance (GAS score of 5) was achieved for most operative steps by case 5. There was one conversion (4.2%), but no visceral injuries. Pathological data confirmed no bowel perforation and intact quality of the mesorectal TME specimens with clear distal margin in all cases and circumferential margins in 23/24 cases (96%). This exploratory study demonstrates acceptable early outcomes in a small cohort suggesting that a competency-based multi-modal training programme for TaTME can be feasible and safe to implement at a national level.

Competency-Based Training (CBT) Approach to Teaching and Learning in Higher Technical Institutions (HTI) in Ghana

Competency-Based Training (CBT) was introduced in the HTIs (i.e. Polytechnics, most of which has become and Technical Universities) in Ghana to provide graduates with appropriate knowledge and skills to efficiently perform work place roles in industry and administration. This is a preliminary study to undertake an appraisal of CBT since its implementation in the HTIs. The study focuses on the mode of delivery of CBT, the modes assessment, the benefits and the challenges. Mixed methods research design was used to collect and analyse data from five Polytechnics using random sampling. A total of 510 respondents comprising lecturers and students who engaged in various CBT programmes participated in the study. The findings reveal that CBT helps trainees to acquire competencies/skills required in the performance of jobs. CBT also encourages the adoption of flexible delivery and learning methods in Polytechnics in Ghana. Among the major challenges facing CBT in the Polytechnics are finance and logistics as well as the “pen-and-paper test”. The study recommends that proper identification of trainee skills, adoption of appropriate teaching and assessment methods are used in the delivery of CBT. In addition, adequate funding required for CBT training and equipment is also recommended. Most significantly, stronger collaboration with both public and private sector firms in the industry is needed. Finally, commitment and support from all stakeholders in polytechnic education is necessary for the sustainability of CBT.&#x0D; Keywords: Competency-Based Training; Polytechnic Education; Employable Skills; Job Performance

A study to evaluate the effectiveness of competency-based training program for the dental interns of a tertiary care center in Jaipur city

Background: The purpose of our study was to ascertain the effectiveness of competency-based training model for dental interns. Materials and Methods: This competency-based integrated training program was conducted for the dental interns of a dental college in Jaipur city. Clinical vignettes, interactive video lectures, webinar sessions, group discussions, and multiple-choice questions were the components of our training module. The whole program was divided into five modules, which were planned meticulously to achieve five different learning objectives. Before starting each module and at its completion, the students were evaluated for their performance by the same multiple-choice questions and the feedback of the students was taken. Results: The respondents included 8 (16.67%) males and 40 (83.33%) females, with a mean age of 22.34 ± 0.78 years. An increase in overall mean score was found in the posttest for all the five modules, and this was statistically significant with P

Preliminary effectiveness of an online-mediated competency-based suicide prevention training program.

Preliminary effectiveness of an online-mediated competency-based suicide prevention training program.

CHALLENGES AND OPPORTUNITIES FOR TRAINING AND SUPPORTING AIDES AS MEMBERS OF HOME-BASED CARE TEAMS

Despite home heath/home care aides being the informal “eyes and ears” of the health system, team-based home care initiatives have not incorporated this workforce into their programs. This presentation summarizes barriers to their inclusion: a basic lack of understanding on the part of clinical team members of the complex tasks these caregivers perform, inadequate investments in competency-based aide training and education, and variation in state nurse delegation laws that limit aides’ scope of practice and their ability to work effectively in teams. This is followed by a review of several programs that have successfully included aides as key members of home care teams. The presentation concludes with recommendations on how federal and state policymakers, educators and health systems and providers can support inclusion of aides in team-based care through standardization of competency-based training programs, expansion of nurse delegation nationwide, and support for piloting, evaluation, dissemination and replication of promising models.

Public health preparedness and response competency model methodology.

The Pandemic and All-Hazards Preparedness Act calls for establishing a competency-based training program to train public health practitioners. To inform such training, the Centers for Disease Control and Prevention and the Association of Schools of Public Health managed groups of experts to produce a competency model which could function as a national standard of behaviorally based, observable skills for the public health workforce to prevent, protect against, respond to, and recover from all hazards. A systematic review of existing competency models generated a competency model of proposed domains and competencies. National stakeholders were engaged to obtain consensus through a three-stage Delphi-like process. The Delphi-like process achieved 84 percent, 82 percent, and 79 percent response rates in its three stages. Three hundred sixty six unique individuals responded to the three-round process, with 45 percent (n = 166) responding to all three rounds. The resulting competency model features 18 competencies within four core learning domains targeted at midlevel public health workers. Practitioners and academics have adopted the Public Health Preparedness and Response Core Competency Model, some of whom have formed workgroups to develop curricula based on the model. Efforts will be needed to develop evaluation materials for training and education programs to refine the model as well as for future training and education initiatives.

