Competency Gaps Research Articles

Integration of palliative rehabilitation in cancer care: a multinational mixed method study

Abstract Background Incurable cancer is a major contributor to societal suffering and disability, and palliative rehabilitation is recommended to be integrated within and between cancer services at all healthcare levels. However, little knowledge exists on how integration of palliative rehabilitation in cancer is understood and achieved in clinical practice. INSPIRE (Integrated short-term palliative rehabilitation to improve quality of life and equitable care access in incurable cancer) is a large European-funded project that aims to promote quality of life through a novel rehabilitation model for people disabled by advanced cancer. Aim To compare the existing integration of palliative rehabilitation in cancer within official documents and in clinical practice across five European countries including United Kingdom, France, Denmark, Norway, and Italy. Methods Mixed methods study with a concurrent research design, comprising a document analysis (N = 23), stakeholder interviews (N = 22), and an online survey (N = 225). Data from each sub-study were analysed separately before results were merged. Results There was limited integration of palliative rehabilitation in cancer in official documents and in clinical practice, though some indicators of integration, including participation in multidisciplinary teams and adherence to standardised pathways, were identified in the survey. Notably, integration of palliative rehabilitation in cancer in clinical practice was observed within limited organisations in secondary healthcare systems, without widespread adoption. Although palliative rehabilitation in cancer as a concept was sparingly used by stakeholders, they recognised the need for a comprehensive approach including multidisciplinary teams that aligns with the individual patient’s needs and goals. Moreover, the ambiguous distinction between the terms ‘palliative rehabilitation’ and ‘palliative care’, insufficient funding, lack of well-defined care pathways and competence gaps among healthcare professionals represented barriers to integration of palliative rehabilitation in cancer into clinical practice. Conclusion Integration of palliative rehabilitation in cancer was limited in the five EU partnership countries investigated. Clarifying the concept of palliative rehabilitation, including adoption of the concept into official documents and delineating it from palliative care, is essential for more successful integration. This can possibly be achieved by addressing the barriers identified and fostering close collaboration across disciplines.

Bridging the Digital Competence Gap: A Comparative Study of Preservice and In-Service Teachers in Lebanon Using the DigCompEdu Framework

AbstractThis study investigates the digital competence levels of Lebanese preservice and in-service teachers using the European Framework for the Digital Competence of Educators (DigCompEdu). The research aims to explore the existing gap in digital competence between these two groups through a cross-sectional descriptive survey, involving 170 in-service teachers and 194 preservice teachers from various undergraduate teacher training programs in Lebanon. The findings reveal significant differences between in-service and preservice teachers in all six competence areas and no significant difference per subject areas, with in-service teachers demonstrating higher overall digital competence compared to preservice teachers. The study draws attention to the need for improved practical training and targeted interventions in teacher education programs to better prepare preservice teachers for the digital demands of modern classrooms. The findings have implications for policy and practice, particularly in enhancing teacher training programs to meet the evolving digital needs of education.

Assessing and bridging the digital competence gap: a comparative study of lebanese student teachers and in-service teachers using the DigCompEdu framework

This study investigates the digital competence levels of Lebanese student teachers and in-service teachers using the DigCompEdu framework. The study employs a cross-sectional descriptive survey design, analyzing data from 170 in-service teachers with varying years of experience and 399 student teachers across five academic years. Results indicate that in-service teachers consistently outperform student teachers in all six areas of digital competence, with the most substantial gap in Digital Resources. However, significant improvements in digital competence were observed among student teachers from the first to the third academic year. The study highlights the necessity for enhanced digital competence training in teacher education programs and continuous professional development for in-service teachers. Recommendations include embedding digital tools into curricula, providing hands-on training, fostering collaborative cultures, and regularly monitoring competence development. These findings emphasize the importance of preparing teachers to meet the digital demands of modern classrooms.

