Competency Expectations Research Articles

Influence of career orientations and career guidance need on students’ employability attributes

This study explored the interplay between students’ career orientations and career guidance need in relation to their employability attributes of graduateness and personal employability qualities. Applying a cross-sectional design, 369 black South African students at a university of technology were sampled for the study. The students completed an adapted version of the Career Orientations Inventory and the Employer Employability Competency Expectations scale. Results following tests for significant mean differences and moderated regression analysis revealed that clarity on career orientation preferences is associated with a high need for career guidance. Career orientations predicted employability attributes more than the need for career guidance. Students with a high career orientation preference had significantly more positive perceptions of their graduateness and personal employability qualities than those with a low career orientation preference. Students with a low career orientation preference and weak desire for career guidance had a significantly weaker awareness of their employability attributes. Premised on the dispositional model of employability, the findings suggest the need for career guidance in employability learning and development to help students gain insight into their career orientation preferences and personal employability qualities.

How White Americans Experience Racial Gaze: Public Interactions and White Parents of Black Adopted Children

Within America’s racialized social system, White people can generally navigate life as “unmarked,” oblivious to race. But for White parents of Black adopted children, everyday public interactions provide occasion to directly and vicariously experience a form of “racial gaze,” specifically via scrutiny directed toward them as parents and the bodies of their Black children. Drawing on 46 in-depth interviews with White adoptive parents of Black children, and incorporating insights from whiteness theory and research, I analyze how White parents perceive and respond to racial scrutiny. Parents describe how their ability to raise Black children feels challenged through unsolicited advice about haircare, negative comments, and perceived disapproving looks from Black strangers. These interactions provoke parents’ insecurity and anxiety such that they become more aware of their own whiteness and thus less “colorblind” than they might have been otherwise, while also resenting Black strangers for implicitly challenging their parenting abilities or the appropriateness of their parenting Black children. Findings provide novel insight into ways White Americans respond to the subjective experience of racial gaze. Given expectations of universal white innocence, competence, and colorblindness, they react with increased anxiety, hyper-vigilance, and greater guardedness around Black Americans in public to the point of resentment.

Designing a User-Friendly Context-Specific Assessment Tool for Community-Based Teachers.

Graduate medical education (GME) programs must ensure that they are able to collect accurate information about resident competence through assessment tools that are fit for purpose. An assessment form or process is called “fit for purpose” when there is good alignment between the tool (how something is assessed) and the intent (the specific knowledge, skill, or attitude/belief that is being assessed).In our family medicine GME program, we identified that the generic workplace-based summative assessment tool provided to community-based family medicine obstetrics (FMOB) clinical teachers was not fit for purpose. As a result, these teachers were uncertain about program expectations regarding competence, the assessment form was challenging and frustrating to complete, and our program struggled to extract useful assessment data from completed assessment forms. To address this issue, we took a systematic approach to develop a workplace-based assessment tool that was specific to the clinical context of FMOB and user-friendly for clinical teachers.Our goals were to develop: (1) a fit-for-purpose workplace-based assessment tool for community-based FMOB teachers that could be used for accurate assessment without the need for faculty development, and (2) an evidence-guided process for designing similar context-specific tools in the future. We met our first goal through designing the FMOB competence rubric (FMOB-CR) tool. The FMOB-CR is comprised of 2 elements. The first is a rubric containing specific statements and examples of resident performance. The rubric clearly outlines the expected level of competence on a 3-point rating scale (“cause for concern,” “acceptable competence,” “exemplary competence”), organized by the 6 Skill Dimensions of Family Medicine (similar to CanMEDS roles).1 The second element is a simple online assessment form in which FMOB teachers specify their resident's level of competence in each Skill Dimension, guided by the statements and examples in the rubric.The FMOB-CR uses plain language and context-specific clinical examples along with a simple online assessment form to clearly communicate expectations of competence to teachers (and residents) without additional faculty development. This user-friendly tool should make it easier for FMOB clinical teachers to better identify residents who are underperforming, which will allow the program to be more effective in intervening and supporting residents in difficulty.To meet our second goal, we developed an evidence-guided process for designing workplace-based assessment tools that are fit for purpose for specific clinical contexts. Our design process included: assembling a tool development team with relevant expertise, including a resident; consultations with FMOB teachers and residents; environmental scan and review of local assessment forms and assessments used by other FMOB GME programs; a modified Delphi process with local GME program faculty to develop and refine the table of competence statements; a consensus-building process within the research team to revise the statements for the rating scale; and implementation of the assessment rubric with concurrent collection of validity evidence. For both the FMOB-CR and the development process, we collected validity evidence according to Messick's unified concept of validity.2The Table details the validity evidence collected to date. Fifteen FMOB teachers surveyed showed strong agreement across 5 items about the utility of the rubric in allowing them to accurately assess residents (overall M=3.25/4, Likert scale 1=strongly disagree to 4=strongly agree), and across 3 items about the usefulness of the rubrics in helping them to understand program expectations of resident competence (overall M=3.36/4); 14 of 15 teachers preferred the new form to the old one.We hope that the worked example of the FMOB-CR and its development process may serve as a blueprint for other institutions to develop context-specific assessment tools.