The Importance of Competency Model Development

Personal competencies are significant predictors of employee outcome. Nowadays, due to the rapid development of technologies and increased automation level, competency requirements have changed. Therefore, experts develop and make regular updates in the general competencies and in the specific competency models for each industry. In 2018, the European Commission developed the Council Recommendation on Key Competencies for Lifelong Learning, which defines the core competencies necessary to improve performance, to sustain current standards of living and to adapt to market changes. Competency models are particularly significant in order to produce innovations where the educational level and knowledge and the skills and attitude of employees are essential.The purpose of the research is to define the basic concepts of actual competency models and to determine the advantages of their development. This research is a literature review for building a literature background for the next stage of the investigation, which will be empirical research. The outputs of this research are four hypotheses on the influence of the practical application of competency models, including the use of competency models in the development and implementation of training programmes as a positive impact on learners' results and attitude. Use of general competency models does not ensure the implementation of fully-fledged competency-based training programmes in a specific area.The literature review has identified that the major advantages of the development and use of competency models are improved performance and evaluation system optimisation. It is essential for each industry to identify its own competency requirements although there are still specific industries in which competency models have not yet been fully developed. It is concluded that most of the research evidence on competencies is, nevertheless, related to medium and large sized companies and industrial plants. Different approaches are required to analyse and develop competency models depending on the company size.

Opinion: psychiatry formal education courses have been lost in transition.

With reference to relevant literature, this article explores the impact of moving to a competency-based training programme upon psychiatry formal education courses (FECs). In the context of major changes in psychiatry training, FECs have lost clarity of role, alignment and governance. Strategic decisions made with key stakeholders are required to continue to train psychiatrists best able to meet future community needs.

Competence in operative bronchoscopy.

We describe the current knowledge and skills for the main techniques of operative bronchoscopy and their applications in the treatment of malignant and benign central airway disorders. Rigid bronchoscopy has a history of over 100 years. The use of rigid bronchoscopy was abandoned upon the introduction of the fiberoptic bronchoscope but has made a reappearance with the development of interventional pulmonology in the late nineteenth and early twentieth century. The advantages of rigid bronchoscopy include allowing simultaneous procedures, such as ablation, debulking and suctioning, without limiting ventilation but at the moment there are no standard approaches to perform the procedure. Rigid bronchoscopy also plays a vital role in stent placement, repositioning, maintenance and removal. An interventional pulmonology practice should only be developed when there is a locoregional unmet medical need and when a dedicated interventional pulmonology unit can be guaranteed. These departments should be available 7 days a week and should provide a fast and appropriate response to referrals in emergency cases. There is a clear need to define a competency-based training program for rigid bronchoscopy, including stent placement. An optimal, multimodality training program for bronchoscopy should include didactic lectures, web-based learning, case-based reviews and hands-on training.

Evaluating dementia training for healthcare staff

Purpose The purpose of this paper is to report on a service evaluation of a competency-based dementia training programme for clinicians to establish its value in improving their knowledge and confidence of dementia care and to explore any resulting changes to practice. Design/methodology/approach Mixed method quantitative and qualitative data, using rating scales and focus group discussions (FGDs), were collected. Wilcoxon signed-rank test was used to analyse changes in the responses to the rating scales of knowledge and confidence and thematic analysis of FGDs was undertaken to identify staff perceptions of the impact of training on their practice. Findings In total, 162 qualified and clinical support staff undertook the training. A significant change in knowledge and confidence scores was found on all three scales. In general, feedback on the course was positive. Seven themes, demonstrating the relevance of the training to practice, emerged from the FGDs – experiential training awareness of diagnosis, approach, understanding, communication, risk, changed practice and going forward. Practical implications Providing competency-based dementia training for large numbers of staff can have a positive effect on the care delivered to patients with dementia. Originality/value Healthcare organisations have a responsibility to ensure their staff have the training to provide quality care for patients living with dementia. This paper suggests this can be achieved through a collaborative, multi-disciplinary approach involving co-production and best practice guidance.

Developing a standardized tool for assessing the ICT competence of the agricultural extension personnel

Knowledge and information is the key ingredient for driving the engine socio-economic progress of an economy in the present century. Therefore, development in 21st century is driven by the use of Information and Communication Technologies (ICTs) for collection, storage, processing, retrieval and dissemination of the agriculture information to farmers. ICTs offer means of facilitating two-way interaction in an easy, fast and reliable way between research-extension-farmer systems. In order to reap the potential benefits of ICTs in agriculture, development functionaries must be well competent in using all means of information and communications technologies for extension. Extension personnel’s competence in using ICTs for agriculture and allied activities benefit’s the individual, organizations and nation. Accordingly, the thrust of training for extensionists’ should be aligned towards designing competency-based ICT trainings. The preliminary step for planning a competency-based ICT training programme is assessment of the training gap i.e. difference between existing and required ICT competencies of extension personnel. Studies done earlier in this context are very diverse and focus on specific ICTs, rather than whole. This paper presents a set of standardized 45 statements for measuring the ICT competence of the extension personnel. A total of 118 statements were sent to 154 experts for relevancy testing through online Google form. The data obtained was analyzed using SPSS software and MS Excel. With the use of outlier analysis, factor analysis and reliability analysis, ICT competence tool for extension personnel were finalized. The competency tool will contribute towards effective human resource development interventions for the extension personnel.