Audio-visual Media Instructional Use and Its Effect on Reading Competences among Grade Two Pupils in Tharaka Nithi County, Kenya

ABSTRACT The main purpose of this study was to evaluate audio visual media instructional use and its effect on reading competences among grade two pupils in Maara sub county, Tharaka Nithi County, Kenya. The study sought to identify the audio-visual resources available for teaching and learning reading competences, investigate extent to which teachers use the available audio-visual media, examine the challenges faced by teachers and learners in use of audiovisual media in teaching and learning reading competences and assess the learners reading abilities. The French Bell system Theory and a descriptive survey design were adopted in this study. Simple random and purposive sampling techniques were used to select 330 learners, 30 head teachers and 30 teachers, making a sample size of 390 respondents. The research instruments were questionnaires, interviews schedules, reading examination for grade two learners and classroom observation. Piloting of the research instruments was done in one public primary schools. The reliability of the research instruments was measured using a Cronbach's Alpha statitistic. The collected data was analyzed using Statistical package for Social Sciences (SPSS) and presented using tables, percentages frequencies and other descriptive statistics. Descriptive statistics revealed that schools have limited computers (average 2.90 per school) with a low student-to-computer ratio (1:10). Tablets are more prevalent (average 19.17 per school), but functionality issues reduce their effectiveness. Projectors and mobile phones are more commonly available but are still not sufficiently utilized in classroom learning. The data on the competence of learners to read appears to be symmetrically distributed with the competence of learners tapering off at the tail ends. This implies that most of the learners on average could read between 21-69 words per minute. However, there are significant disparities in reading abilities among learners, with a notable percentage performing below expectations. This disparity highlights the need for targeted interventions to support learners who are struggling and to bridge the competence gap across different schools. The reliability statistics for variables testing on teacher’s attitude in the use of Audio-visual media, for variables testing on challenges in the use of audio-visual media and for variables testing on the classroom observation performance indicators, were 0.969, 0.981 and 0.944 respectively. The reliability statistics on all the research instruments was 0.990. A Cronbach's Alpha of 0.70 (70%) or higher reveals a strong internal consistency of a series of questions integrated to form a single scale measured by the coefficient. The study recommends the government to integrate digital learning in schools and ensure schools are fully equipped with an access to electricity and network connectivity. Ministry of Education to develop teachers’ capacity on the use of digital devices. The study also recommends the Kenya institute of Curriculum Development to develop a curriculum in line with competency based curriculum provided in digital devices. Lastly curriculum support officers and head teachers to support teachers to make use of available audio visual resources for teaching and learning.

Etyczne projektowanie w dobie generatywnej sztucznej inteligencji

Implementation of AI solutions is unavoidable on the markets, where the combination of time deficits and the need for constant creation of new solutions is especially demanding, that is i.a. in creative industries. Like a lens, generative AI concentrates the majority of threats and possibilities, resulting from technological changes of the recent decade. Still, despite the constant media confusion, great number of viral content, guides, courses and codes, we have much work to do towards defining the rules and specifics of designers’ collaboration with AI, and the related ethical challenges. The AI development is ahead of legal regulations and stimulates changes, and the constant information overload does not encourage reflection on AI systems and their role in design. Becoming aware of the possibilities and limitations of generative AI, however, is the only way to its sustainable and ethical use. The first step will be to reflect on and understand the possibilities and changes AI carries in the area of creation, intellectual property, and narrowing the competency gap (the lack of competency in reference to a given human team). The second step will be the efficient identification of risks and indication of new areas of responsibility to designers, who would like to apply new technologies in their work. Keywords: design, ethics, artificial intelligence (AI), responsibility, designer’s role

Assessing emergency physicians' competency gaps in caring for acute psychiatric emergencies: a comparative analysis of self-perceived confidence and performance against training program expectations

