Development Of Core Competencies Research Articles

Technical Assistance for Systemic Change: Lessons Learned From a National Technical Assistance Center.

Despite the millions of dollars awarded annually by the United States Department of Education to build implementation capacity through technical assistance (TA), data on TA effectiveness are severely lacking. Foundational to the operationalization and consistent research on TA effectiveness is the development and use of standardized TA core competencies, practices, and structures. Despite advances toward a consistent definition of TA, a gap still exists in understanding how these competencies are used within an operationalized set of TA practices to produce targeted outcomes at both individual and organizational levels to facilitate implementation of evidence-based practices. The current article describes key insights derived from the evaluation of an operationalized set of TA practices used by a nationally funded TA center, the State Implementation & Scaling Up of Evidence Based Practices (SISEP) Center. The TA provided by the Center supports the uptake of evidence-based practices in K-12 education for students with disabilities. Lessons learned include: (1) the need to understand the complexities and dependencies of operationalizing TA both longitudinally and at multiple levels of the system (state, regional, local); (2) the relative importance of building general and innovation-specific capacity for implementation success; (3) the value of using a co-design and participatory approach for effective TA delivery; (4) the need to develop TA providers' educational and implementation fluency across areas and levels of the system receiving TA; and (5) the need to ensure coordination and alignment of TA providers from different centers. Gaining an understanding into optimal TA practices will not only provide clarity of definition fundamental to TA research, but it will also inform the conceptual framing and practice of TA.

Unravelling the relationship between English reading habits and individual, family and school factors: A Chinese perspective

AbstractIn English teaching, developing students' reading habits has been emphasized for its critical role in promoting overall core competencies. However, in practice, many teachers and parents are not informed of the effective approaches to developing good English reading habits, hindering the overall development of students' core competencies. In light of this, an empirical study was carried out to explore the developmental features of students' English reading habits and individual, family and school factors that affect its development. A questionnaire was adopted to collect quantitative data. A total of 2,130 primary and secondary school students from China participated in the study. The results indicated that their English reading habits varied with age and gender. In terms of age, secondary school students, especially middle school students, performed better than primary school students. In terms of gender, females performed better in reading frequency, reading time and ways of reading, while males had a larger reading volume. Reading habits were found to be impacted by individual, school and family factors. Among them, age had the strongest influence on the development of English reading habits. These findings shed light on effective ways to develop English reading habits, especially in foreign‐language‐learning contexts.

Core Leadership Competencies in Navigating the Healthcare Landscape: Engaging Our Workforce.

It comes as no surprise that healthcare leaders today face unprecedented challenges. Some are immediate. Others are long-term. Many are interrelated. All are complex. None of them are small, as they include financial sustainability, mission, quality and patient safety, rapidly advancing technology, changing consumer expectations, new market entrants, healthcare inequities, and more regulation. One challenge, though, tops that list: workforce shortages. Although many individuals continue to be drawn to healthcare, the numbers are insufficient to meet increasing demand. Transforming care models will be crucial in meeting the needs of communities. The development of core competencies in driving transformation-embracing innovation and technology, creating a shared vision, and engaging teams in this process-is essential in leading this transformation.

A preliminary analysis of passport to practice: investigating development of core competencies in undergraduate health promotion students.

Equipping tertiary health promotion students with skills and knowledge to contribute meaningfully to the health promotion workforce begins with enhancing their health promotion competence via well-designed curriculum. This includes a focus on work-integrated learning, global citizenship, professional identity and competency mapping in line with the International Union for Health Promotion and Education Core Competencies and Professional Standards for Health Promotion. In this paper we report baseline results for the Passport to Practice project, a mixed-methods prospective cohort study to track undergraduate health promotion student progress across their degree, to evaluate a new approach for assessing student achievement of the Competencies and Standards developed by the International Union for Health Promotion and Education. Baseline data were collected from first-year students via document analysis of student reflection papers (n = 40); and an online survey (n = 29) to measure self-reported health promotion competence, development of global citizenship and professional identity, and PebblePad usability. Findings suggest the Passport to Practice initiative positively contributed to professional identity and health promotion competence. Students appreciated work-integrated learning opportunities that enabled them to plan for future activities to address gaps in their competence; and students excelled in the social responsibility dimension of global citizenship but lagged in the political voice category of the global civic engagement dimension. Findings provide insights about strategies and concepts required to equip students with the skills and knowledge required for their role as health promotion practitioners to address complex public health challenges.

