Core Competencies Of Students Research Articles

학생 현장탐방형 META-HyFlex 혁신 수업모형이 대학생의 자기주도학습역량, 창의적 문제해결역량 향상에 미치는 영향

Objectives The purpose of this study is to analyze the effect of META-HyFlex(Meta-HyFlex) innovation class model on the improvement of students' self-directed learning competency and creative problem solving competency.
 Methods The subjects of this study were college students who enrolled in the required courses at the basic level of major at S University. The experiment was conducted in the first semester of 2018 before the onset of COVID-19 and the second semester of 2022 when the META-HyFlex innovation class model was introduced in the post-corona period.A pre-test was conducted with a total of 23 questions, including 13 self-directed learning competencies and 10 creative problem-solving abilities, which were self-reported check items before the class started, and the homogeneity between the groups was confirmed.
 Results As a result of analyzing the change trajectory of the experimental group and the comparative group, it was found that the self-directed learning ability and the creative problem solving ability improvement effect were significant in the 2022 class (face-to-face class) in which the META-HyFlex innovation class model was introduced to strengthen the successful student experience.
 Conclusions The META-HyFlex Innovative Teaching-Learning Model is a class design focused on enhancing class effectiveness. It integrates knowledge of various disciplines and learners can perform multidisciplinary, practical, and cooperative tasks to foster self-directed learning and creative problem solving skills.This study for the improvement of future core competencies of university students can be provided as basic data for educational outcomes to improve the quality of education and will contribute to the advancement of customized experience- based education for the improvement of future core competencies of university students in the era of future transition.

The effect of core competencies of university students on employment and first year salary level based on school activity log

Deciding on a career and securing employment at an ideal company represent significant challenges for students. Employment is not only a personal achievement but also a measure of success for universities and governments. To transform students into competitive applicants, various activities are provided by universities, governments, and companies. These activities may leave students either excited about the prospects or overwhelmed by the experience. The aim of this study is to explore the relationship between college experiences and post-graduation employment through an analysis of a five-year activity log. Specifically, students' diverse activities were categorized into six core competencies: skill reinforcement, leadership and teamwork, globalization, organizational commitment, job exploration, and autonomous implementation. We used logistic regression to examine how these competencies relate to employment status, and ANOVA analysis to assess their impact on initial salaries. The findings reveal that while competencies in skill improvement, job exploration, and organizational commitment were not statistically significant, those in leadership and teamwork, globalization, and autonomous implementation were crucial for securing employment. Additionally, globalization, job exploration, and autonomous implementation competencies influenced annual salary levels. Furthermore, a comparison of students completing either a single major or a convergent major revealed that job exploration competency significantly impacts the annual salary level.

Scaffolding Summary Writing through the ‘Reading to Learn’ Pedagogy

Summary writing is a core competency for students pursuing university studies, but the demands of the reading-to-writing process can be fraught for those students new to the university context, particularly international students for whom English is an additional language. This paper reports on a study that investigated the effectiveness of using the Reading to Learn (R2L) pedagogy for students’ summary writing in an online environment. International English as an additional language students enrolled in four separate iterations of an advanced academic literacy unit offered by an Australian university, and were taught academic reading and summary writing online using the R2L pedagogy. Pre- and post-tests were administered in the first and last weeks of the unit each trimester. In the weeks between the tests, tutorials (2 h×9 weeks) consisted of structured and scaffolded teacher–student interactions, which guided the students through reading and summarising and moved from a high level of teacher input to greater student independence in the reading-to-writing process. Results found significant improvement in students’ abilities to comprehend and summarise key ideas from a source text and to write grammatically sound and complex sentences. However, the instruction did not show any impact on cohesion, vocabulary or punctuation. Despite the limitations of the study, the results confirm previous results as to the value of R2L, which provides a scaffolded approach to reading and writing.