Job competency expectations for senior living foodservice employees: an analysis of online job postings

ABSTRACT As foodservice is a significant aspect of the burgeoning senior living industry in the United States, career opportunities are projected to abound for hospitality students and professionals. However, it is still unclear whether senior living employers require different job competencies for their frontline foodservice employees compared to those required by restaurants due to the unique characteristics of the industry. The purpose of the study is to identify job competencies for both entry-level and managerial foodservice positions in the senior living industry. Online job postings of the 23 largest senior living companies in the United States were analyzed. The study results indicated that job competencies required in senior living foodservice were largely similar to those of food & beverage employees in the hospitality industry. Soft skills and generic competencies such as communication/interpersonal skills, adaptability and flexibility, customer service, and conceptual/critical skills were deemed essential for both entry-level and managerial positions. For career advancement, hard skills, technical knowledge of foodservice, and leadership were emphasized for managerial positions. Interestingly, aptitude for working with older people was mentioned but not referred to as the knowledge of aging and disease as expected. This study fills the gap in the hospitality literature on job competencies by focusing on senior living as a utilitarian aspect of the hospitality continuum and offers practical implications for hospitality management academic programs, senior living operators, and other relevant stakeholders.

A new era of assessment for neonatal-perinatal medicine trainees: milestones 2.0.

To optimize post-graduate competency-based assessment for medical trainees, the Accreditation Council for Graduate Medical Education initiated a sub-specialty-specific revision of the existing Milestones 1.0 assessment framework in 2016. This effort was intended to increase both the effectiveness and accessibility of the assessment tools by incorporating specialty-specific performance expectations for medical knowledge and patient care competencies; decreasing item length and complexity; minimizing inconsistencies across specialties through the development of common "harmonized" milestones; and providing supplemental materials, including examples of expected behaviors at each developmental level, suggested assessment strategies, and relevant resources. This manuscript describes the efforts of the Neonatal-Perinatal Medicine Milestones 2.0 Working Group, outlines the overall intent of Milestones 2.0, compares the novel Milestones to the original version, and details the materials contained in the novel supplemental guide. This new tool should enhance NPM fellow assessment and professional development while maintaining consistent performance expectations across specialties.

Pitfalls in communicating with patients with chronic pain in urology-from pain games to loss of authority

Patients with chronic pain syndromes are often referred to as "difficult" patients. In addition to positive expectations of the physicians' competence, pain patients often express understandable doubts about the appropriateness and efficiency of new treatment options and are afraid of rejection and devaluation. Hope and disappointment, idealization and devaluation alternate in acharacteristic way. This article demonstrates the pitfalls of communicating with patients suffering from chronic pain and provides recommendations for improving physician-patient interaction based on acceptance, honesty and empathy.

