Competency Statements Research Articles

Identification of Competencies for Professional Staff of Academic Medical Libraries in Iran

Introduction: The definition of competencies is continuing to become more common in Library and Information Science (LIS). It is used for describing the library positions and the means of assessment. The main object of study was to determine the skills and knowledge that the academic medical librarians required for the emerging roles of medical librarianship in Iran and to find out their education and training needs. Methodology: A survey method was used for gathering data. A structured questionnaire, listing 60 competency statements, which covered six areas, was arranged after an extensive literature review. The structured questionnaires were sent to all academic medical librarians in Iran, those who had at least an undergraduate or Master’s degree in Library Science throughout the country. A total number of 165 questionnaires were returned and went under analysis. Results: The results of study indicated that the essential competencies which were expected from Iranian academic medical librarians with Bachelor’s degree qualification were “general-and personal competencies”. In addition, “health science reference and information services competencies” were recognized as the second most important competencies for academic medical librarians with Bachelor’s degree qualifications. However, the priority for academic medical librarians with a Master’s degree qualification was “management theory and techniques competencies”. The other priorities were “Health sciences reference and information services competencies”. Conclusion: The study concluded that the confirmed competencies can be used for the assessment and adjustment of the curricula of formal education programs of medical librarianship in Iran.

2017 ACC/AHA/HFSA/ISHLT/ACP Advanced Training Statement on Advanced Heart Failure and Transplant Cardiology (Revision of the ACCF/AHA/ACP/HFSA/ISHLT 2010 Clinical Competence Statement on Management of Patients With Advanced Heart Failure and Cardiac Transplant)

2017 ACC/AHA/HFSA/ISHLT/ACP Advanced Training Statement on Advanced Heart Failure and Transplant Cardiology (Revision of the ACCF/AHA/ACP/HFSA/ISHLT 2010 Clinical Competence Statement on Management of Patients With Advanced Heart Failure and Cardiac Transplant)

Pharmacogenomics competencies in pharmacy practice: A blueprint for change

The emerging use of genomic data to inform medication therapy populates the medical literature and provides evidence for guidelines in the prescribing information for many medications. Despite the availability of pharmacogenomic studies, few pharmacists feel competent to use these new data in patient care. The first pharmacogenomics competency statement for pharmacists was published in 2002. In 2011, the Pharmacogenomics Special Interest Group of the American Association of Colleges of Pharmacy led a process to update this competency statement with the use of a consensus-based method that incorporated input from multiple key professional pharmacy organizations to reflect growth in genomic science as well as the need for pharmacist application of genomic data. Given the rapidly evolving science, educational needs, and practice models in this area, a standardized competency-based approach to pharmacist education and training in pharmacogenomics is needed to equip pharmacists for leadership roles as essential members of health care teams that implement clinical utilization strategies for genomic data.

Burn Rehabilitation Therapists Competency Tool-Version 2: An Expansion to Include Long-Term Rehabilitation and Outpatient Care.

The Burn Rehabilitation Therapist Competency Tool (BRTCT) was developed in 2011 to define core knowledge and skill sets that are central to the job performance of occupational and physical therapists working with burn patients during acute hospitalization and initial rehabilitation. It was the first national effort to provide standards that burn centers could use for the training and evaluation of a BRT performance. The American Burn Association Rehabilitation Committee recently expanded the tool to include long-term rehabilitation and outpatient care in order to more fully represent all of the stages of care in which patients with burn injury receive therapy. Thirty-six burn centers contributed competencies, 17 rehabilitation experts participated in a systematic Delphi questionnaire process, and eight representatives from seven additional burn centers validated the tool. The revised BRTCT, called the BRTCT-2, includes four new practice domains and 28 new competency statements. The expanded tool provides a common framework of standards for performance for occupational and physical therapists working with patients throughout the full spectrum of burn care.