Impact of Training Program to the Improvement of Teaching Competency in Adaptive Physical Education

This study aims to determine the impact of training program to the improvement of teaching competency in Adaptive Physical Education (APE) of special educators. The provided training is competency-based and conventional training program. The teaching competency consist of professional and pedagogical of APE. This research using experiment method with factorial model 2X2. The sample are teachers of intellectual disability student. The sampling data collection using stratified cluster random sampling. The samples are 60 teachers divided to four groups that joined 60 hours of training program. The statistical analysis applied with T-Test sample paired test, Anova test (Two Way Anova with Main Effect and Interaction Effect), and PostHoc Test. The results shows that group of teachers in competency-based training program gain a high competency test score, average score higher than other groups. There is no interaction between training program and competency test result to the enhancement of teaching competency in APE

Infection Control Assessment and Response (ICAR) in Michigan: Past, Present and Future

BACKGROUND The Michigan Department of Health and Human Services (MDHHS) Surveillance for Healthcare Associated and Resistant Pathogens (SHARP) unit secured grant funds in 2015 to improve statewide preparedness and infection control practices and programs across the continuum of care. The program goal was to increase patient safety and expand infection control consultation. The SHARP unit focused on acute care and long-term acute care hospitals, long-term care facilities and outpatient clinics, including dental clinics. METHODS SHARP unit staff used Centers for Disease Control and Prevention?(CDC) provided ICAR tools to conduct infection control needs assessments at the different facility types. This collaborative, non-regulatory, technical assistance focused on quality, process improvement. All sites volunteered. Staff provided recommendations at the time of the visit and provided a report back to the individual facility with key findings. Each report identified strengths and areas for opportunity to improve. RESULTS Results were compiled into aggregate state findings, both as a whole and broken down by facility type. Eighty infection prevention needs assessments were conducted from January 2016-December 2018. 70% were done in person. Strengths included having an identified infection preventionist and a foundation for staff training and education. The main areas of opportunity identified were infection prevention training, providing competency-based training programs both upon hire and annually and creating sustainable audit/feedback programs across the identified disciplines. CONCLUSIONS Now that the 3-year ebola supplemental funding period is done, the ICAR program will continue but will move in a new direction. Moving forward, the ICAR will be offered to facilities that have a healthcare-associated infection outbreak or identification of novel resistance. The ICAR is a tool in the infection preventionist toolbox. No infection prevention program is perfect and there is always room for improvement.

Mobile Health Provider Training: Results and Lessons Learned from Year Four of Training on Core Competencies for Mobile Health in Clinical Care

This article describes the results of the delivery of the fourth year of the delivery of a competency-based training program to train providers on best practices for mobile health in clinical care. During a 1-year span of time eight 1-day training workshops were delivered, training 252 providers and clinical support staff on best practices for mobile health in clinical care. Quality and effectiveness of training was evaluated and data was collected regarding provider technology use. Comparisons with previously published results were made and lessons learned for increasing reach and effectiveness of training were provided. Results showed that the training was effective in increasing knowledge and skills on the core competencies for mobile health in clinical care. Prior to the training, 48.5% reported integrating mobile health in clinical care, and following the training, 95.8% reported the intention to use mobile health. Follow-up results indicated that these results were maintained over time (83.3%), although limitations in the validity of follow-up data due to low response rates were noted. In order for clinicians to fully leverage the benefits of mobile health, training on mobile health is necessary. The current competency-based mobile health provider training is a mature, standardized, and effective solution that can serve as a model for existing and future mobile health training programs.

Obstetric intra-operative cell salvage: a review of an established cell salvage service with 1170 re-infused cases.

The use of cell salvage during caesarean section has been increasing steadily, although there are concerns relating to cost, a perceived risk of amniotic fluid embolism, and fetal red cell sensitisation. We present observational data from almost a decade of use of intra-operative cell salvage in obstetrics. By the end of this period, we set up cell salvage collection for >98% of all caesarean sections. From 2008 to 2017, 1170 women have had a re-infusion of cell salvaged blood with no clinical safety concerns; the median (IQR [range]) volume was 231 (154-306 [80-1690]) ml. During this time there has been a marked reduction in the number of women who were transfused allogeneic blood, as well as the amount of blood transfused. In total, 647 (55%) women have had alloimmunisation testing, with two positive cases. Quality control data indicate that the quality of blood processed from partial first bowls is no worse than that from full bowls. We discuss the costs of providing this service with regard to: staffing costs; single suction; leucodepletion filters; selectivity in the processing of collected blood; and the use of partial first bowls.

The evolution of surgical training in the UK.

Surgical training in the UK has undergone major reforms over the last few decades. The focus has shifted from time based training to competency based training programs. This paper discusses the transformation of assessment in surgical training in the UK from the apprenticeship model to a more objective workplace-based assessment model. The paper describes the different milestones during this transformation process and discusses the assessment of surgical and nonsurgical skills in a measurable way; moreover, it highlights the strengths and weaknesses of different assessment tools.