Project-based Approach to Implement a STEM-Focused Engineering Curriculum

In recent decades, integrated science, technology, engineering and mathematics (STEM) projects are occupying a central place in science and engineering curricula. The interest of this problem-based teaching approach in a scientific-technical context lies in finding ways to develop students’ content knowledge and to plan appropriate learning activities and instructional strategies. This paper focuses on designing, implementing and evaluating the introduction of STEM projects in the first year of the engineering degree of a Dual Engineering School. The focus of this study is the use of learning activities such as “predict and argument” and “design and do” to integrate STEM content into lessons and help students develop core competencies through engineering design processes. The evaluation results indicate that students moderately improve their scientific skills and conceptual understanding in the disciplines included in the project.

NIE 지도사의 신문활용교육 지도 경험에 대한 현상학적 연구

The purpose of this study was to comprehend the significance of newspaper utilization in education, as experienced by NIE instructors. To achieve this goal, the purpose of this study was to understand the meaning of the NIE instructors’ experience in teaching “Newspaper In Education”. To achieve this goal, the meaning of experience was derived using Colaizzi's analysis method among the phenomenological research methods for four NIE instructors who founded the Jeju NIE Society, a social education organization. As a result, it was classified into three categories, eight major topics, and 24 sub-topics, and the three categories were 'Meet NIE', 'In Conflict and Confusion', and 'Growing with NIE', respectively. The main conclusions based on these results are as follows. First, NIE helps form a life attitude to contribute to society by leading to more important recognition of community values. Second, if an NIE course is prepared for public education and applied to students, it will not only help develop core competencies in the 2022 revised curriculum, but also play a good role in solving video-oriented problems. Third, if you want to get out of the NIE recession, the first priority should be to develop the capabilities of instructors. This study is meaningful in that it grasped the nature and meaning of the NIE instructors experience based on the vivid experiences of field instructors.

Graduate Perspectives on a Multi-Session, Experiential Interprofessional Education Activity Designed to Develop Core Competencies in Interprofessional Collaboration

Purpose: Interprofessional Collaboration (IPC) in healthcare facilitates efficiency and optimal outcomes for healthcare consumers. To prepare future healthcare workers to engage in collaborative practice, higher education institutions are investing time and resources to engage students in interprofessional education (IPE) experiences. These experiences vary in scope and nature and can include experiential learning (EL) components. Designing these experiences involves much time, planning, and resources from faculty. This study’s purpose was to better understand recent graduates’ perspectives on their experiences as students during an EL/IPE activity, as the results could be used to garner support for these experiences. Method: This qualitative study used a phenomenological approach via semi-structured interviews to understand healthcare students’ perspectives on the usefulness of an EL/IPE activity in facilitating core competencies developed by the Interprofessional Education Collaborative (IPEC). Results: Comfortability, whether positive or negative, emerged as the main category while three subcategories emerged: Communication was Influenced by Comfortability, Understanding of Roles and Responsibilities Developed Through Action, and Teamwork Was Mostly Viewed as Logistics. The value the participants placed on working with a “real client” during the EL/IPE was also evident and is demonstrated in many participant statements but did not seem to emerge as its own category. Conclusion: The use of a multi-session EL/IPE designed to be intellectually safe while promoting and facilitating open discussion, problem solving and reflection within and among participants can promote development of comfortability. This comfortability extends to interprofessional communication and understanding of roles and responsibilities for students in terminal clinical experiences.

Interventions, methods and outcome measures used in teaching evidence-based practice to healthcare students: an overview of systematic reviews