Challenges in addressing professional competence expectations in human resource management courses

Although research has identified many of the competences that human resource management (HRM) professionals need, limited research examines how competence expectations can be met in HRM courses. This study sought to generate the knowledge required to align HRM courses with competence statements in the recently revised Australian Human Resources Institute Model of Excellence. To accomplish this aim, focus groups and interviews were conducted with HRM professionals from private, public and not‐for‐profit organisations. Findings suggest that the process of aligning course curricula with the MoE is challenging for several reasons, including: competence statements are subject to varied interpretation; subjecting each statement to a learning needs analysis is complex; it is difficult to cluster the wide range of knowledge areas that must be covered into coherent units of learning. This paper explores the appropriateness of using a generic competence model in a curricular‐influencing role and outlines implications of our findings for practice and research.

Competency Development to Support Safe Nurse Practitioner Prescribing of Controlled Drugs and Substances in British Columbia

In 2012, Canada passed legislation giving nurse practitioners (NPs) authority to prescribe controlled drugs and substances. Steps toward safe implementation by the nursing regulatory body in British Columbia included development of controlled drugs and substances prescribing competencies for use in educating and authorizing NPs for this new scope. In this article, we discuss the development and refinement of the competencies, specifically their application to nursing regulation in British Columbia. Methods include incorporation of the Competency Outcome Performance Assessment Model as a guiding theoretical framework. Over two meetings in 2014, a small representative panel of health professionals completed face and content validation of 17 initial competencies using a visual Likert-type scale ranking process (1-5, unnecessary to essential) with Google Docs for real-time comparative refinement. The resulting 10 competency statements provide the foundation for outcome indicator development which will be used in NP education and the regulatory body's regulation and remediation processes. Finally, we describe the policy process applied to implement competencies for NP controlled drugs and substances prescribing and the subsequent challenges of implementation of controlled drugs and substances authority in British Columbia. The article concludes with an overview of lessons learned that may be beneficial to health professions regulatory bodies introducing or expanding prescribing scope for NPs.

Development of a Core Curriculum Framework in Cariology for U.S. Dental Schools

Maintenance of health and preservation of tooth structure through risk-based prevention and patient-centered, evidence-based disease management, reassessed at regular intervals over time, are the cornerstones of present-day caries management. Yet management of caries based on risk assessment that goes beyond restorative care has not had a strong place in curriculum development and competency assessment in U.S. dental schools. The aim of this study was to develop a competency-based core cariology curriculum framework for use in U.S. dental schools. The Section on Cariology of the American Dental Education Association (ADEA) organized a one-day consensus workshop, followed by a meeting program, to adapt the European Core Cariology Curriculum to the needs of U.S. dental education. Participants in the workshop were 73 faculty members from 35 U.S., three Canadian, and four international dental schools. Representatives from all 65 U.S. dental schools were then invited to review and provide feedback on a draft document. A recommended competency statement on caries management was also developed: "Upon graduation, a dentist must be competent in evidence-based detection, diagnosis, risk assessment, prevention, and nonsurgical and surgical management of dental caries, both at the individual and community levels, and be able to reassess the outcomes of interventions over time." This competency statement supports a curriculum framework built around five domains: 1) knowledge base; 2) risk assessment, diagnosis, and synthesis; 3) treatment decision making: preventive strategies and nonsurgical management; 4) treatment decision making: surgical therapy; and 5) evidence-based cariology in clinical and public health practice. Each domain includes objectives and learning outcomes.

TEMPORAL TRENDS AND REGIONAL PATTERNS OF OPERATOR PERCUTANEOUS CORONARY INTERVENTION VOLUME IN THE UNITED STATES: A REPORT FROM THE NCDR CATHPCI REGISTRY

The 2013 ACC/AHA/SCAI clinical competence statement for PCI reduced the recommended minimum number of PCI procedures performed annually by each operator to 50 in an attempt to accommodate lower PCI volumes over the past decade. Temporal and geographic patterns of operator PCI volume are unknown.

Percutaneous Coronary Intervention: Relationship Between Procedural Volume and Outcomes.