BackgroundThe increasing trend of patients with mental health conditions seeking emergency care is a global phenomenon. Numerous studies have emphasized the importance of emergency physicians' ability to recognize and manage psychiatric emergencies, both for patient well-being and societal safety nets. With the growing demand for emergency care related to mental health conditions, it is crucial to assess whether emergency physicians possess sufficient confidence and capabilities to adapt to these changes. Against this backdrop, our study aimed to explore the factors influencing emergency physicians' management of acute psychiatric emergencies and to critically evaluate whether current training programs adequately align with societal expectations for psychiatric emergency care.MethodsA cross-sectional survey, disseminated online by the Taiwan Society of Emergency Medicine, targeted 936 attending physicians and 449 residents in 43 Resident Review Committee approved training hospitals in winter 2021. The questionnaire covered participant demographics, skill requirements, and confidence in managing acute psychiatric patients independently. Statistical analyses included descriptive statistics, chi-square tests, medians (IQRs), and Wilcoxon rank-sum tests.ResultsOut of 229 participants, 63.8% were attending physicians, and 81.7% were affiliated with medical centers. Psychiatrists led 69.9% of emergency psychiatric training curricula, and 66.8% reported that their clinical psychiatric training outcomes were assessed by psychiatrists. Clinical seniority, training hospital level, and the average number of patients with an acute psychiatric presentation seen in a daily shift influenced physicians' self-reported confidence in managing acute psychiatric patients independently. Medical center training improved capability in managing psychiatric emergencies in the elderly, while encountering a higher average number of patients with an acute psychiatric presentation seen in a daily EM shift was associated with better performance, especially in managing specific populations.ConclusionsOur nationwide study highlights how clinical seniority, training hospital level, and patient volume per shift influence emergency physicians' confidence in managing acute psychiatric patients. However, there remains room for improvement, particularly in addressing the needs of specific patient populations. These findings underscore the importance of refining training curricula to bridge these gaps and enhance the quality of psychiatric emergency patient care.

Assessment Beliefs, Practices and Competence Vis-À-Vis Demographic Characteristics of Senior High School Social Studies Teachers in Ghana

This study examined the impact of demographic factors on the assessment beliefs, practices and competence of Social Studies teachers in selected Senior High / Technical Schools in the Volta and Oti Regions of Ghana. The study was guided by the Human Capital Theory (HCT). It utilized a quantitative research approach and a cross-sectional research design. Employing a two-stage simple random sampling method, 196 Social Studies teachers were randomly selected from 80 Senior High Schools (SHS) and Senior High Technical Schools (SHTS) in the Regions. Data was collected through a questionnaire, covering the participants’ demographic information and assessment beliefs, practices and competence. Statistical data treatment was done through frequency distributions. It was displayed using a contingency table and Cramer's V analysis. Findings indicated no significant correlation between the teachers’ gender, educational background, teaching experience, assessment beliefs, practices and competence. The study concludes that the demographic did not influence the teachers’ assessment beliefs. Based on the conclusions, it is recommended that professional development should focus on individualized training that targets specific needs of teachers in assessment literacy rather than generalizing based on demographic factors. This could help foster more robust and consistent assessment beliefs across the teaching population. In addition, teacher education programs should prioritize skills-based training on contemporary assessment methodologies and address competency gaps regardless of demographic factors.

CARIA

The purpose of this research is to create a personalized system called CARIA that suggests career recommendations based on students' competencies and the required skills in each career. The focus of this study is on digital technology and digital media careers. The personalized career recommender system uses a novel similarity measure called modified Euclidean similarity to evaluate its performance and compare it with other similarity measures, machine learning, and GPT-4 techniques. The experimental results showed that modified Euclidean similarity achieved a precision@10 score of 0.83, which outperformed other techniques. The main objective of CARIA is to provide students with suitable career paths and conduct a competency gap analysis. This helps students choose a career path that fits their abilities. This research contributes to education in digital technology, digital media, and the workforce by providing employees with competencies that align with their needs.

Psychological Safety Competency Training During the Clinical Internship From the Perspective of Health Care Trainee Mentors in 11 Pan-European Countries: Mixed Methods Observational Study.