BackgroundTo fully implement the internationally acknowledged requirements for teaching in evidence-based practice, and support the student’s development of core competencies in evidence-based practice, educators at professional bachelor degree programs in healthcare need a systematic overview of evidence-based teaching and learning interventions. The purpose of this overview of systematic reviews was to summarize and synthesize the current evidence from systematic reviews on educational interventions being used by educators to teach evidence-based practice to professional bachelor-degree healthcare students and to identify the evidence-based practice-related learning outcomes used.MethodsAn overview of systematic reviews. Four databases (PubMed/Medline, CINAHL, ERIC and the Cochrane library) were searched from May 2013 to January 25th, 2024. Additional sources were checked for unpublished or ongoing systematic reviews. Eligibility criteria included systematic reviews of studies among undergraduate nursing, physiotherapist, occupational therapist, midwife, nutrition and health, and biomedical laboratory science students, evaluating educational interventions aimed at teaching evidence-based practice in classroom or clinical practice setting, or a combination. Two authors independently performed initial eligibility screening of title/abstracts. Four authors independently performed full-text screening and assessed the quality of selected systematic reviews using standardized instruments. Data was extracted and synthesized using a narrative approach.ResultsA total of 524 references were retrieved, and 6 systematic reviews (with a total of 39 primary studies) were included. Overlap between the systematic reviews was minimal. All the systematic reviews were of low methodological quality. Synthesis and analysis revealed a variety of teaching modalities and approaches. The outcomes were to some extent assessed in accordance with the Sicily group`s categories; “skills”, “attitude” and “knowledge”. Whereas “behaviors”, “reaction to educational experience”, “self-efficacy” and “benefits for the patient” were rarely used.ConclusionsTeaching evidence-based practice is widely used in undergraduate healthcare students and a variety of interventions are used and recognized. Not all categories of outcomes suggested by the Sicily group are used to evaluate outcomes of evidence-based practice teaching. There is a need for studies measuring the effect on outcomes in all the Sicily group categories, to enhance sustainability and transition of evidence-based practice competencies to the context of healthcare practice.

2022 개정 교육과정을 반영한 중학교 미술교과 디자인 단원 수업지도안

Objectives This study proposes a design instructional plan for middle school art departments to develop core competencies pursued in the 2022 curriculum.
 Methods This article examines the core competencies outlined in the 2022 curriculum and proposes a framework for achieving them in design education in the art department, followed by the development of a design lesson plan.
 Results The framework of the new design education is to learn knowledge about solving problems in life through design and its convergence with other fields. To achieve this, students are encouraged to creatively solve problems in their immediate surroundings, read texts on the convergence of design and other disciplines, and imagine what the future will look like when technology and design converge.
 Conclusions Through this course, it is expected that learners will be able to integrate knowledge and experience from various fields to solve problems creatively and proactively deal with new situations.

Interventions to support fellowship application success among predoctoral physician-scientists.

A critical element of physician-scientist training is the development and practice of core competencies that promote success in research careers. The ability to develop compelling training and research proposals is one such foundational skill. The NIH Ruth L. Kirschstein National Research Service Award (NRSA) individual fellowship for dual-degree students (F30, F31, or F31-Diversity) creates an ideal opportunity to provide formal instruction in grant-writing skills to physician-scientists early in training. In the guided process of preparing a predoctoral fellowship application, students learn to formulate clear short- and long-term research and training goals; construct a comprehensive, well-reasoned, and rigorous proposal; become familiar with funding agency priorities; and gain strategic insights into the peer review system. Beyond building scientific writing skills, the application process for an NRSA F30 or F31 is an opportunity for trainees to strengthen mentor-mentee relationships, identify learning opportunities key to their scientific development, and build effective research and mentoring teams. These skills also apply to developing future postdoctoral mentored K applications or faculty research program grants. Here, we outline key features of the structured proposal development training developed for students in the Yale MD-PhD Program and review outcomes associated with its implementation.

Development of Research Core Competencies for Academic Practice Among Health Professionals: A Mixed-Methods Approach.

Of the 4 pillars of academic practice for nursing and allied health, research has been the least developed and no standard competency framework exists that is embedded in health professional scopes of practice. The objective of this article is to report on the preliminary development and pilot-testing of research and academic scholarship core competencies for nonphysician health professionals working within a large urban academic health sciences center. We conducted an internal and external environmental scan and multiphase consultation process to develop research and academic core competencies for health professionals working within an interprofessional setting. The final framework outlines 3 levels of research proficiency (novice, proficient, and advanced) and the relevant roles, specific competencies, and observable actions and/or activities for each proficiency level. Organizations should consider the integration of the framework within performance management processes and the development of a road map and self-assessment survey to track progress over time and support health professionals with their academic practice goals.

