Concept Of Competence Research Articles

Izazovi u razumijevanju raspodjele nadležnosti prema ustavu Bosne i Hercegovine u svjetlu teorije suvereniteta / Challenges in Understanding the Distribution of Competences according to the Constitution of Bosnia and Herzegovina in the Light of the Sovereignty Theory

The paper examines the question of exercising jurisdiction based on the Constitution of BiH from 1995. The author points out that the question of competence is very often misunderstood, and the main reason for such an approach is a legally unfounded understanding of the nature of state power, the concept of sovereignty, and the concept of competence itself. The paper emphasizes that all power that can be based on the Constitution of BiH belongs to the State of BiH, and that the distribution of competences between the State of BiH and its entities does not mean the distribution or reduction of state power, but only the distribution of the authority to exercise state power. The exclusive competences of the institutions of BiH significantly exceed the number of competences that are often attributed to the institutions of the state of BiH in legal science and political practice. The author emphasizes that according to the Constitution of Bosnia and Herzegovina there are several categories of exclusive competence of the institutions of Bosnia and Herzegovina, and that for a legally valid determination of these competences it is necessary to analyze the entirety of the Constitution of Bosnia and Herzegovina, as well as the General Framework Agreement for the Peace of Bosnia and Herzegovina.

Lost in wonder: a response to Schinkel’s ‘deep’ wonder in education

Abstract In this paper, I aim to clarify the role of ‘wonder’ in education. Most of us who work in education want to provide valuable experiences for our students, and we want them to be driven by intrinsic values such as truth and recognition of the dignity of human existence. However, whilst I echo many of the sentiments espoused by advocates of the utility and ethical significance of wonder, I contend that some recent developments—and in particular, Schinkel’s argument that ‘deep’ (‘contemplative’ or ‘cosmic’) wonder has a ‘fundamental’ role in education—are misconceived. This is, I argue, because any concept deployable within educational spaces (whether formal or informal) must pay due regard to the conceptual constraints of the concept of ‘education’; that is, attention must be paid to the role of ‘learning’. Schinkel’s proposals are, I suggest, vulnerable to a critique of sentimentalism and excessive romanticism. As such, they offer little in terms of practical import for educators. As I will propose, if we are to take ‘wonder’ seriously in educational contexts, we must pay attention to the purpose of wonder as an epistemic emotion; namely, aiming for knowledge and understanding, and getting there requires sensitivity to practical know-how and conceptual competence.

СУТНІСНО-ЗМІСТОВА ХАРАКТЕРИСТИКА ПОНЯТТЯ «ГРОМАДЯНСЬКА КОМПЕТЕНТНІСТЬ» У КОНТЕКСТІ КОМПЕТЕНТНІСНОЇ ПАРАДИГМИ ОСВІТИ

For its full functioning, modern society needs the civic activity of its members, who are sufficiently oriented in social processes and can consciously determine their own place and act with benefit both for society and for themselves. A very important problem in this context is the formation of civic competence as an integrative characteristic of an individual, based on qualities (values, motivation, attitude) and qualification features (ability, readiness), necessary and sufficient for the effective performance of the role of a citizen. The article highlights such key concepts as competence, competence approach, key competences. Approaches to defining the essence of the concept of “civic competence” are considered. Based on the analysis of scientific views and concepts, as well as the recommendations of the Council of Europe, attention is focused on the main features and components of civic competence. The study provides a generalized definition of the concept of “civic competence”, which interprets it as the readiness of an individual to actively, responsibly and effectively implement a complex of civil rights and duties in a democratic society, to apply their knowledge and skills in practice. The author takes into account the importance of the role of the educational field, the competence approach, pedagogical and social influences on the definitive analysis of the civic competence concept. Civic competence as one of the key competences should be considered as a social phenomenon that can be formed through education and training. Based on the analysis of scientific works and the regulatory framework, a number of related concepts that are tangential to the definition of the term “civic competence” have been established. Civic competence covers such categories as citizenship, civic activity, civic responsibility and is manifested in the social and communicative ability of an individual in civic participation, in the ability to solve social conflicts and problems, which is a prerequisite for self-development and self-realization of an individual, designing one's own life strategy. The author concluded that the formed civic competence through the acquisition of the necessary amount of knowledge and experience contributes to the effective participation of the individual in civic activities.