MP18-08 SHOULD CONTEMPORARY UROLOGY RESIDENTS EXPECT TO BE ABLE PERFORM HYPOSPADIAS REPAIR WHEN THEY GRADUATE WITHOUT FELLOWSHIP TRAINING: RESULTS FROM A SURVEY OF SPU MEMBERSHIP

You have accessJournal of UrologyCME1 Apr 2023MP18-08 SHOULD CONTEMPORARY UROLOGY RESIDENTS EXPECT TO BE ABLE PERFORM HYPOSPADIAS REPAIR WHEN THEY GRADUATE WITHOUT FELLOWSHIP TRAINING: RESULTS FROM A SURVEY OF SPU MEMBERSHIP John M. Masterson, Michael Zaliznyak, Aurash Naser-Tavakolian, Peris Castaneda, and Andrew Freedman John M. MastersonJohn M. Masterson More articles by this author , Michael ZaliznyakMichael Zaliznyak More articles by this author , Aurash Naser-TavakolianAurash Naser-Tavakolian More articles by this author , Peris CastanedaPeris Castaneda More articles by this author , and Andrew FreedmanAndrew Freedman More articles by this author View All Author Informationhttps://doi.org/10.1097/JU.0000000000003238.08AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookLinked InTwitterEmail Abstract INTRODUCTION AND OBJECTIVE: As surgical training has become increasingly subspecialized, residents have been encouraged to pursue additional fellowship training. We sought to better understand current attitudes regarding expectations for competency for non-fellowship trained graduates in sub-specialty procedures and how this has affected teaching practices during residency training. We chose to study hypospadias as a model as it is a signature procedure for pediatric urologists that is both technically challenging and at the same time quite common. METHODS: We created a survey tool utilizing the well-established Zwisch scale to assess the level of autonomy afforded to trainees by survey respondents during various types of hypospadias repair as well as elicited attitudes regarding post-training expectations. Our survey was distributed via email to the Society of Pediatric Urology membership. We also collected respondent demographic data such as geographic location, years in practice, and practice setting. RESULTS: 178 of 761 (23%) unique recipients completed the survey. We excluded 6 respondents who are retired or do not perform hypospadias repair. 170 of 172 (98%) included respondents felt that trainees should not perform hypospadias repair independently in practice without additional fellowship training. Among pediatric urologists who train residents, trainee autonomy as measured by the Zwisch scale was limited to an assistant role for the vast majority of trainees and decreased as the severity of the hypospadias increased (Figure 1). CONCLUSIONS: Urology residents for the most part are not being afforded a level of autonomy in hypospadias cases during training that would suggest competency for independence following graduation. Additionally, there is consensus that contemporary graduates are not expected to be competent to perform hypospadias repair in independent practice without additional fellowship training. This raises the question if there are other common sub-specialty procedures in urology where residents are not expected to achieve competence, and if so, how should we as educators, be forthcoming about the limitations of urology residency training to set appropriate trainee and employer expectations? Source of Funding: None © 2023 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 209Issue Supplement 4April 2023Page: e225 Advertisement Copyright & Permissions© 2023 by American Urological Association Education and Research, Inc.MetricsAuthor Information John M. Masterson More articles by this author Michael Zaliznyak More articles by this author Aurash Naser-Tavakolian More articles by this author Peris Castaneda More articles by this author Andrew Freedman More articles by this author Expand All Advertisement PDF downloadLoading ...

Fifteen Years of Accounting Professional’s Competencies Supply and Demand: Evidencing Actors, Competency Assessment Strategies, and ‘Top Three’ Competencies

This paper reviews accounting education literature with a focus on the supply of and demand for accounting professional’s competencies. Its main objective is to determine which actors are involved in the relationship, ascertain both sides’ perspectives, and evidence competency supply and demand over the last 15 years. After a solid selection, the analysis includes 122 empirical articles from 2006 to 2021. The actors and competencies addressed in the relevant literature were identified and strategies used in their assessment were discovered. The identified competencies were then categorized and framed in the five constructs presented by Kroon and Alves. This approach evidenced that mismatches remain between competency expectations and competency supply in the accounting profession. Investigators may consider the results to improve the consistency of research in this field of study, contributing to a theory that is still lacking. Using the identified concepts and the constructs’ components, empirical studies can bring substantial practical implications to reduce or eliminate existing competency gaps. This study provides an integrated understanding of the literature on the fit between higher education institutions and the labor market of the accounting professional’s competencies. The framing of actors, strategies, and competencies will assist other researchers in augmenting knowledge in this area.