Real-world experiments as a teaching and learning approach for sustainable consumption education

Purpose This paper aims to propose and evaluate an innovative approach to education for sustainable consumption (ESC) which empowers teenagers and young adults to improve sustainable consumption competences. This approach combines pedagogical learning approaches such as real-world learning (e.g. experiential learning and research-based learning) with transformative and transdisciplinary research approaches (i.e. real-world laboratory research). Design/methodology/approach Through a transdisciplinary research design, the authors explore if real-world experiments (RWEs) offer a suitable approach for sustainable consumption education at schools. RWEs are a research approach for knowledge production, aiming to go beyond temporary interventions, to establish semi-permanent spaces for sustainability transformation and reflexive learning. To evaluate this proposal, the authors study already existing active teaching and learning approaches developed within and for ESC and put these in perspective, to define and understand the RWEs. Findings Insights from a transdisciplinary research project which applied RWEs as a teaching and learning approach in German schools complement conceptual considerations. As a result, advantages, such as the development of core competencies among learners, but also challenges experienced, are illustrated. Though, the challenges found are not unique to the RWE, rather they point out important potentials for ESC through suggesting systematic changes in educational institutions and teaching approaches. Originality/value This paper explores RWEs as an active and participatory teaching and learning approach for sustainable consumption education at schools and delivers practical insights and a definition of RWEs as an innovative teaching and learning approach.

Post-quake call for action: developing core competencies matrix for Syrian health workers in emergency time

BackgroundThe recent earthquake in Syria has caused widespread devastation, leading to extensive damage and loss of life. Considering the diverse range of disasters and conflicts that have affected Syrian society, health workers must possess essential competencies to effectively manage various types of disasters, including earthquakes. Therefore, this study was undertaken to identify the specific competencies required by Syrian health workers to respond efficiently and effectively to earthquakes.MethodsAn exploratory qualitative study was conducted at the Medical Education Program MEP of the Syrian Virtual University SVU. Nine members of the research team of the MEP, who represent various health specializations in medicine, dentistry, nursing, and pharmacy, accepted to take part in this study. Among these, three members have been actively involved in providing health care in hospitals and the field during the Syrian earthquake on 6 February 2023. The Delphi process was adopted to identify competencies. Health workers involved in earthquake response were categorized into nine groups including medical doctors, dentists, pharmacists, nurses, psychological support professionals, medical students, allied healthcare professionals, on-site disaster teams, and managers. The final list was accepted if it achieved more than 80% agreement among the participants in the first, second, and final rounds.ResultsThe study identified 74 competencies (12 knowledge items, 35 skills, and 27 attitudes) essential for health workers to respond effectively to earthquakes. They are categorized into five domains: "Preparing the team for the rescue process during and, after earthquakes, Implementation of the rescue process, Education and psychological support, Research, and development".ConclusionA list of earthquake competencies was identified for health workers. It is hoped that this list will enhance a country’s resilience and will enable decision–makers to support health workers in acquiring these competencies within a very strained health system in Syria and other countries.

An analysis of Chinese chemistry curriculum standards based on OECD Education 2030 Curriculum Content Mapping

The development of students' core competencies for the future society has become a shared goal in curriculum reform worldwide. Efforts are being made to investigate which core competencies should be cultivated and how they relate to the curriculum content. Specifically, designing core competency-oriented intended curriculum and translating it into implemented curriculum are common concerns and challenges encountered by countries during curriculum reform. In order to promote mutual sharing and learning among different countries and regions, the Organization for Economic Co-operation and Development (OECD) developed an analytical comparison framework and standards based on The Future of Education and Skills project. This study conducted a comparison between the 2011 edition and 2022 edition of the Compulsory Education Chemistry Curriculum Standards (CECCS) for students in grade 7 to grade 9. It identified 737 coding units for five learning themes and conducted a specific analysis and comparison using the Curriculum Content Mapping (CCM) and Theme Content Mapping (TCM). Heat maps are generated to reflect the correlation between China's grade 7 to grade 9 CECCS and the twenty-eight competencies identified in the OECD project, as well as the main emphasis before and after the revision of the curriculum standards. A mixed research method of qualitative and quantitative analysis was conducted to explore the characteristics of Chinese chemistry curriculum structure. This study provides insights into experiences regarding embodying core competencies, designing competency-oriented intended curriculum, and providing guidance for curriculum implementation in grade 7 to grade 9. It allows both teachers and educators to identify areas for improvement.