In the field of research, psychological safety has been widely recognized as a contributing factor to improving the quality of care and patient safety. However, its consideration in the curricula and traineeship pathways of residents and health care students is scarce. This study aims to determine the extent to which health care trainees acquire psychological safety competencies during their internships in clinical settings and identify what measures can be taken to promote their learning. A mixed methods observational study based on a consensus conference and an open-ended survey among a sample of health care trainee mentors from health care institutions in a pan-European context was conducted. First, we administered an ad hoc questionnaire to assess the perceived degree of acquisition or implementation and significance of competencies (knowledge, attitudes, and skills) and institutional interventions in psychological safety. Second, we asked mentors to propose measures to foster among trainees those competencies that, in the first phase of the study, obtained an average acquisition score of <3.4 (scale of 1-5). A content analysis of the information collected was carried out, and the spontaneity of each category and theme was determined. In total, 173 mentors from 11 pan-European countries completed the first questionnaire (response rate: 173/256, 67.6%), of which 63 (36.4%) participated in the second consultation. The competencies with the lowest acquisition level were related to warning a professional that their behavior posed a risk to the patient, managing their possible bad reaction, and offering support to a colleague who becomes a second victim. The mentors' proposals for improvement of this competency gap referred to training in communication skills and patient safety, safety culture, work climate, individual attitudes, a reference person for trainees, formal incorporation into the curricula of health care degrees and specialization pathways, specific systems and mechanisms to give trainees a voice, institutional risk management, regulations, guidelines and standards, supervision, and resources to support trainees. In terms of teaching methodology, the mentors recommended innovative strategies, many of them based on technological tools or solutions, including videos, seminars, lectures, workshops, simulation learning or role-playing with or without professional actors, case studies, videos with practical demonstrations or model situations, panel discussions, clinical sessions for joint analysis of patient safety incidents, and debriefings to set and discuss lessons learned. This study sought to promote psychological safety competencies as a formal part of the training of future health care professionals, facilitating the translation of international guidelines into practice and clinical settings in the pan-European context.

Assessing the frontline competency gap: Emergency care perceptions among nurses in Yemen's conflict zone.

Nursing competencies in armed conflict situations are critical for effective response and recovery. This study explores nurses' perceptions regarding their competencies in armed conflict zones to identify areas of proficiency and those requiring further emphasis in training. This cross-sectional descriptive study adhered to the STROBE reporting guidelines. It used a validated questionnaire examining 47 different competencies for nursing in armed conflict zones, which were subsequently ranked to identify those that were valued most and least. In total, 102 questionnaires were returned (85% response rate). The highest-ranked competencies focused on immediate life-saving interventions and personal safety. In contrast, competencies involving broader disaster management, such as understanding organizational disaster plans, post-death care, and risk identification, ranked lower. This observation may indicate a tendency to prioritize direct clinical care over strategic planning and long-term recovery in disaster nursing education. This study highlights the critical need to strengthen emergency care competencies among nurses working in armed conflict zones in Yemen. Its findings underscore the importance of targeted training programs, particularly in complex trauma management and psychological first aid, to address nurses' self-identified competency gaps. Policy implications include prioritizing resource allocation for emergency care infrastructure, implementing competency-based deployment strategies, and ensuring access to mental health support for nurses in working conflict zones. These actions are essential for building a resilient nursing workforce capable of providing quality care amidst the unique challenges of armed conflict.

S578 Bridging Knowledge and Competence Gaps Regarding Recent Therapeutic advances in Eosinophilic Esophagitis: Effectiveness of Continuing Medical Education

S578 Bridging Knowledge and Competence Gaps Regarding Recent Therapeutic advances in Eosinophilic Esophagitis: Effectiveness of Continuing Medical Education

Evolving trends and challenges in sustainable architectural design; a practice perspective

Architects play a crucial role in shaping sustainable built environments that balance utility and aesthetics without compromising ecological integrity. Hence embracing sustainability remains an urgent imperative as construction activities expand to meet Nigeria’s development needs. This research examines how architects in Enugu Metropolis, Nigeria are assimilating principles of sustainability within their design practices against a transforming professional backdrop. The study utilized primary data targeting 126 registered architectural firms in the study area through a questionnaire survey and achieved 88.9% response rate. Data were analyzed using JASP and Pearson product moment correlation. Results revealed high conceptual awareness of sustainability among architects, with 32.2% consistently applying strategies like renewable energy systems in designs. Economic considerations and supportive regulations emerged as key assimilation motivators. However, uneven integration levels underline lingering barriers. While 40.6% rated sustainability incorporation in education as very good, 13.5% perceived it as moderate, indicating gaps in practical competencies. Statistical analysis (P-value = 0.001) showed a significant positive relationship between architects' awareness of sustainability concepts and their implementation of sustainable design practices. These findings highlight the need for strengthened educational programs, policy incentives, and industry collaborations to accelerate sustainable architecture adoption. Recommendations include updating curricula, mandating green ratings for public projects, incentivizing developers, and promoting interdisciplinary knowledge transfer. By addressing identified gaps, it implies that architects can lead the sustainability transition while meeting local built environment needs, ensuring a more climate-compatible and socially equitable habitat creation.

