Specific Competencies Research Articles

The Impact of General Education Satisfaction on Core Competencies in the Cyber University Teaching and Learning Environment

The objective of this study is to identify the characteristics of students at Cyber universities and to empirically analyze the impact of their satisfaction with general education on core competencies. A survey was conducted with 1,196 students from S Cyber University in the metropolitan area, with the objective of assessing their satisfaction level with general education and core competencies. The study employed a variety of analytical techniques, including correlation analysis, descriptive statistics, independent t-tests, simple and multiple linear regression analysis, to verify the relationships between general education satisfaction and core competencies.</br>The findings revealed that significant differences in some core competencies were identified based on gender, transfer status, and whether students had been enrolled for more than two semesters, underscoring the necessity for tailored educational programs that consider demographic factors and learning experiences. Secondly, the results of the simple linear regression analysis indicated that student satisfaction with general education had a significant positive impact on all core competencies, with the strongest effect observed on the communication and cooperation competency. Thirdly, the results of the multiple linear regression analysis indicated that satisfaction with general education had a significant positive impact on all core competencies. Additionally, factors such as enrollment for more than a year, gender, and age group had a significant positive effect on some core competencies.</br>Based on the findings, the study emphasizes the crucial role of general education in enhancing core competencies within the Cyber university learning environment. It also proposes the development of tailored educational programs aimed at improving specific competencies, such as global citizenship. Moreover, the study confirms that even in remote learning environments, general education plays a key role in promoting interaction and cooperation among students. This suggests that enhancing the quality of general education can maximize students' learning experiences and contribute to the achievement of Cyber universities' educational goals.

Work First or Education First? Frontline Service Challenges of Providing Enabling Activation

Activation policies, especially formal upskilling, can strengthen social inequality among long-term unemployed people. Also, receiving skill-enhancing activities may be at odds with the ‘work first’ principle. Drawing on interviews with frontline workers in the Norwegian employment and welfare service (NAV), this article analyses how frontline workers handle the challenging aspects arising from activation policies in providing enabling activities to claimants who need comprehensive support. The findings suggest that frontline workers face claimants who expect to embark on an education, and on the contrary, claimants who lack motivation or capability to do so. In both cases, frontline workers are challenged in terms of experiencing contradictory expectations from policies and users and in assessing future outcomes and suitability of the services. Education activities provided by the public employment agency (PES) involves multiple policy fields and require specific competency on the part of frontline workers.

Empowering Educators: Integrating Sustainable Health in Healthcare Professionals’ Training

Abstract Despite efforts to realize Agenda 2030, the sustainable development goals (SDGs) may not be achieved. This already now impacts public health and healthcare, including the training of providers. “Sustainable health” addresses this urgency by emphasizing health as key to achieving the SDGs. While the UN developed a competency framework for teachers in 2011, the specific competencies needed to train in sustainable health remain unclear. Transformative learning (TL) is crucial to integrating sustainable development in higher education (HE), yet its application in the education of health professionals is limited. TL entails a profound transformative journey that reshapes perceptions and experiences, necessitating a shift in the educator’s role from information provider to facilitator of transformative processes. According to a 2019 literature review on TL for healthcare students, teachers need detailed and practical guidelines on how to implement TL. We aimed to develop an evidence-based matrix outlining a) the educational strategies needed to ensure that students develop sustainable health competencies, and b) the competencies teachers need to use these strategies in a quality-assured way. We conducted a literature review to identify key dimensions of teacher competencies and educational strategies for sustainable health. We surveyed teachers at Karolinska Institutet to assess the relevance of these competencies and teachers’ confidence in using them. Focus group discussions were conducted, to explore barriers and enablers to develop competencies and use educational strategies. We present a competency framework for HE teachers, accompanied by recommended educational strategies and self-assessment tools to gauge further training needs. To be used by teachers and educational developers, it will be openly accessible in Swedish and English. This study contributes to enhancing competencies in training health professionals to contribute to achieving sustainable health for all. Key messages • Educators need to be equipped with competencies to lead transformative learning processes to enable future generations of health professionals to achieve sustainable health for all. • Educators need to be supported to transform their role and practice to provide relevant training for future health care providers.