A Pilot Study on Implementing an Interprofessional Education Model for Developing Rehabilitative Science Student Core Competencies

Introduction: Inclusion of interprofessional education (IPE) in academia is required by education accreditation agencies for occupational therapy (OT) and physical therapy (PT) in the United States. Limited information is available on models of IPE to guide faculty. The purpose of this pilot study was to determine the feasibility of implementing a recently designed IPE model with OT and PT graduate students. This IPE model aligned Interprofessional Education Collaborative core competency domains with novel learning activities, such as an escape room, simulated medical chart, and two simulations. Methods: Data were retrieved from 52 auto-enrolled students (n=14 OT) and (n=38 PT) in a 15-week course held in 2019. Students completed the Interprofessional Education Collaborative Self-Assessment Tool on the first day (pre) and last day (post) of the course. Inclusion criteria required all archived assignments to be completed thoroughly. Data were analyzed using a non-parametric statistical test with a significant threshold set at p < 0.05. Results: Results indicated total post-scores were significantly higher compared to pre-scores, z = -5.08, p < .001. Further, sub-group analysis using the Wilcoxon Signed Ranks Test showed significantly higher post-scores compared to pre-scores for interaction component (z=-5.27, p < .001) and values component (z=-2.50, p =.012). Comparison between OT and PT students using the Mann-Whitney U test did not show any significant difference in total scores (U=231.5; p=.853), interaction component (U=221.0; p=.678), and value component (U=238.5; p=.972). Discussion: This IPE model is feasible for a larger study and, after participating, students will move forward in the curriculum with better IPE foundational knowledge.

인성역량 강화를 위한 교과와 비교과 프로그램 연계 방안 탐색 -고전독서와 글쓰기를 중심으로-

The purpose of the study was to theoretically explore how to connecting class and extracurricular program to strengthen university students' character competencies. As the theoretical basis of the study, we have focused on the core competencies and ideals of future society, relationship between liberal arts and character education, Possibility of character education through class linked extracurricular program. Next, on the basis of the theoretical foundation, The possibility of strengthening the character competencies of college students was confirmed through the operation of ‘classical reading and writing’ as a extracurricular program linked to liberal arts class. The summary of the study result is as follows. Firstly, it was confirmed that linking extracurricular program in liberal arts classes is a way to effectively cultivate the core competencies of college students. Secondly, we presented the possibility of using ‘classical reading and writing’ as a method to strengthening the character competencies of college students and design of the teaching and learning process. In conclusion, the utilization of has a theoretical basis and can be considered to be applicable in the field application. In conclusion, the utilization of ‘classical reading and writing’ can be used has a theoretical basis development of extracurricular program in connection with class to strengthening the character competencies of college students. As a subject of follow-up research an evaluation study was proposed to measure the effect of character competencies of participants in the ‘classical reading and writing’programs.

The effect of scenario-based training on the Core competencies of nursing students: a semi-experimental study

IntroductionCompetency is defined as the variety of skills and knowledge required to perform a specific task. Due to the specificity of pediatric nursing, students face some challenges in acquiring core competencies. Therefore, the use of new training methods in pediatric nursing is necessary. One of the modern learning methods is learning based on clinical scenarios. Thus, this study aimed to investigate the effect of scenario-based education on the core competencies of nursing students.MethodThis quasi-experimental study employed a pre-test and post-test design. All participants (n = 72) were selected via the census method and randomly divided into intervention (N = 33) and control groups (N = 40). The data were collected using a demographic information questionnaire and the Nursing Students’ Clinical Competencies Questionnaire. Before the intervention, both groups completed the pre-tests. After one month, the students in both groups completed post-tests.ResultsThe average score of core competencies for the students in the intervention group after the training (247.05, SD = 36.48) increased compared to before the intervention (229.05, SD = 36.58) (P > 0.05). The average score of the core competencies for the students in the control group after the training was 240.76 (SD = 35.36) compared to 235.56 (SD = 27.94) before the intervention, with no significant difference (P < 0.05). The independent t-test did not show a significant difference between the control and intervention groups before and after the intervention (P > 0.05).ConclusionThe results indicated the effectiveness of scenario-based training on the core competencies of students in the intervention group. Accordingly, nursing administrators and professors are recommended to incorporate new scenario-based teaching and learning methods in educational programs of universities. It is also necessary to conduct more research into the effectiveness of this method in combination with other training methods like team-based and problem-based training.