A Feminist Critique of International Practices

Abstract Feminist social theories, especially intersectional and decolonial ones, have been footnotes at best in practice-oriented research in international relations. This disciplinary exclusion of gender studies’ concepts from “international practice theories” (IPTs) or the "practice turn" has marginalized inquiries into power and reflexivity in action. As a result, IPTs have failed to theorize how practitioners’ reflexivity is shaped by local manifestations of systemic lines of difference like race, gender, coloniality, or class. This Theory Note argues that intersectional and decolonial feminist approaches can address this gap. We demonstrate that positionality and privilege condition practical reflexivity by shaping (1) normative interpretations of the world, (2) the content of social critique, and (3) the reception of such critique. Taking feminists as foundational theorists of international practices is critical to addressing some ontological challenges encountered by current IPT scholarship. In this Theory Note, we develop a productive conversation between the two bodies of literature around concepts of background knowledge and competence, which allows for a better understanding of the interplay of structural power and individual reflexivity in everyday interactions.

STRUCTURE OF THE HIGHER EDUCATION APPLICANTS’ ACADEMIC INTEGRITY COMPETENCE

The article analyzes various aspects of the academic integrity problem facing higher education students. An overview of the main state documents on the specified problem has been made: laws, codes, regulations, letters, methodological recommendations, etc. The points of view regarding the relevance and essence of the problem are based on the publications of domestic and foreign scientists. Attending online webinars and lectures on the sought-after problem on the Coursera and Prometheus platforms, familiarization with the scientific and practical conference programs, online courses on teaching academic integrity, surveying the teachers’ and students’ results on awareness of the issue of academic integrity lead to the conclusion about the relevance of the problem and the feasibility of its research. The study of scientific articles over the past five years allows to state that the problem of the academic integrity competence structure of higher education students remains relevant, but insufficiently researched, which has negative impact on the effectiveness of its formation. The concept of the academic integrity competence is clarified, and its structure based on the National Qualifications Framework (2020) is substantiated. We believe that the above-mentioned competence should consist of four sub-competencies; knowledge in academic integrity in the field of education, skills in academic integrity in the field of education, communication based on the principles of academic integrity in the field of education, responsibility and autonomy in compliance with academic integrity in the field of education. The structure of each of the subcompetencies, which consists of microcompetencies for a specific level of education and for each of the training courses, is defined according to the Academic Integrity Competency Resource Map (University of Waterloo, 2023). For example, sub-competency 1 “Knowledge in the field of academic integrity in education” covers 4 microcompetencies, the first of which is “Knowledge in the field of academic integrity in education” for undergraduate (first, second, third and fourth years), for master’s (first and second years), and postgraduate studies (first and second years). Subcompetencies two, three and four are similarly structured. The next step in the study of the mentioned problem is to specify the content of each of the microcompetencies.

Artistic expression as a property of resonant musical experience: an interview study with upper secondary school music teachers

Background The concept of artistic expression is present in the curriculum for upper secondary school music program in Sweden. Being a criterion for assessment, no definition is provided by the National Agency of Education and there exists no consensus of how to interpret artistic expression among music teachers and music teacher students. Methods In order to explore how teachers understand, teach, and assess the concept and phenomenon of artistic expression, twelve qualitative interviews with music teachers were conducted and analyzed through an open coding process. Results The findings show that the concept of artistic expression is multifaceted and evasive. The results focus on two analytic threads: (i) situatedness and (ii) entanglement. (i) AE is situated due to context-specific parameters which underpins the meaning of the concept in this particular educational setting. (ii) Furthermore, the phenomenon of artistic expression is entangled (a) with the ongoing relationship between teacher and student, and (b) in a temporally unfolding and interactive musical event. The phenomenon of artistic expression as entangled is discussed, primarily through Hartmut Rosa’s concept of resonance, which brings into focus the intersubjective character of aesthetic experience. Doing so questions understandings of – and assessment procedures surrounding – artistic expression that relies on skill-based interpretations or reductions of entanglement. One example of such reduction is assessment of recordings of student performances which limits the (a) relational perspective (if assessed by a third person) or (b) the entanglement with the musical event. The perspective of resonance brings forth the teacher’s role during a student performance as characterized by self-efficacy and active listening, thus co-constitutive of artistic expression. Conclusions The article concludes with reflections on how the findings may contribute to the continuous discussion on how scientific grounding and proven experience may inform both the music education at upper secondary school and music teacher education. The concept of resonance provides a possibility to reframe conceptions of artistic competence in art education as being grounded in intersubjective and relational terms, rather than being reified as a set of measurable skills, an understanding which in turn risks replacing learning with criteria compliance.