Workforce development in the transport sector amidst environmental change: A conceptual review

This study embarks on an exploratory journey to elucidate the complex interplay between workforce development and environmental sustainability within the transport sector. It underscores the critical importance of nurturing a skilled workforce capable of propelling the sector towards sustainable practices, thereby addressing pressing environmental challenges. To achieve a comprehensive understanding, this review synthesizes a wide array of data sources, adopting a strategic framework for literature search and analysis. The methodology hinges on stringent criteria for literature selection, ensuring the relevance and quality of the information reviewed. Central to the study is the development of a theoretical framework that situates workforce development within the paradigm of sustainable transport. This includes an examination of the architectural underpinnings of sustainable transport systems, the potential for modal shifts to lessen environmental impacts, and the pivotal role of technological and methodological advancements. Moreover, the review highlights innovative practices in workforce training and development that are crucial for meeting future demands. The in-depth analysis sheds light on the multifaceted impacts of workforce development initiatives on achieving sustainable transport objectives, emphasizing the economic, social, and environmental dimensions. It identifies existing gaps in workforce competencies and outlines strategies for skill enhancement. Additionally, the study emphasizes the indispensable role of policy, standards, and stakeholder collaboration in fostering sustainable transport. Conclusively, the study presents strategic recommendations for policymakers, educators, and industry leaders, charting a course for a resilient and sustainable transport workforce. It posits that an integrative approach, marrying workforce development with environmental sustainability, is essential for navigating the future challenges and opportunities within the transport sector.

A Qualitative Exploration of Refugee Experiences of Access to a Dedicated Multi-Disciplinary Refugee Health Team in an Australian Context: Implication for Future Care

Aims Refugees experience physical and mental health issues that need attention following settlement in a new community. However, access to and utilisation of healthcare services is challenging. We aimed to explore the experience of refugee access to a dedicated multi-disciplinary refugee health team. Methods An interpretative qualitative study. 17 qualitative interviews were conducted with Ezidi refugees who attended a newly established multi-disciplinary refugee health program in a regional town in NSW, Australia. Data were analysed using an inductive thematic approach. Results Participants ( n = 17) identified as Ezidi and were from Iraq. Parents were between 23 and 57 years of age and had 1–12 children per family. Most had been in Australia between 2 and 5 years. Four key themes were identified: (1) Identifying the extent of health needs following a long wait to migrate; (2) Health support across the life span: the benefit of access to a multi-disciplinary team; (3) Gaps in cultural competence – impacted by understanding and interpreter access; and (4) Ongoing health and lifestyle concerns – influenced by understanding and education. Conclusions We identified the benefit of access to allied health for prompt diagnosis, treatment and management of conditions including congenital and developmental conditions, mental health and chronic diseases. Access to a dedicated team ensured early intervention for a broad range of health and social issues including early referral to services, close coordination and help to complete supporting paperwork and applications. Ongoing investments are needed to maintain this comprehensive and coordinated approach to care that is underpinned by a family centric approach.