Cultivation of Core Competences of English Major Students under the Inter-discinplinary Guidance A Case Study of “The Survey of British and American Culture” Course

The newly issued National Standards by the Ministry of National Education for the Quality of Foreign Language and Literature Teaching (hereinafter referred to as the “National Standards”) clearly points out that the curriculum system of foreign language majors should emphasize the cultivation of competences and the construction of professional knowledge, especially the cultivation of cross-cultural, critical, and innovative abilities. Therefore, in order to enhance college students’ autonomous study ability and cross-cultural skills, this study, based on the concepts of content and language integration, aims to explore the way to combine Willis’ outline of procedure for task-based learning with the five principles of intercultural teaching, and utilize task-based teaching method, and rely on the course—“British and American Culture: A Course to Develop Critical Thinking from a cross-cultural perspective” to respectively consider the design of autonomous study worksheets for English majors before, during, and after class, so as to improve their autonomous learning ability, cultural critical thinking and intercultural communication skills. It will be helpful for the implementation of similar courses.

Status and influencing factors of undergraduate midwifery students' core competencies: A cross sectional study

IntroductionMidwifery undergraduate students' core competencies directly affect the quality of midwifery services and overall quality of midwifery teams. However, limited research has explored the core competencies of undergraduate midwifery students in China. ObjectivesThis study aimed to describe the level of core competencies among undergraduate midwifery students in China and investigated possible associated factors. DesignThis was a cross-sectional descriptive study. Settings and participantsThe study population comprised third- and fourth-year undergraduate midwifery students at Zunyi Medical University in Guizhou Province in southwest China (n = 207, response rate 94.1 %). MethodsData were collected using an online survey that included a general information questionnaire, a general self-efficacy scale, and a core competencies self-assessment questionnaire for midwifery undergraduates. Data were statistically analyzed using SPSS 18.0. Pearson's correlation analysis was used to explore the relationship between self-efficacy and the core competencies. Stepwise multiple linear regression was used to explore influencing factors. ResultsThe total score for the core competencies among midwifery undergraduates was 118.46 (8.97). The highest mean score was for professional attitude, 4.21 (0.43), and the lowest was for professional skills, 3.70 (0.30). We found a positive association between self-efficacy and core competencies (r = 0.251, P < 0.01). Grade (β = 0.261, P < 0.01), scholarship (β = −0.231, P < 0.01), work intention (β = −0.135, P < 0.05), and self-efficacy (β = 0.207, P < 0.01) significantly influenced undergraduate midwifery students' core competencies (R2 = 0.189, adjusted R2 = 0.173, F = 11.775, P < 0.001). ConclusionsUndergraduate midwifery students showed moderate core competencies, indicating room for improvement. Fourth-grade midwifery students had higher core competencies than third-grade students. Additionally, scholarship, work intention, and self-efficacy were significant influencing factors. Midwifery educators should examine students' core competencies and explore targeted interventions, particularly for those with low self-efficacy and core competencies.