CREATIVE COMPETENCE IN THE SCHOOL TEACHER PEDAGOGICAL CONDITIONS OF DEVELOPMENT

The article examines the pedagogical prerequisites for the development of the creative competence of a school teacher and highlights the general similarities and differences between the concepts of competence and competence. Creativity and its types are shown.

Perceived and Real Water Competency and Drowning Risk Among Adults

Traditionally, public understanding of drowning survival has focused on swimming capacity, often measured by how far a person can swim. With respect to the high incidence of adult drowning in high-income countries, using the more inclusive concept of water competency may yield a more comprehensive explanatory framework for understanding the reasons behind these drownings. Any competency base required to survive a drowning situation is dynamic, complex, and multi-faceted. Furthermore, perceptions of risk and capacity to cope with that risk are likely to be pivotal to the avoidance of drowning. Adults’ perceived water competence was measured against their actual water competence in a pool environment. Adults were tested on their competence in entering and exiting water, floating, and swimming. Despite most adults (98%) being unable to swim more than 100 m in open water, more than half (59%) perceived themselves as good swimmers, and more than quarter (27%) thought they could swim more than 200 m at the post-survey. In conclusion, reality gaps were found in water competence among adult groups. Differences between perceived and actual competence suggest that many adults may underestimate the risk of drowning and overestimate their competency. This provides a plausible explanation as to why many adults drown.

ECOLOGICAL COMPETENCES AND THEIR ROLE IN THE EDUCATIONAL PROCESS

In recent years, the importance of ecological competences in education has gained significant attention as the world grapples with environmental challenges. This article explores the concept of ecological competences and examines their role in the educational process. It delves into the significance of integrating ecological competences into various levels of education to foster environmental awareness, sustainability, and responsible citizenship. Drawing on research and theoretical frameworks, this articlehighlights the benefits of incorporating ecological competences into curricula and pedagogical practices. Additionally, it discusses the challenges and opportunities associated with implementing ecological competences in educational settings and offers recommendations for educators and policymakers.

Eğitsel Süreçlerde Mesleki Yeterlik ve Yeterlik Elementlerinin Entegrasyonu

The most important of the methods used in training and development is to shape the knowledge, skills and competencies of the employees of the organization. Education is essentially the internalization of knowledge, while skills and attitude/behavior are related to each other and successive roles. The development is that this trio quickly becomes an observable action in practice as competence. In modern business discourses, the concept of skill has turned into the concept of competence. Competence is a difference in performance that distinguishes effective managers from ineffective managers in a particular organization. since the 1970s, competencies have been the main starting point for evaluating personnel performance in human resources management; competence has been defined as the successful fulfillment of critical tasks and tasks, the potential to apply and use the knowledge, skills and behaviors necessary for a specific role or position. According to a different view, competencies are an output of continuous learning adaptation, the creation of new skills and the sustainability of achievements. Education is an activity of acquiring or producing competencies that are potentially produced in the process of professional development of a person. Since the earliest historical times, the integration of learning activities of knowledge, skills and procedures, the practice, rules and impact of education have been part of the sustainability of society. In social/cultural theories, the knowledge and skills of individuals are seen as inseparable from the social world in which they think and act. Knowledge and skills are the elements that make up competence. When attitude/behavior is developed after knowledge and skills are acquired, declarative and procedural knowledge turns into implicit knowledge, and functional competence emerges, and this triple integration process is completed, the entire process turns into professional competence. The professional competencies that they must acquire by completing the knowledge-skill-attitude integration process have been defined as basic and professional (professional) competencies as a functional competence. Key Words: Educational Processes, Professional Competence, Integration of Competence Elements

Taxonomy of competence models based on an integrative literature review

An individual competence is one of the main human resources, which enables a person to operate in everyday life. A competence profile, formally captured and described as a structured model, may enable various operations, e.g., a more precise evaluation and closure of a training gap. Such application scenarios supported by information systems are particularly compelling for the era of digitalisation, although research on adequate models capturing competence profiles is still lacking; moreover, no research was revealed synthesizing models of competence, enabling operationalisation possibilities. To fulfil this gap, current research develops a classification of competence models in the form of taxonomy, derived from operational characteristics of competence constructs. Given conceptual fuzziness of the competence term and complex, interdisciplinary scope of the study, the research method follows integrative literature review principles: results of an extensive search conducted in three iterations were critically analysed and further synthesized in the form of taxonomy. This critical analysis was performed based on an overview of twenty-four competence models with a lens of working definitions of competence framework and model concepts. As a result, all three outcomes highlight the power of competence models: (1) the overview summarises models’ development methods, operationalisation, and purposes in a specific application domain, while (2) working definitions and (3) the taxonomy aim at overcoming a conceptual ambiguity of competence concepts. In addition, the presented taxonomy may serve as a knowledge base or a decision support tool on competence model selection when it comes to development of a competence management tool.

