Introduction Of Competency-based Training Research Articles

PHENOMENON OF DEVELOPMENT OF PROFESSIONAL COMPETENCE OF SOCIAL WORKERS IN RESEARCH OF DOMESTIC SCIENTISTS

The process of formation of professional competencies of social workers in Ukraine is an important aspect of their education in higher education institutions of Ukraine. The analyzed domestic scientific works allow us to conclude that the professional competencies of social workers are a complex structure and consist in addition to mastering practical and theoretical methods of social work of the following competencies: socio-emotional, socio-legal, psychological and life. Another important factor for the formation of professional competencies of modern social workers in Ukraine is the implementation of successful cases in various spheres of social life as an element of successful adaptation and self-realization to the conditions of direct activity in practical social work and increase the authority of social workers among clients of domestic social services and institutions. etc. The purpose of the article is to study the features of the phenomenon of formation of professional competence of social workers. General scientific and special research methods beame the theoretical and methodological basis for studying the peculiarities of the formation of professional competence of a social worker in domestic scientific works. In the course of the research the methods of historical, systemic and structural-functional analysis were used − for the theoretical analysis of the formation of professional competence; methods of analysis and synthesis − to clarify the genesis of the concept of «professional competence», its application in theoretical science and social practice; comparative analysis and methods of document analysis; method of classification and typology − to determine the types of competencies in domestic scientific works; comparative analysis of documents - to study the practices of using the concept of «professional competence of a social worker», etc. We have established that today in the process of organizing education in higher education it is important to change the priorities in the formation of professional competencies of social workers through the introduction of competency-based training of future social workers. It has been determined that the competencies of a social worker change over time. It is substantiated that the most important professional competencies of social workers are communicative, social and legal competencies, as well as methodological competencies in the field of social work with different groups of clients and psychological readiness to carry out direct professional activity.

Changes in Perceived Supervision Quality After Introduction of Competency-Based Orthopedic Residency Training: A National 6-Year Follow-Up Study

To evaluate the perceived quality of the learning environment, before and after introduction of competency-based postgraduate orthopedic education. From 2009 to 2014, we conducted annual surveys among Dutch orthopedic residents. The validated Dutch Residency Educational Climate Test (D-RECT, 50 items on 11 subscales) was used to assess the quality of the learning environment. Scores range from 1 (poor) to 5 (excellent). Dynamic cohort follow-up study. All Dutch orthopedic residents were surveyed during annual compulsory courses. Over the 6-year period, 641 responses were obtained (response rate 92%). Scores for "supervision" (95% CI for difference 0.06-0.28, p = 0.002) and "coaching and assessment" (95% CI 0.11-0.35, p < 0.001) improved significantly after introduction of competency-based training. There was no significant change in score on the other subscales of the D-RECT. After the introduction of some of the core components of competency-based postgraduate orthopedic education the perceived quality of "supervision" and "coaching and assessment" improved significantly.

Human-factors training for surgical trainees.

Shortcomings in non-technical skills have frequently been shown to play a role in adverse events during surgery. Human-factors training has an increasing role to play in enhancing patient safety and reducing medical errors. Programmes in non-technical skills are promoted by the surgical Royal Colleges in the UK and Ireland, and are currently aimed at consultants, senior trainees and theatre teams. Since 2009, the Severn Postgraduate Deanery School of Surgery in the UK has developed a 1-day human-factors training course specifically designed for junior surgical trainees. Analysis of post-course feedback on self-assessed confidence in the use of non-technical skills was undertaken for all junior surgical trainees undertaking the course in 2012/13. Thirty-three junior surgical trainees attended the 1-day human-factors training course. In all, 91 per cent of trainees reported that the course would change their practice. There was a statistically significant difference between the self-assessed confidence of trainees in the use of all four categories of non-technical skills (p ≤ 0.001) before and after the course. The Severn Deanery offers a compulsory human-factors training course for surgeons at the start of their career. Given the importance of reducing human error, maintaining patient safety and the introduction of competency-based training with an emphasis on simulation, human-factors training has a vital place in surgical training, and is highly recommended to others involved in training junior surgical trainees.

Implementation of innovations in higher education: the case of competency-based training in Ghana

A notable trend in recent years has been the introduction of competency-based training (CBT) in vocational education and training systems in many countries. Several CBT training programmes in Ghana have been accredited and quality assured. This article explores the perception of both students and lecturers towards CBT and examines factors that affect its implementation in Ghanaian polytechnics. It was revealed that industry and polytechnics themselves have not significantly influenced the implementation of CBT. As a result, few CBT features have been adopted in the programmes making the current practise of CBT in the polytechnics lag behind the policy standards.

Part II: Education and Training

The last half decade has witnessed major Government initiated reforms in education and training. The rationale for these reforms has been to increase the productivity of the Australian workforce and to facilitate the removal of barriers to a more competitive economy. The major training initiatives have been the establishment of a National Training Board, the introduction of competency-based training, often linked with award restructuring, and the introduction of the Training Guarantee whereby all Australian employers with an annual payroll in excess of $200,000 are required to contribute a proportion of their payroll to the training of their workforce. These training initiatives have been paralleled with major reforms in education including the elimination of the binary system of universities and colleges and their rationalisation into a system of large multi-campus universities. The latter process has occurred against a backdrop of a massive increase in tertiary-education participation rates and a reduct...