Recalling Responses: A RCT on Police Learning and Knowledge Retention

Abstract Public and policy demands to address police training are prominent in modern policing. While existing research has highlighted the gaps of inclusive topics and content dosage to meet reasonable expectations of knowledge or competency, there is a significant gap in policing research on evidence-based training methods. Specifically, the evaluation of police recruit training methods and the impact to student knowledge gain, retention, and application of concepts. This study is designed as two, randomized controlled trials (RCTs) of 152 police recruit participants. These participants are divided into control and treatment groups for in-person and online instructional methods and again into subgroups for traditional and integrated learning. These four groups are defined as: Group 1: In-Person Traditional; Group 2: Online Traditional; Group 3: In-Person Integrated; and Group 4: Online-Integrated. For all participants, four tests were administered to measure changes in knowledge gain and retention. Panel data within a weighted stratification model evaluated changes within groups and differences among groups. Integrated learning groups performed best overall for knowledge gain and longer retention of content. In-person Integrated (Group 3) had highest scoring for immediate knowledge gain and continued retention throughout the experiment. Knowledge retention decreased immediately for in-person traditional (Group 1) participants. These findings have direct impacts to the current practices of traditional police training during basic academies. Furthermore, additional details on student engagement during the experiment indicate additional expectations of recruit learners. Outcomes from this RCT inform practitioners how to deliver critical topics (e.g., communication skills) and measure officer knowledge and retention. The outcomes inform agencies on training development practices for future in-service and/or field training programming that reinforces concepts and critical skills.

Research on the Construction of Professional Competence of University Librarians in the Era of Artificial Intelligence

Artificial intelligence is an important feature and development trend of today's era, which has had a profound impact and challenge on various industries, including libraries as important institutions of knowledge service. The application of artificial intelligence technology provides new opportunities and possibilities for libraries, and also puts forward new requirements and expectations for the professional competence of librarians. Starting from the challenges and opportunities faced by librarians in the era of artificial intelligence, this article analyzes the connotation and composition of the professional competence of librarians, explores the goals, contents and approaches of professional competence construction for librarians in the era of artificial intelligence, and aims to provide references for improving the professional quality and service level of librarians and promoting the innovative development of library services.

Employers’ expectations of hard and soft competencies of economics graduates

Employers’ expectations of hard and soft competencies of economics graduates

How the Quadruple Aim Widens the Lens on the Transition to Residency.

How the Quadruple Aim Widens the Lens on the Transition to Residency.

Uninformed voters with (im)precise expectations: Explaining political budget cycle puzzles

AbstractGovernments try to improve re‐election chances by using fiscal instruments; they can shift voters' expectations of government competence because some voters are impaired by uninformedness. We argue that uninformed voters may also be impaired in another way which has not been considered in the literature, namely that uninformed voters are uncertain about the precision of that expected competence. Analytically, we show that political budget cycles (PBCs) are only produced when we have many uninformed voters and their expected competence of the government is fairly uncertain; or with few uninformed voters and certain expectations. This could explain two empirical puzzles on why we sometimes find and sometimes not (i) PBCs in developed and democratic countries with strong institutions, and (ii) that press freedom exacerbates PBCs. In a panel of 70 countries (1986–2015) we find empirical support for these findings. Results are robust to alternative specifications and explanations like fiscal rules, corruption and expected downturns.

Professional expectations of provider LGBTQ competence: Where we are and where we need to go

Introduction Mental and behavioral health professional organizations use their governing documents to set expectations of provider competence in working with LGBTQ + clients. Method The codes of ethics and training program accreditation guidelines of nine mental and behavioral health disciplines (n = 16) were analyzed using template analysis. Results Coding resulted in five themes: mission and values, direct practice, clinician education, culturally competent professional development, and advocacy. Expectations for provider competency vary greatly across disciplines. Conclusion Having a mental and behavioral health workforce that is uniformly competent in meeting the unique needs of LGBTQ populations is key for supporting the mental and behavioral health of LGBTQ persons.