Exploring the state-of-the-art on competencies for policymaking in public health

Abstract Against the complex backdrop characterizing both the nature of public health challenges and the corresponding skills required to face them, this presentation will introduce the state-of-the-art on scholarship concerned with the definition and/or development of competencies for effective policy making in public health. The presentation will focus especially on presenting findings of a scoping review of the state-of the-art involving: 1) research that develops competency frameworks explicitly designed for policymakers operating in public health; and 2) case studies that explore the application of specific competencies (whether explicitly or implicitly) in different public health contexts. By exploring both bodies of literature, the scoping review will take stock of how each study defines the concept of competencies, enumerates areas of knowledge and demonstrable skills pertaining thereto, and uses evidence to establish their significance in the field of public health leadership. The findings of the scoping review will also be brought into comparative perspective, examining whether and how the categories of existing competency frameworks correspond with one another, as well as reflect the insights of single case studies. The proposed presentation will conclude with an overview of findings of a mapping exercise including all competencies identified in the literature, which can serve the workshop audience as both a synthesis and holistic refinement on the state-of-the-art going forward. The proposed presentation will conclude with an overview of findings of a mapping exercise including all competencies identified in the literature, which can serve the workshop audience as both a synthesis and holistic refinement on the state-of-the-art going forward. Speakers/Panelists Anne-Catherine Viso Santé publique France, Saint Maurice, France Charlotte Marchandise EUPHA Kasia Czabanowska Maastricht University, Maastricht, Netherlands

Key competencies for global health research: systematic literature review and mapping

Abstract Background Despite a boom in global health programmes and trainings, there is a lack of clarity and standardisation about which competencies are essential for researchers in global health, who stem from diverse disciplines and backgrounds. The objective was to map key competencies for global health research and approaches to progressively develop them in education and training. Methods We performed a systematic review in English in PubMed/MEDLINE, Web of Science, and Psychinfo/EBCSO host of literature published since 1 January 2010. 1827 articles were screened in duplicate. Data was extracted from 84 publications about focus in global health, recommended competencies and educational approaches, with two researchers giving a relevancy rating. AI-assisted extraction was conducted on 40 high-relevance publications to garner further information, informing development and application of a coding framework to these articles. Results Emerging results point to eight main domains and numerous subdomains related to competencies seen as critical for global health research. In addition to traditionally emphasised cognitive competencies (e.g. methodological), the literature underlined the importance of critical analyse of how systems related to globalisation, political economy and structural injustice shape health at local level. Also highlighted was the need for more focus on affective and practical competencies for conducting global health research in alignment with equity principles, including through innovative pedagogical approaches. Conclusions Our review identifies competencies seen as essential for global health researchers, including skills to critically analyse geopolitical, colonial and structural drivers, as well as self-reflexivity, (cultural) humility and other key affective competencies. It also highlights, however, the significant diversity of perspectives, lack of consensus, and ongoing disconnect between principles and practice. Key messages • Greater clarity and consensus is needed around the specific competencies required to work as a researcher in global health, taking account of diversity across disciplines, sectors and stages. • Global health researchers require skills to critically analyse geopolitical, colonial and structural drivers, as well as self-reflexivity, (cultural) humility and other key affective competencies.

PEDAGOGICAL PRINCIPLES FORMATION OF INCLUSIVE COMPETENCE OF FUTURE SPECIAL TEACHERS

In the last decade, inclusive education has become the majorintegral partsof our lives. There are many studies on its implementation in the education system of Kazakhstan. However, there are very few studies of the inclusive competence of an inclusive education special teachers(defectologists). In the context of Kazakhstan, itis important to study the development of a model of knowledge and competencies necessary for the training of special teachers in inclusive education.How we can inclusive education be related to the inclusion of scientific research in the quality assessment system of an educational institution. Questions arise how to link profiles in inclusive education with inclusive education. The main aim of the research is to distinguish inclusive education as a new model of education and propose an individual methodology or a set of recommendations on the development of special teachers’ professional competencies.Therefore, we consider themodel and principles for the development of special competencies of future special teachers in the context of inclusive education.As a result of analysis and formation of a model we gave recommendations for analyzing the pedagogical issuesand formation of future special teachers' inclusive competencies.The results of the research can be used in creating educational programs in aninclusive education and consideration of methodology development for inclusive training special teachers for inclusive schools.