Percutaneous coronary intervention (PCI) is an integral treatment modality for acute coronary syndromes (ACS) as well as chronic stable coronary artery disease (CAD) not responsive to optimal medical therapy. This coupled with studies on the feasibility and safety of performing PCI in centers without on-site surgical backup led to widespread growth of PCI centers. However, this has been accompanied by a recent steep decline in the volume of PCIs at both the operator and hospital level, which raises concerns regarding minimal procedural volumes required to maintain necessary skills and favorable clinical outcomes. The 2011 ACC/AHA/SCAI competency statement required PCI be performed by operators with a minimal procedural volume of >75 PCIs annually at high-volume centers with >400 PCIs per year, a number which was relaxed in the 2013 ACC/AHA/SCAI update to >50 PCIs/operator/year in hospitals with >200 PCIs annually to coincide with reduction in national PCI volume. Recent data suggests that many hospitals do not meet these thresholds. We review data on the importance of volume as a vital quality metric at both an operator and hospital level in determining procedural outcomes following PCI.

SCAI/SVM expert consensus statement on carotid stenting: Training and credentialing for carotid stenting.

Carotid artery stenting (CAS) has become an integral part of the therapeutic armamentarium offered by cardiovascular medicine programs for the prevention of stroke. The purpose of this expert consensus statement is to provide physician training and credentialing guidance to facilitate the safe and effective incorporation of CAS into clinical practice within these programs. Since publication of the 2005 Clinical Competence Statement on Carotid Stenting, there has been substantial device innovation, publication of numerous clinical trials and observational studies, accumulation of extensive real-world clinical experience and widespread participation in robust national quality improvement initiatives [5]. Collectively, these advances have led to substantial evolution in the selection of appropriate patients, as well as in the cognitive, technical and clinical skills required to perform safe and effective CAS. Herein, we summarize published guidelines, describe training pathways, outline elements of competency, offer strategies for tracking outcomes, specify facility, equipment and personnel requirements, and propose criteria for maintenance of CAS competency.

Academic and professional pharmacy education: a pharmacogenomics certificate training program.

The aim of this study was to evaluate a pharmacogenomics certificate training program relative to pharmacist competencies in basic genetic concepts, genetics and disease, pharmacogenetics/pharmacogenomics and ethical, legal and social implication. Participants, including pharmacists, pharmacy students and pharmacy educators completed a survey related to to the competency statements. Following the pre-program survey, participants completed a 6-week home self-study with subject matter including basic science (three chapters) and clinical application of pharmacogenomics (eight chapters). The participants completed a quiz for each of the self-study chapters. Following the self-study, participants completed a day-long, 7-h live program which included a review of the competency statements and counseling sessions with seven different simulated patients (primarily pharmacy students). Participants then completed a post-program survey which included the same items as the pre-program survey. Specifically, for the pharmacist participants, the average score of the self-study quizzes was 91%. For the pharmacists specifically, there was a statistically significant increase in self-assessed perception of competence related to pharmacogenomics. Additionally, it was observed that recommendations related to specific drug-gene interactions for the simulated patients were addressed correctly 95% of the time across all participant-patient encounters. Self-study and a live, interactive component in the certificate training program led to increased self-understanding of defined pharmacogenomics competencies. Additionally, pharmacy students, in the role of simulated patients gained knowledge during the live component of the program. This type of program, especially if made available through electronic-based platforms can serve to educate pharmacists and increase the uptake of pharmacogenomics in various healthcare settings.

2015 ACC/AHA/HRS Advanced Training Statement on Clinical Cardiac Electrophysiology (A Revision of the ACC/AHA 2006 Update of the Clinical Competence Statement on Invasive Electrophysiology Studies, Catheter Ablation, and Cardioversion).

Preamble 1523 1. Introduction 1524 2. General Standards 1526 3. Training Components 1526 4. Training Requirements 1528 5. Evaluation of Proficiency 1542 6. Maintenance of Competency 1543 References 1543 Appendix 1. Author Relationships with Industry and Other Entities (Relevant) 1545 Appendix 2. Reviewer Relationships with Industry and Other Entities (Relevant) 1548 Appendix 3. Abbreviations 1551 Since the 1995 publication of its Core Cardiovascular Training Statement (COCATS), the American College of Cardiology (ACC) has played a central role in defining …

Establishing a Global Radiation Oncology Collaboration in Education (GRaCE): Objectives and priorities