Physician Perception of the Importance of Medical Genetics and Genomics in Medical Education and Clinical Practice

ABSTRACT The importance of medical genetics and genomics in medical practice has grown proportionally with scientific advances in these areas. Purpose The objective of this study was to determine physician perceptions regarding the importance of and comfort with the use of medical genetics and genomics in medical education and practice, as well as physician expectations for medical trainees. Methods A retrospective survey was sent to physicians employed by a health system associated with a public medical school to assess their perceived training in medical genetics and genomics and their comfort level with ordering genetic testing. Results Despite reporting formal genetics training in medical schools, clinicians’ comfort with and knowledge in this content area does not meet personal expectations of competency. Though physicians report some discomfort with the use of medical genetics and genomics, the majority also believe that its impact on practice will increase in the next five years. Survey recipients were also asked about their expectations for preparation in the same domains for medical students and incoming residents. The surveyed physicians expect a high level of competency for medical students and incoming residents. Conclusions Our study revealed that practicing physicians feel current medical curricula do not produce physicians with the necessary competency in medical genetics and genomics. This is despite physicians’ perceived importance of this domain in medical practice. Our findings suggest a need for re-evaluation of medical genetics and genomics education at all levels of training.

THE EFFECT OF MOTIVATION FOR THE PREVENTION OF CORRUPTION ACTS IN THE MINISTRY OF INTERNAL AFFAIRS

The report presents the objective need for motivation as an element of managerial impact in the Ministry of Internal Affairs. The activity of the state administration should correspond to the high public expectations for professional competence, legality, integrity, correctness and responsibility. That is why motivation is the key element that leads to the formation of specific behavior aimed at the observance of value orientations in the performance of official duties and is an important prerequisite for the prevention of corrupt behavior among the employees of the Ministry of Internal Affairs.

Implementation of a pharmacist skill development "work-with" program.

Pharmacists' clinical competency is necessary to ensure patient safety and medication optimization. There are many barriers to the implementation of competency assessments and scant literature on their implementation. We aimed to determine if a competency assessment program for hospital pharmacists is feasible, acceptable, and effective. Clinical competency assessments of hospital pharmacists were conducted. During the assessments, pharmacists presented a patient case or completed patient care activities while a leadership team member evaluated them using a competency rubric and provided feedback. A postevaluation electronic survey adapted from validated tools regarding perceptions of program feasibility and acceptability was emailed to the pharmacists following each competency assessment and to evaluators at study conclusion. Feasibility was also measured through reviewing rubrics for completion within the 1.5- to 2-hour assessment timeframe. Effectiveness was captured by comparing results to expected competency levels based on experience. In total, 20 assessments were completed. Fifty percent of assessments required longer than the allotted timeframe. Most participants surveyed found the competency assessments implementable, possible, doable, and easy to use. The majority also approved of the implemented assessments and found them appealing, likable, and welcomed and commented that they aided in professional development. For 50% of the competencies assessed, most participants aligned with competency expectations based on years of experience. The implementation of these competency assessments was found to be feasible and acceptable to hospital pharmacists. The rubric used was found to be moderately effective. Major implementation barriers were related to time constraints and criteria for success. Future work will be done to enhance the program's effectiveness.

Entry-to-practice competency expectations for health justice in Canadian physiotherapy curricula: A scoping review protocol.