Educational management in personnel training of hydrometeorological services: world experience

Introduction. The relevance of the presented study is determined by the fact that the acceleration of climate change on the planet has a significant impact on almost all spheres of economic and social life of mankind, which imposes new requirements both on the information provided by hydrometeorological services and on the personnel of managers and specialists providing it.Purpose setting. The purpose of the presented studies is to summarize the world experience in the development of promising requirements for the skills and competence of managers and specialists of national meteorological services in the interests of forming a system of requirements for staffing and training of managers and specialists of hydrometeorological services of the Roshydromet system.Methodology and methods of the study. The methodological base of the research consists of well-known scientific works devoted to the promising requirements for the skills and competencies of managers and specialists of the hydrometeorological service. Results. The novelty of the obtained results lies in the fact that, based on the generalization of world experience in the development of promising requirements for the skills and competence of managers and specialists of national hydrometeorological services, it was found that when forming personnel management strategies, on the one hand, requirements are put forward for a wide range of competencies of personnel who own both traditional technologies and innovative technologies for processing and interpreting information based on IT. On the other hand, hydrometeorological services impose increased demands on themselves, which is manifested in strategic aspirations to form a holistic motivation system for their employees, covering all levels of human needs, according to substantive theories of motivation – from economic competitiveness to opportunities for training, development and self-expression.Conclusion. The practical significance of the obtained results lies in the possibility of using world experience in developing promising requirements for the skills and competence of managers and specialists of national meteorological services when forming strategies for personnel management of hydrometeorological structures of the Roshydromet system.

Problems of formation and development of digital literacy of university students in non-core training directions

Introduction. The article substantiates the relevance and feasibility of studying the problems of formation and development of digital literacy of university students in non-core areas of training. The need to find ways to effectively and efficiently manage the formation and development of digital competencies of future specialists is emphasized.Purpose setting. The purpose of the study is to analyze the problems of formation and development of digital literacy of university students in non-core areas of professional training.Methodology and methods of the study. The methodological basis was an integrative approach to understanding the processes and results of the formation and development of digital literacy of university students in non-core areas of professional training, conceptual provisions and principles of competency- based and personal-activity approaches. The leading research methods are theoretical analysis and synthesis of research results on the problems of formation and development of digital literacy of university students in non-core areas of training, of conditions and measures to intensify and optimize the processes and results of professional education in the context of the formation and development of digital literacy of students, to highlight the conditions and measures to support the development of digital literacy of students of non-core specialties.Results. The author summarizes the results of research into the conditions and factors for the formation and development of digital literacy among university students in non-core areas of training. The importance and promise of systematic, holistic work in the context of the formation and development of digital literacy of university students in non-core areas of training is noted: creating conditions and taking a system of steps to ensure the achievement of digital literacy of future specialists.Conclusion. The results of the scientific research carried out and the presented conclusions expand pedagogical knowledge about the theory and methodology of vocational training in the specific conditions of the modern educational environment: its intensive and consistent digitalization, stratification and individualization. Based on the conducted research, we can conclude that it is necessary to emphasize students’ understanding that digital competencies can help him solve and prevent a number of important problems in his life, starting with problems of professional demand and competence and ending with problems of general self-realization and self-actualization. The prospects of the study are related to the need to further search for effective and efficient models for the formation and development of digital literacy of future specialists.

Learning apps at home prepare children for school.

The usage of high-quality learning applications (apps) at home may increase children's mathematical and literacy competencies. This approach was tested in a family intervention study. Intervention families (n = 302) in two German cohorts (N = 500; M (SD)age = 61.0 (4.6) months; n♀ = 302) received tablets with newly developed learning apps focusing either on mathematical or literacy learning for every-day usage at home across half a kindergarten year. Compared with two control groups with and without tablets, children in the intervention groups significantly enhanced their specific competencies (η2 = .03-.10). Higher app usage was associated with greater gains (ΔR2 = .01-.02). Consequently, an easy-to-apply app-based intervention supports children's development of cognitive competencies and helps prepare them for school.