Changing the perception of core competency using student journey – tracking research on the core competencies of EECS students in technological universities

PurposeIn this study a survey with a questionnaire was used to track the learning situation and core competencies of students in electrical engineering and computer science at the University of Science and Technology. A determination of areas that need to be strengthened is used as a reference in the cultivation of core competency in higher education.Design/methodology/approachA total of 320 junior students in electrical engineering and computer science were surveyed and given questionnaires. A total of 219 valid questionnaires were collected for a paired sample t-test, to find and compare changes in core competencies of the group over a period of three years.FindingsHigher education institutions are presently more inclined to competency-oriented education, training and learning. This establishes good relevant practices, enhances core competencies in students and improves their chances of satisfactory future employment. In this study it was found that the general core competencies of students were better than their professional core competencies, and the self-reported core competencies of freshman students were better than those of the junior students. The results showed that core competencies did not grow with the years. This result is most likely due to a gain of knowledge which makes them more able to understand their own shortcomings.Originality/valueMost studies investigating the core competencies of higher education students are cross-sectional studies. This study follows students over a period of three years and provides the results of a longitudinal survey of a group of students' core competencies.

비교과활동 프로그램 참여가 사회복지전공 대학생의 핵심역량에 미치는 효과

The purpose of this study was to examine the changes in core competencies of social work majors after they participated in a life respect education instructor training program as a extracurricular activity in addition to the regular curriculum. A pretest-posttest experimental design was used with 20 undergraduate social work majors at a community college, and the results of the study were as follows. First, the core competencies of university students who participated in the life-respect education instructor training program increased from before to after the program, indicating that the program was effective in enhancing the core competencies of university students. Second, the mean scores of the core competencies were higher in both the overall mean and sub-scores of the core competencies when theoretical training and on-site lecture practice were combined than when only theoretical training was provided in the comparison activity. Based on these findings, suggestions were made for the development, implementation, and methods of various co-curricular programs for social work students.

K 대학교 핵심역량에 관한 종단 연구

This study aims to track the change process of core competencies of college students over time using the longitudinal data of the core competencies of students at K University. For the purpose of this study, 1,639 students enrolled in the 2019 academic year of K University who enrolled for 8 consecutive semesters were analyzed. The survey data used the scores for each FACE competency of four talent traits, namely Frontiership(F), Atruism(A), Culture(C), and Expertise(E) accumulated in the student competency assessment system. As a result of the analysis, students who were admitted through the occasional screening, in which students are selected by comprehensively evaluating their potential and personality in addition to their academic ability, obtained high competency scores in the Frontiership(F) area and Alturism(A) area, and the students who entered the regular screening based on merit-based selection obtained high competency scores in the Culture(C) area and the Expertise(E) area. Through this study, core competencies can be viewed as other forms of learning outcomes, and discriminatory learning outcomes according to gender and typical types were identified. It is hoped that this study will help in the development of customized curricula and extracurricula and in the formulation of university policies.

Embracing the inclusion of societal concepts in biology improves student understanding

Understanding the relationship between science and society is included as a core competency for biology students in the United States. However, traditional undergraduate biology instruction emphasizes scientific practice and generally avoids potentially controversial issues at the intersection of science and society, such as representation in STEM, historical unethical research experiments, biology of sex and gender, and environmental justice. As calls grow to highlight this core competency, it is critical we investigate the impact of including these topics in undergraduate biology education. Here, we implemented a semester-long ideological awareness curriculum that emphasized biases, stereotypes, and assumptions that have shaped historical and contemporary science. We taught this curriculum to one section of a non-majors introductory biology course and compared the outcomes to a section of the same course taught using traditional biology content (hereafter the ‘traditional’ section) that did not emphasize societal topics. Both sections of students created concept maps for their final exam, which we coded for ‘society’ and ‘biology’ content. We then assessed (1) the amount of societal content included in the concept maps, and (2) which societal topics were mentioned in each section. We found that students in the ideologically aware section included more societal content in their concept maps than the students in the traditional section. Students exposed to the ideological awareness modules often mentioned the topics covered in those modules, whereas students in the traditional section most commonly mentioned faulty scientific information such as pseudoscience or non-credible research, which was emphasized in the first chapter of the required text-book for both sections. Our results show students who were not engaged in activities about ideological awareness in biology had fewer notions of how society impacts science at the end of the semester. These findings highlight the importance of intentionally teaching students the bidirectional impacts of science and society.