Teacher Commitment and Learning Quality : Encouraging Teaching Factory at Bekasi Islamic Private Vocational School

The aim of this research is to analyze the description of educators' dedication to the quality of education through use of teaching factories as a way to close the competency gap required by the industrial sector to study at private Islamic vocational schools in Bekasi Regency. The research method used a qualitative descriptive with three-stream analysis of data reduction, data presentation and drawing conclusions from the results of observations and in-depth interviews with participants including school principals and teachers as heads of the teaching factory program and the Bekasi District Education Office as supervisors of the implementation of the teaching factory program. A tree diagram used to explain the structured flow of the results of observations and in-depth interviews. The findings showed that the dedication of teaching staff at the Bekasi Regency Islamic Private Vocational School in achieving the learning quality of the teaching factory program was still very low. Where it is necessary to encourage school principals and related agencies to be able to innovate learning facilities that are relevant to the industrial world at the same level. Encouragement of compensation and opportunities at the next level of education. Efforts to encourage the teaching factory program to emphasize the importance of learning facilities in schools as a means of industrial practice in the classroom. Other efforts include the rights and obligations in building teacher dedication to achieve competent.

THE ASSESSMENT OF SELF-PERCEIVED EDUCATIONAL NEEDS AND COMPETENCY LEVEL OF EMERGENCY NURSES AT TERTIARY CARE HOSPITAL LAHORE

Competency in emergency nursing is crucial for ensuring high-quality patient care in fast-paced healthcare environments. Understanding emergency nurses' self-perceived educational needs and skill competencies is essential for guiding future training and improving patient outcomes. Objective: To assess emergency nurses' self-perceived educational needs and skill competencies at a tertiary care hospital in Lahore. Methods: A descriptive cross-sectional study was conducted using convenience sampling. The study population comprised 125 emergency staff nurses. Data were collected using a structured questionnaire and analyzed using descriptive statistics. Frequency distribution and data normality checks were performed to assess the nurses' educational background and skill competencies. Results: Most respondents (71.2%) held an associate diploma in general nursing, 13.6% had a post-RN qualification, and 15.2% held a Generic BSN. Regarding skill competency, 44% of respondents perceived themselves as highly competent, 40.8% as qualified, and 15.2% as least competent, particularly in areas like defibrillation and neurological assessment. Furthermore, 60% of the nurses needed additional education to enhance their patient care skills. Conclusion: The study concluded that emergency nurses at tertiary care hospitals require further education and training to enhance their knowledge and improve patient care outcomes. Continuous professional development programs focusing on skill enhancement are recommended to bridge the identified competency gaps.

Innovation Off the Bat: Bridging the ChatGPT Gap in Digital Competence among English as a Foreign Language Teachers

This research explores the guided experimental implementation of ChatGPT as a tool for developing teachers’ skills in teaching English. The intervention involved 24 in-service English as a Foreign Language (EFL) teachers who engaged in crafting activities and assessments using researcher-designed prompts. Utilizing a mixed-methods approach, the researchers assessed the participants’ ChatGPT integration proficiency through a custom-designed assessment tool aligned with the technological pedagogical content knowledge framework. The eight-week intervention introduced educators to various applications of ChatGPT in EFL teaching, including lesson planning. A quantitative analysis revealed statistically significant improvements in the teachers’ ChatGPT integration proficiency across all measured dimensions. The qualitative findings highlight the perceived benefits, challenges, and future prospects of ChatGPT in EFL education. While the practical significance of the improvement was modest, the results suggest that the guided integration of generative chatbots can bolster teachers’ ability to leverage this technology appropriately. This study contributes to the limited body of empirical research on integrating large language models into teaching and offers insights into the practical applications and challenges of using ChatGPT in EFL contexts.

Patients' Expectations of Doctors' Clinical Competencies in the Digital Health Care Era: Qualitative Semistructured Interview Study Among Patients.