Spiritual care competences of healthcare workers in emergency and intensive care-aprospective questionnaire study

In intensive and emergency care, patients and their relatives are confronted with potentially existential crises. Spiritual care can be an additional resource to address related psychosocial and physical symptoms and to support patients and their relatives. Accordingly, healthcare workers need spiritual skills to recognize and respond to these needs. What spiritual competencies do healthcare workers in intensive and emergency care have? Are there differences between professions and genders? What factors influence spiritual competencies? The prospective questionnaire study included physicians participating in intensive care and emergency medicine courses and nurses who were training or working in intensive and emergency care. Self-reported spiritual competencies were assessed using the Spiritual Care Competence Questionnaire (SCCQ), which captures the following areas: perceptual competence, team-spirit, documentation competence, self-awareness and proactive opening, knowledge about other religions, competence in conversation techniques and proactive empowerment-competence. We included 465 physicians (50% female, years in profession: mean = 4.0, standard deviation [SD] = 3.5) and 86nurses (80% female, years in profession: mean = 12.7, SD = 10.7). The average SCC was2.3 (SD 0.4) out of amaximum of 4points, with higher spiritual competences among spiritual and religious respondents. There were differences in specific competencies between the professions and genders. Women indicated ahigher level of competence in the area of perception and conversation skills, physicians in documentation skills. Overall, there is aclear need to train healthcare staff in the field of intensive care and emergency medicine.

Enhancing STEAM Education with AR: A Primary Education Teacher Training Study

This research delves into the influence of Augmented Reality (AR) on Science, Technology, Engineering, Arts, and Mathematics (STEAM) education within the domain of primary school teacher training at the university level. The core aim is to augment digital literacy within the primary education framework through inquiry-based teaching methods. This investigation was organized among students enrolled in the Faculty of Education, Comenius University in Bratislava. The empirical research is devoted to the contribution of AR technologies to the enhancement of STEAM education and its implications for future primary education teachers. Utilizing a qualitative research methodology, the study facilitated small-group project work among students, complemented by focus groups and interviews to garner comprehensive insights into their experiences and perceptions. The findings of this study illuminate the significant role of AR applications for enriching STEAM education, manifesting in motivation of future teachers and the advancement of specific STEAM competencies. The results indicate the advantage of the integration of AR technologies in educational settings as a tool for supporting digital, technical, and artistic skills among students. The research results are possible to use in the innovation of teacher training primary education study program. An interdisciplinary approach towards STEAM education can help future teachers to navigate and to understand a technologically driven world effectively. Furthermore, the study offers actionable recommendations for practicing primary school educators on the implementation of AR-based pedagogical strategies to enrich the learning experience. By doing so, it aims to bridge the gap between traditional educational methodologies and the demands of contemporary digital literacy, ultimately fostering a more engaging and effective learning environment for future generations. The research results will be implemented into the STEAM oriented subjects into the primary school teacher training at the university level and in the lifelong learning of the in-service primary school teachers from educational practise.

COURSE «MANAGING CONFLICTS IN CRISIS CONDITIONS» IN THE PROFESSIONAL TRAINING SYSTEM OF SPECIALTIES 053 «PSYCHOLOGY»