Representatives from countries and regions world-wide who have implemented modern competency-based radiation- or clinical oncology curricula for training medical specialists, met to determine the feasibility and value of an ongoing international collaboration. In this forum, educational leaders from the ESTRO School, encompassing many European countries adopting the ESTRO Core Curriculum, and clinician educators from Canada, Denmark, the United Kingdom, Australia and New Zealand considered the training and educational arrangements within their jurisdictions, identifying similarities and challenges between programs. Common areas of educational interest and need were defined, which included development of new competency statements and assessment tools, and the application of the latter. The group concluded that such an international cooperation, which might expand to include others with similar goals, would provide a valuable vehicle to ensure training program currency, through sharing of resources and expertise, and enhance high quality radiation oncology education. Potential projects for the Global Radiation Oncology Collaboration in Education (GRaCE) were agreed upon, as was a strategy designed to maintain momentum. This paper describes the rationale for establishing this collaboration, presents a comparative view of training in the jurisdictions represented, and reports early goals and priorities.

Achieving Excellence Through Contemporary and Relevant Psychiatric-Mental Health Nursing Standards of Practice.

Standards of practice (SOPs) comprise competency statements, which are grounded in current knowledge and research, and provide foundations for performance that support professional accountability. The nursing profession, and specifically the psychiatric-mental health specialty of nursing practice in Canada, develops and revises practice standards regularly. The current article describes the collaborative, evidence-informed journey of the Canadian Federation of Mental Health Nurses during its fourth revision of the Canadian Psychiatric-Mental Health Nursing SOPs. An intraprofessional team of psychiatric-mental health nurses from the clinical, academic, research, and policy areas developed and nurtured collaborative processes that emphasize collegial and authentic relationships. Effective communication and a respectful learning environment supported the process for all members of the team. The current article provides recommendations for other professional organizations considering developing and/or revising SOPs.

Learning my music how I learn my medicine.

I have a secret ambition. One day, I’d like to be the soloist in William Walton’s Viola Concerto . Perhaps it’s more a fantasy, than an ambition, as I’m not a good enough viola player to manage it. But if I were to have a go, my main experience of learning things has been in medicine. Is learning music the same? Perhaps I should start by writing some competency statements. Let’s assume, that in order to start the module ‘Walton’s Viola Concerto ,’ I have met the course prerequisites, such as being able to read the viola clef, and knowing what Andante comodo means (a comfortable walking pace). Then, I need to be competent in playing an A, a longer C, B, C … …

Design of a Genomics Curriculum: Competencies for Practicing Pathologists.

The field of genomics is rapidly impacting medical care across specialties. To help guide test utilization and interpretation, pathologists must be knowledgeable about genomic techniques and their clinical utility. The technology allowing timely generation of genomic data is relatively new to patient care and the clinical laboratory, and therefore, many currently practicing pathologists have been trained without any molecular or genomics exposure. Furthermore, the exposure that current and recent trainees receive in this field remains inconsistent. To assess pathologists' learning needs in genomics and to develop a curriculum to address these educational needs. A working group formed by the College of American Pathologists developed an initial list of genomics competencies (knowledge and skills statements) that a practicing pathologist needs to be successful. Experts in genomics were then surveyed to rate the importance of each competency. These data were used to create a final list of prioritized competencies. A subset of the working group defined subtopics and tasks for each competency. Appropriate delivery methods for the educational material were also proposed. A final list of 32 genomics competency statements was developed. A prioritized curriculum was created with designated subtopics and tasks associated with each competency. We present a genomics curriculum designed as a first step toward providing practicing pathologists with the competencies needed to practice successfully.

Student ePortfolios to develop reflective skills and demonstrate competency development: Evaluation of a curriculum pilot project.