Background: In Canada, physiotherapists are expected to possess and demonstrate several essential competencies upon entry-to-practice. Over the past decade, knowledge and skills relating to health justice have become increasingly important for healthcare professionals. However, health justice is still an emerging topic among Canadian physiotherapy programs and current curricula may be lacking explicit content to develop knowledge, skills and behaviours related to health justice which can be used to prepare students for entry-to-practice. This paper outlines a protocol for a planned scoping review. The purpose of this scoping review will be to examine existing Canadian entry-level competencies for physiotherapy related to health justice. Methods: A comprehensive literature search will be completed on four databases: OVID MEDLINE, OVID Emcare, OVID Embase, and EBSCOhost CINAHL. This scoping review will include both quantitative and qualitative methodological study designs. A grey literature search will involve advanced Google searches. Two authors will independently screen titles and abstracts to select articles for full text review. Data extraction for each selected paper will be completed independently by two authors using the proposed data extraction form. The extracted data will be presented through tables and a narrative summary that aligns with the objectives and scope of this review. Conclusion: The data collected from this proposed review will identify existing competencies and gaps related to health justice in current entry-level physiotherapy curricula. This information will assist academic programs in understanding how to integrate and identify competencies and frameworks related to health justice into Canadian physiotherapy programs to ensure students are better prepared to provide culturally competent and inclusive care and promote health justice in practice.

What influences user participation in an online health community? The stimulus-organism-response model perspective

PurposeThe purpose of this paper is to understand the effect of platform characteristics (i.e. media richness and interactivity) on individual perception (i.e. outcome expectations) and consequent behavioral response (i.e. user participation in online health communities (OHCs)) based on the stimulus-organism-response (S-O-R) model.Design/methodology/approachThis study developed a research model to test the proposed hypotheses, and the proposed model was tested using partial least squares structural equation modeling (PLS-SEM) for which data were collected from 321 users with OHC experience using an online survey.FindingsThe empirical results show the following: (1) the three dimensions of media richness significantly affect the three outcome expectations, except that richness of expression has no significant effect on the outcome expectation of health self-management competence. (2) Human-to-human interaction significantly affects the three outcome expectations. Moreover, compared with human-to-human interaction, human-to-system interaction has a stronger impact on the outcome expectation of health self-management competence. (3) The three outcome expectations have a significant influence on user participation in OHCs.Originality/valueThis study extends the understanding about how platform characteristics (i.e. media richness and interactivity) motivate user participation in the context of OHCs. Drawing on the S-O-R model, this study reveals the underlying mechanisms by which media richness and interactivity are associated with outcome expectations and by which outcome expectations is associated with user participation in OHCs. This study enriches the literature on media richness, interactivity, outcome expectations and user participation in OHCs, providing insights for developers and administrators of OHCs.

Using cultural historical activity theory to reflect on the sociocultural complexities in OSCE examiners’ judgements

Examiners’ judgements play a critical role in competency-based assessments such as objective structured clinical examinations (OSCEs). The standardised nature of OSCEs and their alignment with regulatory accountability assure their wide use as high-stakes assessment in medical education. Research into examiner behaviours has predominantly explored the desirable psychometric characteristics of OSCEs, or investigated examiners’ judgements from a cognitive rather than a sociocultural perspective. This study applies cultural historical activity theory (CHAT) to address this gap in exploring examiners’ judgements in a high-stakes OSCE. Based on the idea that OSCE examiners’ judgements are socially constructed and mediated by their clinical roles, the objective was to explore the sociocultural factors that influenced examiners’ judgements of student competence and use the findings to inform examiner training to enhance assessment practice. Seventeen semi-structured interviews were conducted with examiners who assessed medical student competence in progressing to the next stage of training in a large-scale OSCE at one Australian university. The initial thematic analysis provided a basis for applying CHAT iteratively to explore the sociocultural factors and, specifically, the contradictions created by interactions between different elements such as examiners and rules, thus highlighting the factors influencing examiners’ judgements. The findings indicated four key factors that influenced examiners’ judgements: examiners’ contrasting beliefs about the purpose of the OSCE; their varying perceptions of the marking criteria; divergent expectations of student competence; and idiosyncratic judgement practices. These factors were interrelated with the activity systems of the medical school’s assessment practices and the examiners’ clinical work contexts. Contradictions were identified through the guiding principles of multi-voicedness and historicity. The exploration of the sociocultural factors that may influence the consistency of examiners’ judgements was facilitated by applying CHAT as an analytical framework. Reflecting upon these factors at organisational and system levels generated insights for creating fit-for-purpose examiner training to enhance assessment practice.