The Twitter Battle over the Trans Law in Spain: Mediatization of rage in the case of the podcast Estirando el chicle

Anger has been a part of the public debate in Spain, especially since the 8 M feminist mobilization. This article analyzes whether the mediatized rage surrounding the discursive dispute on Twitter between supporters of the so-called Ley trans (Trans Law) and those that oppose the proposed legislation can open up cracks in the affective injustice suffered by the trans collective in Spain. To this end, we will address the discursive debate generated from a sample of 7734 tweets published on the Twitter account of the Spanish feminist podcast Estirando el chicle. We will analyze the tweets following an analytical model of operationalization of the concept of anger competence (Chemaly, 2018) structured across three dimensions utilized successfully in previous studies (Núñez Puente & Fernández Romero, 2023): (1) the construction of the subject that enunciates the anger, (2) that which the mediatization of the anger allows to emerge, linked to the conception of affective injustice, and (3) the effects of affects. Our analysis of the discursive dispute on Twitter shows diverse discursive positions which inhibits the visualization of a reparation of the systemic violence suffered by the feminist movement, and within it, by trans people.

The new higher education: preparing the transformation

In this second article of the series The New Higher Education we bring 10 steps to prepare with theoretical and practical foundation the transformation. We bring to discussion the concepts of skill and competence, the definition of values and competencies as a focus, the importance of understanding values and competencies for institutional action, the mapping and connection of reality with the theoretical benchmarks of courses, the confusion between empirical and theoretical, the challenge of problematization, the re-signification of theories, inter-transdisciplinary planning, integrating projects, internship and course completion works.

Innovations and transversalities in the federal executive’s development policies - a historical-documentary approach based on the concept of competencies

The National Personnel Development Policy (PNDP) aims to train and develop the skills of federal public servants to improve the quality of public management in institutions and offer a service of greater excellence to society. Therefore, this research aims to understand the historical and documentary trajectory of the federal executive's personnel development policies based on the concept of competencies. To this end, the method used is classified as descriptive, documentary and with a qualitative approach, presenting a historical-documentary path, understanding the personnel development policies of the federal executive between the years 1986 and 2021, supported by the concept of competencies. As main results, it was noticed that constant training supported by the concept of transversal skills is essential for optimizing staff development. Furthermore, there is a need to build an organizational environment conducive to identifying and promoting internal corporate leadership. In the field of practical application, this study contributes to a better understanding of the trajectory of public servant development policies.

Educator Concepts and Competencies from Imam Al-Ghazali's Perspective: Study of the Book of Ihya 'Ulumuddin and Minhajul Muta'alim and their Relevance to Contemporary Islamic Education

Educators are a very important factor in education. Because educators are the key in the classroom because they are tasked with leading and directing students' learning activities. Imam Al-Ghazali has sharp opinions, depth and wisdom of thinking and far-reaching views regarding teaching issues and other problems related to it. From the books he wrote, namely the Ihya' Ulumiddin and Minhajul Muta'allim books, we can see the importance of the concepts given by Imam Al-Ghazali in discussing the concept of an educator, which includes definition, position, professionalism/competence and the characteristics of an educator. which is then linked to its relevance in contemporary Islamic education. Because contemporary Islamic education is an activity carried out in a planned and systematic manner to develop students' potential based on the rules of the Islamic religion today. Taking this into account, this research is a library research by examining various literature related to the concept of educators and teacher competence from Imam Al-Ghazali's perspective and its relevance in contemporary Islamic education. By using content analysis techniques in processing primary and secondary data which became the reference for this research, several educational competencies and educational concepts from Imam Al-Ghazali's perspective were found. These competencies are in the form of pedagogical competence, personality competence, social competence and professional competence. And then the concept of Imam Al-Ghazali's Perspective Educator
 Keywords: Contemporary Islamic Education, Educator Competencies, Educator Concepts