Junior Secondary School Administrative Management and Achievement of Competence Based Curriculum Core Competencies in Tharaka-Nithi County, Kenya

The study investigated influence of junior secondary school administrative management on achievement of competence-based curriculum (CBC) core competencies in Tharaka-Nithi County, Kenya. Junior secondary schools (JSS) in Kenya are all domiciled in primary schools. The existing primary schools and junior secondary schools form comprehensive schools comprising: Early childhood education and development (ECDE), primary schools and junior secondary schools all under the same administrative management. The ministry of education Kenya emphasizes development of practical skills, knowledge and core competences in learners’ reallife situation in all comprehensive schools. However, junior secondary school administrative management is insufficiently implemented; rising concern on acquisition of core competences by JSS learners in Kenyan comprehensive schools. The objective of the study was to determine influence of junior secondary school administrative management on learners’ achievement of CBC core competencies in Tharaka-Nithi County, Kenya. It involved 367 respondents selected from 8000 study population using purposive and simple random techniques. The study employed descriptive design. The study respondents were: Junior secondary school teachers, comprehensive school head teachers and junior secondary school learners. The research tools utilized were questionnaires for junior secondary school teachers, comprehensive school head teachers and junior secondary school learners. Inferential data was analyzed using Pearson Chi-square test. The study established that junior secondary school administrative management had statistical significant influence on learners’ achievement of competence-based curriculum core competencies in Tharaka-Nithi County, Kenya. Following study findings, the researcher concluded that junior secondary school administrative management is a valuable element in learners’ achievement of competence-based curriculum core competencies in Kenya. Therefore, the researcher recommended that ministry of education should promote effective junior secondary school administrative management for proper learners’ achievement of competence-based curriculum core competencies in Tharaka-Nithi County, Kenya.

Why Not Outsourcing in Health Care by the Use of Friedman’s Two-way Analysis of Variance?

Abstract Background and Objectives: In the recent business environment, organizations are motivated to carry out a few key functions in-house and shed the rest to outside sources through aggressive outsourcing. This is done to reach early to the market at a reduced cost and gain the agility to face unforeseen challenges of the market to gain competitive advantages. Materials and Methods: Even though Outsourcing is seen as an attractive option to manage, considering the advantages in the reduced level of investment and requirement of involvement of in-house expertise, thereby reducing or sharing the risk of the outsourcer with the service providers. However, outsourcing is often encountered with severe losses of outsourcer’s resources with a detrimental impact on the advancement of in-house expertise and learning process, thus reducing the level of service to its customers. Friedman’s two-way analysis of variance test is widely used, as the computation for arriving at the result of the finding is trouble-free for samples that do not require the characteristic of “normality of the sample”. Results: The attributes selected are limited to six which were assigned “rank” by “14” experts or respondents diligently chosen for this case analysis. The variables are needed to be assigned rank in ordinal scale and there is no restriction concerning the sample size. Friedman’s calculated value as per the above formula is 304.82, where is the statistical value of Friedman’s Chi-square at 0.05, 13° of freedoms = 22.36 for the number of the column that is “6” with the degree of freedom of 13 (14–1) and significance level of 5% that is 0.05 as found 22.36. Conclusions: In this study, an attempt has been made to examine the underlining determinants of outsourcing and the relationship between the darker side of outsourcing which result in reluctance among the decision-makers and managers of health-care centers in embracing outsourcing as a strategic tool for developing core competence of their respective organization upon which the competitive advantage vis-a-vis its competitors are based for a sustainable performance amid the complexity of the business.

Exploring the Connection between “Out of Eden Learn” and Competency-based Education

Competency-based education represents an important priority for several countries worldwide. Although national governments and international education communities have identified a wide range of competencies as integral for meeting 21st century learning requirements there is a lack of evidence on how can these be effectively taught, learnt, and assessed in the classroom. A promising approach for competency-based education is “Out of Eden Learn”, a research initiative of Project Zero at the Harvard Graduate School of Education that incorporates several strategies such as thinking routines and dialogue tools that are carefully crafted to facilitate the development of core competencies among learners. This study looks at the “Skills Labs” competency-based educational reform in Greece and presents the process of using “Out of Eden Learn” to develop a curriculum that is both supportive of fostering the requisite competencies and responsive to the needs of primary teachers. A survey questionnaire was used to investigate the views of 120 teachers who piloted the curriculum in 82 kindergarten and elementary schools across Greece. The findings not only reveal the value of “Out of Eden Learn” approach for competency-based education, but they also indicate the interdisciplinarity and the transferability of its related strategies that can guide curriculum design and teaching practice in an array of international educational contexts.