The University of British Columbia Faculty of Dentistry developed a longitudinal curriculum pilot project to assess the usefulness of portfolios for dental students to develop reflective skills and demonstrate competency development, and to examine relationships between portfolio grades and clinical success. Students in one dental class created portfolios with reflections on examples relevant to eight selected competency statements each year of the program. As part of our program evaluation, we set out to look at trends in portfolio grades, meta-reflection skills, student and faculty views of the project, and relationships among portfolio grades, 4th year clinical grades and faculty rankings. Portfolio grades improved from years 1 to 3, dropping off slightly in year 4. The highest level of internal consistency for grades within and between years occurred with Competency 42, while the lowest level occurred with Competency 4. Most students were able to demonstrate meta-reflection by 4th year. Students generally agreed with portfolios and reflection in concept, but suggested a looser structure, and they shared concerns with faculty about the workload involved. Portfolio grades did not correlate with clinical course grades (P = 0.092), but they did correlate significantly with faculty rankings except for year 1. While portfolio grades for reflections were not consistent, and they did not quite correlate with clinical course grades, they correlated strongly with faculty rankings. Future use of portfolios at UBC Dentistry will be enhanced by increasing curricular support regarding both competency development and the importance of reflection for professionals, decreasing workload by focusing on five Key Competencies, incorporating more formative and face-to-face feedback, and providing greater opportunities for peer sharing.

Measuring competence in legal education: a view from the bridge

In response to the Legal Education Training Review (LETR) the professional bodies have revisited the competencies required for legal practice. The SRA has prepared a draft competency statement for day one solicitors which focuses on the “key activities required for effective performance as a solicitor”. The impact of this more comprehensive competency statement on legal education is not yet clear, but one option is that it opens up a route to qualification where competency is achieved in the workplace or other non-academic settings and assessed outside the educational establishments. This article considers how to assess competency in legal education in both educational and work based settings. It charts the development of an outcomes orthodoxy in legal education in England and Wales and in other jurisdictions and draws on research in medical education to identify key principles in the design of an assessment methodology for professional education. The article takes a broad “view from the bridge” and reviews a range of assessment methods already in use in legal education and in other professions such as accountancy, medicine and conservator restorers. It argues that a move to a complex competency orientated training system will require a different approach to both the method of assessment and its programming.

Graduating Dental Students’ Views of Competency Statements: Importance, Confidence, and Time Trends from 2008 to 2012

Competency documents are used in dental education as both an educational framework and an accreditation instrument. The aim of this study was to analyze the perceptions of graduating dental students at the University of British Columbia (UBC) regarding the importance of each competency statement, as well as to assess their confidence in their abilities associated with each statement. The instrument was based on the survey developed by Schönwetter et al. at the University of Manitoba using the Association of Canadian Faculties of Dentistry competency document. The current study surveyed UBC graduating students in the years 2008 through 2012. The response rates ranged from 66.7% to 95.9%, averaging 77.5% across all five years. The results showed that, overall, the students rated all the competencies as important, but they rated their confidence lower than the perceived importance. Correlation coefficients averaged a moderate correlation of 0.376 for all competency statements except the five with the greatest discrepancy between perceived importance and confidence. The competencies the students perceived as most important tended to be associated with tasks frequently performed during predoctoral dental education. The instrument used in this study can help other academic dental institutions identify patterns of students' perceived competency importance and confidence to inform allocation of teaching time and resources and adopt new methodologies to address identified areas of need.

Practice learning a prelude to work: studies by DIETS2

Purpose – The aim of this study is to describe placement learning opportunities for student dietitians related to future fields of work. Design/methodology/approach – An online questionnaire determined the variety and duration of pre-qualifying practice placements across Europe. Responses from members of the Thematic Network DIETS2 in Europe (n = 39) were analysed. Findings – A response rate of 61 per cent from 19 countries (39 higher education institutions or national dietetic associations) is reported. Four sub-types of placement are used by the respondents for pre-qualifying dietetic students. Placements are in public health, education and social care (28 per cent); clinical (27 per cent); catering (20 per cent) and others (25 per cent), including the food industry. Median number of weeks in the location was 12 for clinical settings; 5 for health, education and social care; 4.5 for in catering and up to 7 weeks in other locations. Research limitations/implications – If dietitians and nutritionists are to contribute fully to Health 2020 and Europe 2020 agendas for improving the health of the workforce, which is fundamental to improve productivity and lessen absenteeism, then alerting them to diverse strategies and practical implementation as seen in practice is highly important. Developing competence, brought about by engaging in a diversity of practice-based learning, would enable dietitians to meet multidisciplinary and multidimensional roles required to improve European nutritional health. Practical implications – Clear learning outcomes and competence statements are critical for guiding practice-based learning. Originality/value – The diversity of locations of placements needs to be promoted and exploited by higher education for health improvement.