ПСИХОЛОГІЧНІ ОСОБЛИВОСТІ ФОРМУВАННЯ КОМУНІКАТИВНОЇ КУЛЬТУРИ МАЙБУТНІХ ФАХІВЦІВ ІНОЗЕМНИХ МОВ

The focus of the study is on the theoretical aspects of the study of communicative culture. The purpose of the article is to define the essence of the concept of the "communicative culture of future foreign language specialists" and characterize its structural components based on the analysis of relevant professional literature. An analysis of the works of Ukrainian and foreign researchers has been carried out. The concepts of culture, communicative culture, and communicative competence are outlined. The methods of forming communicative culture in foreign language classes are considered. Specifically, the methods of active learning, the case method, and problem situations. The methods of our study are the analysis of psychological, pedagogical and methodological literature, systematization and generalization of various views and approaches of scientists regarding the definition of the essence of the concept and structure of communicative culture of future foreign language specialists. The article points out that the formation of the communicative culture of the future foreign language specialist is an important task of higher education.

Influence of Soft Skills on Employability in Large Companies in the Processing Industry, from a Management Perspective

Purpose: The purpose of this research was to identify the relationship between soft skills and employability in large companies in the transformation sector in the state of Hidalgo. It was a quantitative, correlational, cross-sectional research. Owners or managers of 117 large companies in the transformation sector from 27 municipalities in the state of Hidalgo were interviewed. The results showed that managers perceive two types of soft skills related to employability: 1) analytical ability and reasoning and 2) intuition and experience. The factors that influence the first are the same reasonable and innovative thinking, however, it was also found that knowing one's own emotions is significant. Theoretical Framework: Soft skills must be understood as the ability to carry out processes and be able to use knowledge in a responsible way to achieve an objective. Skills are part of a holistic concept of competence, which involves the mobilization of knowledge, skills, attitudes and values to meet complex demands (OECD, 2018). There are different types of skills, such as; cognitive and metacognitive skills, including critical thinking, creative thinking, learning to learn, and self-regulation. Social and emotional skills are defined, which include empathy, self-efficacy, responsibility and collaboration, as well as practical and physical skills, among others (OECD, 2018). The study references various authors who have addressed the relationship between these and employability. The literature review delves into the various studies on the matter. Design/Methodology/Approach: A quantitative, correlational, cross-sectional research was carried out. The object of the study were large companies in the transformation sector of 27 municipalities in the state of Hidalgo. Findings: A factor analysis was carried out to determine the soft skills with the highest factor loading, as well as those of employability. Through multiple regression analysis, it was identified that soft skills showed a significant relationship with each of the two factors found in employability (Anderson et al., 2012; Hair et al., 2019; Lind et al., 2012). The factors “Understanding the feelings of others and towards others and reasonable and innovative thinking” and “Knowing one's own emotions and feelings of others” obtained a positive coefficient, that is, both the understanding of the feelings of others, Reasonable and innovative thinking, as well as knowing one's own emotions and feelings of others, have a direct positive relationship with employability. Given that the coefficient of factor 2 is greater than that of factor 3 (0.388 > 0.133), superiors perceive that understanding the feelings of others and having reasonable and innovative thinking contributes more to employability, analytical capacity, reasoning and socialization, more than knowing one's own emotions and feelings of others. Also the “recognition, control and consequences of one's own emotions and creative thinking” was significant. The soft skills summarized in the factor defined as “creating assertive relationships and understanding the needs of others” were not significant for employability in either of the two multiple regression models. Research, Practical & Social Implications: This research allows us to confirm, through inferential analysis, the influence of soft skills on employability, understood as transferable skills and qualifications that reinforce people's ability to take advantage of the education and training opportunities presented to them with a view to to find and keep decent work (International Labor Organization, 2019). Originality/Value: The study provides a statistical model that confirms the relationship between soft skills and employability. Which benefits both employers and professionals in search of professional development.

Influence of Soft Skills on Employability in Large Companies in the Processing Industry, from a Management Perspective