The article presents an analysis of the theoretical and methodological aspects of teaching the educational discipline «Managing conflicts in crisis conditions». The role of the academic discipline in the system of professional training of students who obtain a master's degree in the specialty 053 «Psychology is determined». The goal of the educational discipline is determined, which consists of acquiring competences in resolving conflicts, developing the ability to predict and control conflict situations in difficult life conditions, and promoting significant progress on the path of professional improvement. The dominant tasks of studying the discipline are highlighted: getting closer to the understanding of the professional necessity of in-depth study of the nature of the emergence and development of various conflicts; identifying the causes of conflicts; using different tactics, and conflict resolution technologies; mastering psychological techniques for getting out of conflict situations. It is noted that the educational material of the discipline «Managing conflicts in crisis conditions» is divided into two content modules, namely: 1. Basics of conflict theory; content module 2. Conflict management in crisis conditions. It is emphasized that the lectures on the discipline «Management of conflicts in crisis conditions» are conducted taking into account the problematic nature, dialogic communication, activation of the thinking and speaking activity of the master's students, namely: lecture-discussions with posing problematic questions, which help to direct the attention of the master's students to the key issues of the topic of the lecture session. A description of the tasks that master's students perform during practical classes is provided. An important place in the process of psychological training of future specialists in crisis psychology is given to the use of multimedia tools. It is proven that mastering the discipline «Management of conflicts in crisis conditions» by master's students is important in the professional formation of a specialist in crisis psychology, as it provides the necessary knowledge and skills to manage conflicts in difficult life situations and reduces the psychological suffering of people experiencing crises. We see the prospects for further study of the problem in the generalization of innovative approaches to improving the professional competence of future specialists in crisis psychology. Keywords: conflict, conflict management, specialist in crisis psychology, crisis, difficult living conditions, competencies, master's degree, independent work

Talent management: features and benefits for the organisation in the conditions of digitalisation

Today, high-performance employees who are capable of rapid learning, have developed adaptability skills to environmental changes and specific competencies, the so-called “talents”, are of particular value to organisations. Such employees represent a strategic asset of the company and can help in the implementation of various business strategies. The talented employee management system allows to identify, develop, and retain such specialists, which in turn helps to reduce staff turnover and improve the efficiency of the team. The introduction of talented employee management is especially important in the context of digital transformation of the economy as it allows to use all the advantages of digital technologies to achieve corporate goals Also, talent management is not an easy task, and its implementation may require significant efforts and resources. Despite the fact that this process is associated with certain difficulties, such as search and selection of talented specialists in highly competitive conditions, its advantages significantly outweigh the possible risks. It is important to understand that talent management requires constant monitoring and adaptation to changing conditions. This paper describes the features of the talent management system and the advantages of its implementation for an organisation in the context of digital transformation of society.

The epic and poetics of the Travesía as a space of resistance in design Education.

This paper explores the concept of "Travesías" as a profound pedagogical practice within the School of Architecture and Design at the Pontificia Universidad Católica de Valparaíso, which operates as a crucial form of resistance in design education amidst contemporary cultural and structural shifts. As a professor deeply involved in these journeys, I argue for the retention and adaptation of three foundational principles that ensure the continued relevance and transformative potential of the Travesías. These principles—Observation, the Work (Obra), and the Epic of the Commons—are essential in navigating the changing dynamics that challenge traditional educational models. As the primary mode of engaging with the world, observation encourages profoundly personal and reflective interaction with the environment, fostering a unique and profound understanding and expression. The concept of the Work transcends conventional outputs of design and architecture, advocating for a creative process that emphasises gratuitousness and poetic engagement over utilitarian and commercial objectives. Lastly, the Epic of the Commons highlights the importance of collective creation and shared experiences, pivotal in forming a cohesive educational and creative community. These principles are increasingly vital as the Travesías confront the commodification of education and the pervasive focus on individualism and specific competencies driven by market forces. The paper calls for a dialogue among global design educators to discuss adapting these principles to contemporary needs and explore new methods that respect and rejuvenate the foundational ethos of the Travesías. This dialogue is crucial for developing a "third way" in design education that integrates the poetic with the practical, ensuring our pedagogical approach remains innovative, inclusive, and deeply humanistic. Through this exploration, we invite a rethinking of design education that emphasises collective well-being, creative freedom, and a deeper engagement with our time's cultural and ecological contexts.