Impact of Vocational Core Competencies of Higher Vocational Students on Innovative Behavior: The Mediating Effect of Creative Self-Efficacy and Moderating Effect of Core Self-Evaluation

The cultivation of vocational core competencies is one of the essential guarantees to realizing students’ overall development. It is also a key quality and ability to promote students’ adaptation to lifelong development and career requirements. In this study involving 844 higher vocational students in Beijing, we analyzed the effect of vocational core competencies on innovative behavior. We find that sophisticated relationships exist between vocational core competencies, creative self-efficacy, innovative behaviors, and core self-evaluation. Innovative behavior positively correlated with vocational core competencies, in which creative self-efficacy has a partial mediating effect, positively regulated by core self-evaluation. Thus, higher vocational colleges should emphasize developing vocational core competencies systems and cultivating students’ innovative behaviors to promote all-around development.

An analysis of interaction patterns in students’ research essay guidance to build six main parameters of the Indonesian National Qualification Framework: Covid-19 pandemic period

This study aims to reveal the interaction patterns and inhibiting factors for the final project guidance in the Mathematics and Natural Sciences Education Department, Universitas Lampung, to develop the six main parameters of the Indonesian National Qualifications Framework (INQF). The study employed a mixed method involving 67 students who composed the final project for the 2021/2022 academic year selected from 314 final project students using the cluster random sampling technique. The data in this study were primary and secondary data obtained by questionnaires, interviews, and documents, analyzed qualitatively, quantitatively, and descriptively. The closed-response questionnaire was used regarding the interaction pattern, the INQF parameters achievement, and perceptions of the achievement of students' core competencies. An open-response questionnaire regarding the inhibiting factors for the final project guidance was used to provide the qualitative data. Descriptive analysis was conducted to determine the profile and interaction pattern of the final project guidance, while the qualitative analysis using Miles and Huberman model was to reveal the inhibiting factors of the final project. The results show that: (1) the dominant interaction pattern that occurred was an associative pattern originating from the factors of suggestion, identification, and sympathy; (2) the INQF parameter with the best score is the science parameter with an average parameter achievement of 9.97 from the lowest score 3.00 until the highest score 12.38; and (3) the perception of achieving the highest core competency of students is the aspect of soft skills, both personal and interpersonal, with the highest average perception of achieving core competency being 59.71 out of 80.

Vocational Students’ Core Competence in a Higher Vocational College in China

This paper first analyzes the background of the research on the cultivation of the core ability of higher vocational students. Outline the main questions that need to be explored in depth in this study. Discuss the statement, scope and definition of the problem and its implications. The study aims to make an assessment of the vocational core competencies of students as regards to their basic professional competence, professional interpersonal relationship and team cooperation ability, rational thinking and decision-making ability, and their personality ability. Based on the findings, the study will propose an output to enhance the instruction program for vocational training of students.

Variant anatomy of non-recurrent laryngeal nerve: when and how should it be taught in surgical residency?