Purpose: The purpose of this research was to identify the relationship between soft skills and employability in large companies in the transformation sector in the state of Hidalgo. It was a quantitative, correlational, cross-sectional research. Owners or managers of 117 large companies in the transformation sector from 27 municipalities in the state of Hidalgo were interviewed. The results showed that managers perceive two types of soft skills related to employability: 1) analytical ability and reasoning and 2) intuition and experience. The factors that influence the first are the same reasonable and innovative thinking, however, it was also found that knowing one's own emotions is significant. Theoretical Framework: Soft skills must be understood as the ability to carry out processes and be able to use knowledge in a responsible way to achieve an objective. Skills are part of a holistic concept of competence, which involves the mobilization of knowledge, skills, attitudes and values to meet complex demands (OECD, 2018). There are different types of skills, such as; cognitive and metacognitive skills, including critical thinking, creative thinking, learning to learn, and self-regulation. Social and emotional skills are defined, which include empathy, self-efficacy, responsibility and collaboration, as well as practical and physical skills, among others (OECD, 2018). The study references various authors who have addressed the relationship between these and employability. The literature review delves into the various studies on the matter. Design/Methodology/Approach: A quantitative, correlational, cross-sectional research was carried out. The object of the study were large companies in the transformation sector of 27 municipalities in the state of Hidalgo. Findings: A factor analysis was carried out to determine the soft skills with the highest factor loading, as well as those of employability. Through multiple regression analysis, it was identified that soft skills showed a significant relationship with each of the two factors found in employability (Anderson et al., 2012; Hair et al., 2019; Lind et al., 2012). The factors “Understanding the feelings of others and towards others and reasonable and innovative thinking” and “Knowing one's own emotions and feelings of others” obtained a positive coefficient, that is, both the understanding of the feelings of others, Reasonable and innovative thinking, as well as knowing one's own emotions and feelings of others, have a direct positive relationship with employability. Given that the coefficient of factor 2 is greater than that of factor 3 (0.388 > 0.133), superiors perceive that understanding the feelings of others and having reasonable and innovative thinking contributes more to employability, analytical capacity, reasoning and socialization, more than knowing one's own emotions and feelings of others. Also the “recognition, control and consequences of one's own emotions and creative thinking” was significant. The soft skills summarized in the factor defined as “creating assertive relationships and understanding the needs of others” were not significant for employability in either of the two multiple regression models. Research, Practical & Social Implications: This research allows us to confirm, through inferential analysis, the influence of soft skills on employability, understood as transferable skills and qualifications that reinforce people's ability to take advantage of the education and training opportunities presented to them with a view to to find and keep decent work (International Labor Organization, 2019). Originality/Value: The study provides a statistical model that confirms the relationship between soft skills and employability. Which benefits both employers and professionals in search of professional development.

Gulden Yespolova

Relevance. The relevance of the study is that in the primary grades, science is most demanding for pupils, due to a lack of interest in the subjects. Stimulating curiosity for scientific knowledge and enhancing students' competence is possible through the professional training of teachers. Purpose. The purpose of the study is to explore and examine the concept of research competence of primary school students in the content of renewed education to enhance the quality of learning activities through the implementation of innovative forms of learning. Methodology. The study utilized modern scientific methods, including sociological, functional, and survey approaches to examine the impact of the renewed education system on the younger generation and the formation of research competence in it. Results. Although innovation education is now at its height, its popularity in the Republic of Kazakhstan is still relatively new and gaining in significance. While state-provided resources support the development of research competence, educators play a pivotal role in advancing modern teaching methods. Project-based learning, practical exercises, and collaborative activities are integral components of the program, aligning with the trend towards open learning. However, challenges persist as some educators perceive curiosity as obstructive, and variations in student attitudes influence the development of research competence. By cultivating emotional engagement and employing activating methods, educators enhance student motivation and interest, facilitating the acquisition of research skills. Conclusions. The practical significance consists of overcoming the difficulties of the learning process by implementing research competence in the content of the renewed education through classroom and extracurricular activities, experiments and appropriate cognitive methods during the educational process. Keywords: research competence; innovative technologies; primary grades; renewed education; pupils

A critical interpretive synthesis of interprofessional education interventions

ABSTRACT Interprofessional practice can look quite different depending on a number of dynamics. Interprofessional education interventions may or may not orient toward this range of practice possibilities. This literature review explores: (1) how interprofessional education interventions relate to different kinds of interprofessional practice and (2) the range of interprofessional practices assumed by interprofessional education interventions. Four databases were searched for articles published between 2011–2021 describing pre-licensure level interprofessional education interventions, resulting in a dataset of 110 articles. Our analysis involved (1) descriptive summaries of the articles, and (2) content analysis of the rationale and description of the intervention. Of the articles, 93% (102/110) of interprofessional education interventions were designed and/or evaluated using the concept of interprofessional education competencies. “Teamwork” was the most relied upon competency. Most articles were not explicit about the different kinds of interprofessional practices that these competencies might be oriented toward. Our study substantiates earlier claims that interprofessional education literature tends to focus on competencies and orient toward undifferentiated understandings of “teamwork.” This analysis is particularly important as interprofessional teams are engaging in increasingly complex, fluid, and distributed forms of interprofessional practice that may not be captured in an undifferentiated approach to “teamwork.”