SUBSTANTIATION OF THE PROFESSIONAL STANDARD OF "PERSONAL FITNESS TRAINER" IN UKRAINE

Professional staff is needed for the effective functioning of health fitness. There are no professional standards for fitness staff in Ukraine, so there is no single standardized approach to determining the list of job functions, general and special competencies, the required knowledge, skills and practical abilities. The purpose of the study is to substantiate and develop a professional standard of "Personal Fitness Trainer" taking into account international experience. Methods: analysis and generalization of scientific and methodical literature, pedagogical observation, functional analysis, documentary method, method of expert evaluations, methods of mathematical statistics. Results. The development of a professional standard for "Personal Fitness Trainer" was based on regulatory acts and the algorithm formed for the health fitness system. There have been identified 60 necessary labor actions which ensure the performance of 9 labor functions of a fitness trainer. The professional standard takes into account the needs of employers, consumer requirements and will be the basis for the industry standard of higher education in the relevant specialty. Conclusions. The developed professional standard for "Personal fitness trainer" is relevant, complies with regulatory acts and established algorithm, adapted to the system of fitness. The expediency of developing a professional standard "Personal fitness trainer" was based on the study of the actual state and prospects of application of fitness staff. The professional standard provides requirements for the content and quality of professional activity; list of general competencies; requirements for the level of qualification, medical contraindications to work, work experience, level of education of a fitness trainer; a list of labor functions and labor actions and the necessary knowledge, skills and abilities; list of subjects and means of work and definition of professional competencies, etc. The professional standard "Personal fitness trainer" should be the basis for the industry standard of higher education in the relevant specialty.

The Effect of Competence of Conservative Dentist Specialists on Patient Satisfaction with Dental Health Services and Its Relationship to BPJS Patient Loyalty at the Hospital

This study examines the influence of the competence of dental conservation specialists on patient satisfaction and its relationship to BPJS patient loyalty in hospitals. The competencies of dental specialists, including technical expertise, deep knowledge, and communication skills, are crucial in delivering high-quality and satisfying dental health services. Patient satisfaction is a key indicator of healthcare success, especially in dental services, where procedures such as root canal therapy and dental restoration require a high level of expertise. This research aims to analyze how the competence of dental conservation specialists impacts patient satisfaction and how this satisfaction influences BPJS patient loyalty. The research utilizes a qualitative approach with a case study method involving BPJS patients who received dental conservation services in hospitals. Data were collected through semi-structured interviews and questionnaires, focusing on patients' experiences with dental services. The data were analyzed using thematic analysis, identifying key themes related to dentist competence, patient satisfaction, and loyalty. The findings highlight the importance of continuous training for dental conservation specialists in improving patient satisfaction and fostering loyalty to the hospital's services. These efforts will not only enhance the quality of dental care but also support the sustainability of the BPJS program in providing accessible and affordable healthcare.

Scientific knowledge in pedagogy about learning tools

A scientific review of the problems that are relevant for researchers in the field of education in the last decade is presented. The issues of the content of education and its impact on the surrounding reality were considered by researchers from different fields of scientific knowledge: sociology, cultural studies, history, philosophy, political science, psychology. Scientific publications note that changes in education and its impact on personality occur due to various tools of the educational process, which can be identified in the generalized definition of «learning tools». The analysis of scientific literature and regulatory documents in the field of educational services in the Russian Federation allowed us to identify research areas that are of priority importance for pedagogical practice. It is significant for the authors to use a set of exercises, educational courses, design methods, situational tasks, and game technologies to form professional competencies of specialists. Most researchers note the need to justify the use of digital technologies to solve innovative pedagogical tasks. The scientific publications included in the review attempt to develop criteria for evaluating the effectiveness of teaching tools used in educational practice, their ranking and classification on various grounds, as well as the didactic potential of digital educational resources.

A framework of data curation competencies

Over the last decade, the library and information science (LIS) field has driven data curation education, research, and practice. As the field continues to grow and new techniques and technologies are developed, there is a need to evaluate current data curation practices to understand the important data curation competencies that should be taught to LIS students. This research expands our understanding of data curation competencies, skills, and technical tools and provides a data curation competencies framework. This data curation competencies framework was developed through 1) a systematic literature review and 2) focus groups with strategic stakeholders. For the systematic literature review, over 1,400 documents were reviewed, with 43 deemed relevant. Relevant documents described the competencies needed to conduct data curation activities, and from these findings, the initial competencies framework was created. The framework consists of twenty specific competencies organized into data curation activities, technical skills, and soft skills related to data curation. Secondly, focus groups were held with strategic stakeholders (educators, practitioners, and community organizations) to provide feedback on the overall structure of the competencies framework and input on the competencies necessary to working with community data. As this framework extends our current understanding of data curation competencies, it can also be utilized in both research and curriculum development. Currently, this framework is being utilized to create and test a pilot community data curation curriculum with LIS students and will be disseminated for LIS educators to incorporate into their curriculum.