While the performance of a thyroidectomy is generally associated with a low risk of injury to the recurrent laryngeal nerve (RLN), the presence of a non-recurrent nerve (NRLN) increases the risk of this complication. Generally, the intraoperative detection via visual appreciation of variant anatomy of the RLN has been regarded as poor, possibly due to a lack of knowledge of both the normal and aberrant anatomy of the RLN. Articles for the review were searched through PubMed using the search terms and their combinations: "non-recurrent laryngeal nerve," "thyroidectomy," "injury," "palsy," "variant anatomy," and "residency," from January 1, 2000, to December 2022. Papers considered for the review were the articles published in English, with additional classic and articles of surgical importance retrieved from the reference list of papers. Only papers relevant to the scope of the review were considered for this review. The NRLN has been found to be associated with concurrent vascular abnormalities, such as the presence of an aberrant right subclavian artery (ARSA) or an arteria lusoria originating from the aortic arch. However, it seems that both the normal as well as aberrant anatomy of the RLN is currently not emphasized enough during postgraduate surgical training. With the increased use of intraoperative neuromonitoring (IONM), detection of NRLN has become possible through appropriate neural mapping during thyroid surgery, besides other pointers such as visualization during surgery, computerised tomography, and duplex ultrasound scans to visualize the variant vascular anatomy. There is also a possible role for cadaveric courses, either during medical school or in a post-graduate setting-adapted to the student's level to teach the variant anatomy. With the development of newer techniques such as artificial intelligence, there are potential new options for teaching and training anatomy in the near future. Adequate knowledge of the normal and aberrant anatomy of the RLN remains essential for the best outcomes in thyroid surgery, even in the era of the IONM. Moving forward, the knowledge of (aberrant) anatomy should be made an integral part of the core competencies of both medical students and surgical trainees. It is imperative that leaders of the different field work closely together to combine their knowledge towards providing their trainees with the best possible training options.

대학 역량교육 비교과프로그램 운영사례 연구

The purpose of this study is to present the effect of the book club experience of college students reading community on the core competencies of college students. In order to examine the correlation between the book club experience and core competencies of the undergraduate reading community, the team participating in the non-curricular program 'Symbius Book Club' of the Communication Education Center of Hallym University analyzed the book club operation report and conducted in-depth interviews through discussions. did As a result of deriving the subject's book club experience through narrative analysis for qualitative research, educational effects were found in 'communication and cooperation competency', 'self-reflection competency', and 'communication competency', which are the core of college competency education and university students. It can help in formulating capacity plans.

미용 특성화 고등학생의 핵심역량분석

The purpose of this study is to propose core competencies through an importance-execution analysis (IPA) of core competencies by high school students specializing in beauty, and to provide basic data when designing future beauty curricula and methods. First, as a result of examining the importance and execution of core competencies of high school students specializing in beauty, communication competencies were recognized as important competencies. Second, as a result of examining the difference between the importance and execution of core competencies, self-management competencies were recognized as important competencies. Third, self-management appeared as an area requiring intensive improvement in the IPA matrix. Based on these results, it is considered necessary to develop a curriculum that applies core competency education to prepare students for the future.

An Analysis of Chinese High School English-Based Curriculum and Core Competency Development

&lt;p&gt;With the deepening of the concept of "core competency", the teaching of English in Chinese high schools has gradually shifted from focusing on students' achievement to focusing on students' competency. The school-based curriculum, as an important supplement to high school teaching, plays a key role in improving the English core competency of high school students. Based on this, this paper firstly analyzes the background of Chinese high school English teaching under core competency and the significance of developing a school-based curriculum for high school English; secondly, effective development strategies will be proposed based on the basic ideas of high school English school-based curriculum design. It is hoped that the analysis in this paper will provide a reference for promoting the development and practice of a school-based curriculum for high school English in China.&lt;/p&gt;

Problems with Teaching and Learning Thai Language for Communication Competency for Elementary School Students

Thai language is a proud cultural heritage of Thais. Moreover, Thai language for communication is one of the student core competencies which must be improved through 12 years of basic education in Thailand in order to cope with a rapidly changing trend and live happily in the 21st century. This research was carried out to explore Thai teachers’ problems with teaching Thai language for communication competency for elementary school students. The participants were 120 grade 1-3 teachers from private schools in Kalasin Province, Thailand. The questionnaires were employed to collect the personal information of the respondents and survey their problems. Percentage, mean, frequency distribution and standard deviation were applied to analyze the data. The findings revealed that problems with students’ grammatical and social-communicative competencies (M = 4.32, S.D. = .631) as well as teachers’ teaching management (M = 4.23, S.D. = .618) were at a high level. These provided useful basic information for developing a language for a communication competency-based program in the further phases.