Digital technologies have impacted health care delivery globally, and are increasingly being deployed in clinical practice. However, there is limited research on patients' expectations of doctors' clinical competencies when using digital health care technologies (DHTs) in medical care. Understanding these expectations can reveal competency gaps, enhance patient confidence, and contribute to digital innovation initiatives. This study explores patients' perceptions of doctors' use of DHTs in clinical care. Using Singapore as a case study, it examines patients' expectations regarding doctors' communication, diagnosis, and treatment skills when using telemedicine, health apps, wearable devices, electronic health records, and artificial intelligence. Findings were drawn from individual semistructured interviews with patients from outpatient clinics. Participants were recruited using purposive sampling. Data were analyzed qualitatively using thematic analysis. Twenty-five participants from different backgrounds and with various chronic conditions participated in the study. They expected doctors to be adept in handling medical data from apps and wearable devices. For telemedicine, participants expected a level of assessment of their medical conditions akin to in-person consultations. In addition, they valued doctors recognizing when a physical examination was necessary. Interestingly, eye contact was appreciated but deemed nonessential by participants across all age bands when electronic health records were used, as they valued the doctor's efficiency more than eye contact. Nonetheless, participants emphasized the need for empathy throughout the clinical encounter regardless of DHT use. Furthermore, younger participants had a greater expectation for DHT use among doctors compared to older ones, who preferred DHTs as a complement rather than a replacement for clinical skills. The former expected doctors to be knowledgeable about the algorithms, principles, and purposes of DHTs such as artificial intelligence technologies to better assist them in diagnosis and treatment. By identifying patients' expectations of doctors amid increasing health care digitalization, this study highlights that while basic clinical skills remain crucial in the digital age, the role of clinicians needs to evolve with the introduction of DHTs. It has also provided insights into how DHTs can be integrated effectively into clinical settings, aligning with patients' expectations and preferences. Overall, the findings offer a framework for high-income countries to harness DHTs in enhancing health care delivery in the digital era.

2251 Geriatric medicine competencies required by all hospital doctors caring for older adults: a scoping review

Abstract Introduction An ageing population globally has created an escalating demand for age-attuned healthcare services. Most older adults will continue to receive their medical care from doctors without specialised geriatric medicine training. It is important therefore that all doctors possess fundamental gerontological competencies. Which specific competencies and how they might best be integrated into medical education remain unclear. Our aim was to summarise the literature on the geriatric medical competencies required by all doctors caring for older adults. Methods We undertook a scoping review following Arksey and O’Malley and the Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for scoping reviews (PRISMA-ScR). We systematically searched the electronic databases PubMed, Cochrane, Cinahl, PsycInfo, ERIC and Embase for eligible records from January 2012 to December 2022. Studies related to physician or doctor or resident and competencies or curriculum or education and geriatric medicine or gerontology were included. We also searched the websites of included countries’ medical specialty professional bodies for relevant competency frameworks. Results Eighty-seven sources were included in the review. The most common competencies identified were medication management, recognition and management of cognitive impairment and management of chronic disease and co-morbidities. Considerable heterogeneity existed among the remaining competencies identified including interprofessional communication skills, advanced care planning and discharge planning. Competencies addressing subspecialty areas including stroke, orthogeriatrics, movement disorders were less prominent. Conclusion Multiple attempts to create and implement competency frameworks on local, national, and international levels in addition to educational interventions to address competency gaps locally reflect the wide-ranging challenges faced by healthcare systems in caring for an ageing population. Significant variation in competencies exists among the sources included in this scoping review. An overarching competency framework is now necessary to define the required competencies for all hospital doctors caring for older adults.

CPD Success With Technagogy in Health Professions: Determinants and Merits.

Continuing professional development (CPD) has become a common strategy to address the gaps in knowledge and competencies during the pandemic. Given the drastic changes in the learning environment, this study explored "technagogy" or teaching with technology in CPD in the health professions. A mixed-methods study was used to ascertain the determinants and merits of CPD success from the participants' perspectives (n = 237). The quantitative data underwent structural equation modeling using partial least squares. We also thematically analyzed the qualitative responses and synthesized concurrent findings. The structural model accounted for a 64% variance in the CPD success. Its significant direct predictors (P < .05) were instructional, curriculum, and nurturant effects. From the participants' experiences, we generated four themes as the merits of CPD: learning, teaching, knowledge, and technology scholarships. Finally, we constructed a synthesized model, the CPD Determinants and Intrinsic Assets in Learning, which can offer modest guidance in navigating CPD with technagogy. The study findings emphasize the convergence and divergence points as considerations in teaching and learning with technology. It also offers valuable insights into relevant implications of technagogy in CPD, including its theory, practice, policy, and research.