Ramping up the food park business: a case study of Urban Chowk

Learning outcomes After completion of the case study, students will be able to critically appraise the strategic growth opportunities of an “eating out” industry brand; evaluate the role of customer relationship and retention management in sustaining a brand; and analyse the importance of developing core competencies for long-term business viability. Case overview/synopsis Since its inception in 2017, Urban Chowk was one of the pioneer places that successfully managed to create a hospitality format called “food and lifestyle park” which combined multiple food brands with good ambience and entertainment, all under the same roof. Although Urban Chowk was one of the popular brands in the given format, its USP was not difficult to challenge or copy. The owner, Mr Kartikey Rajput, anticipated a deluge of similar establishments in the near future. Urban Chowk led the pack in terms of footfalls compared to similar establishments, with Rajput looking to expand his brand beyond Ahmedabad. The case took 2022 as the timeline and brought forth the challenge that Urban Chowk faced. The primary challenge was retaining the existing customer base along with adding newer ones. Second, with the industry being extremely dynamic, it was important to determine how marketing analytics could be used to collect customer data and convert them into repeat customers, thus building a loyal customer base. Complexity academic level This case is applicable for teaching at undergraduate and graduate levels for understanding the concepts of brand development and strategic growth as well as creating and maintaining customer relationships, also helping the students in assimilating these concepts as a part of brand building. Supplementary materials Teaching notes are available for educators only. Subject code CSS 11: Strategy.

Development of Scholarship Core Competencies for Pediatric Hospital Medicine Fellowship Programs.

The Pediatric Hospital Medicine (PHM) Fellowship Directors, recent fellowship graduates, and senior leaders in PHM have long identified training in scholarly activities as a key educational priority for fellowship training programs. We led a 2-day conference funded by the Agency for Healthcare Research and Quality to develop scholarship core competencies for PHM fellows. Participants included fellowship directors, national experts in PHM research, and representatives from key stakeholder organizations. Through engagement in large group presentations and small group iterative feedback and editing, participants created and refined a set of scholarship core competencies. After the conference, goals and objectives were edited and harmonized by conference leaders incorporating feedback from conference participants. Core competency development included 7 domains: (1) study design and execution, (2) data management, (3) principles of analytics, (4) critical appraisal of the medical literature, (5) ethics and responsible conduct of research, (6) peer review, dissemination, and funding, and (7) professionalism and leadership. Specific objectives for each goal were further organized into 3 levels to indicate core skills for all fellowship trainees (level 1), specialized and specific skills determined by fellow scholarly focus (level 2), and advanced skills for fellows interested in a clinical investigator career path (level 3). These newly developed scholarship core competencies provide a foundation for curricular development and implementation to ensure that the field continues to expand academically, given the 2-year training period and variable infrastructure across programs.

Educators' core competencies: a study of university-led B-schools of South Asia

PurposeThe study aimed to explore the core competencies that make educators competent in delivering and achieving the purpose of business/management education effectively.Design/methodology/approachAn exploratory-cum-descriptive approach has been used. Educators at different academic levels in university-led B-schools were the participants of this study. For data collection, a structured questionnaire was developed and implemented.FindingsThis study has explored ten core competencies that educators must possess. These competencies have been described based on their attributes and relevance in an educator's academic role.Research limitations/implicationsThis study was limited to university-led B-schools of South Asia, thus further validation may more adequately generalize the findings.Practical implicationsThis study is raising awareness of the current state of educators in university-led B-schools in South Asian countries and the need for educator competencies toward responsible management education. This study would help educators to develop core competencies, and university-led B-schools to make and manage a system for their educators to keep them competent and performing.Originality/valueBusiness/management education is expected to offer the required competencies and opportunities to learn the intricacies of business and management, so students can readily enter into corporate life. It exhibits the significance of educators' competencies. University-led South Asian institutions have seldom tried to develop a standardized framework for the sensitization and development of their educators. It is a key challenge to identify, understand and define a diverse range of competencies and methods of competency development.