RELEVANCE OF COMPETENCE DEVELOPMENTAND ADVANCED TRAINING PROGRAMMES FOR PHYSICAL THERAPISTS WORKING IN PAEDIATRICS

Physical therapists in Ukraine complete six years of study (4 years of first (bachelor's) degree and 2 years of second (master's) degree) to obtain a speciality and diploma of physical therapist, which involves the acquisition of a number of professional competencies described in the relevant educational standards and curricula. These educational standards and the vast majority of educational programmes contain a minimum amount of paediatric physical therapy component. Therefore, additional training based on the competency-based approach in paediatrics is needed to enable physical therapists to provide effective, qualified services to children. The aim of the study is to substantiate the need to develop a list of competencies to improve the training of physical therapists in Ukraine who will specialise in paediatrics. Materials and methods. The study was conducted by questionnaire survey of physical therapists working in paediatrics from 1 to 14 September 2023. The questionnaire was developed to assess the need for advanced training programmes for physical therapists working in paediatrics, as well as to assess the areas of clinical activity and the level of competencies of specialists. Results. The survey involved 82 physical therapists working in paediatrics. Of the 82 physical therapists, 59 (71.9%) were representatives of public institutions, 13 - private, and 10 respondents did not indicate the type of institution. In 80.4% of physical therapists, the total length of service is equal to the length of service in paediatrics. Only 10.97% of the surveyed physical therapists agree with the statement that university education in Ukraine is sufficient to start an effective practice in paediatrics. 6.10% believe that there are sufficient opportunities for advanced training in paediatric physical therapy in Ukraine, while 21.95% disagree with this statement. The majority of respondents provide services on an outpatient basis, only 25.60% - in acute rehabilitation. Among the proposed areas of physical therapy in paediatrics, most physical therapists work with patients with musculoskeletal disorders (79.26%). The next area in terms of the number of physical therapists working in it is physical therapy in neurology (70.73%). Almost not covered areas in physical therapy for children were assistance in neonatal intensive care (only 8.53% of respondents work in this area) and assistance in intensive care units (only 12.19% gave an affirmative answer to the question about this area). Only 4.87% of respondents work with burns, 7.32% - with amputations, 24.4% - with cardiovascular and respiratory disorders. Few specialists are engaged in physical therapy for such complex conditions as Spina bifida (24.4%), spinal cord injury (21.95%) and traumatic brain injury (24.9%). In addition, 14.63% of the surveyed physical therapists indicated other areas of clinical activity. The total number of educational components in paediatric physical therapy is very low compared to the total number of all disciplines in educational and professional programmes. Conclusions. Practicing physical therapists believe that university education in Ukraine does not sufficiently develop professional competencies for work in paediatrics. It is advisable to form the competencies of a physical therapist in paediatrics, which would be the basis for improving university curricula, educational components and the development of postgraduate training programmes.

Referral pathway and competency profiles of primary care physiotherapists and kinesiologists for physical activity interventions for diabetes: a modified Delphi study

BackgroundHigh quality diabetes care is an essential service in primary care settings since the prevalence and associated complications of diabetes is increasing. Physical activity is effective for the prevention and management of diabetes yet is underutilized in diabetes care. Exercise professionals have specialized skills to deliver physical activity interventions, but effective interprofessional collaboration for diabetes care requires role clarity. This study established the competencies of entry-level physiotherapists and kinesiologists for physical activity interventions for diabetes care in primary care settings and used these competencies to develop clinical tools to promote role clarity in interprofessional care teams.MethodsWe used a modified Delphi process. Eleven physiotherapy and three kinesiology subject matter experts participated in two rounds of Delphi surveys to develop discipline and context specific competencies. These competencies were used to draft competency profiles and a referral pathway tool. Eleven of the participants then participated in a focus group for member-checking of the tools. Descriptive statistics and content analysis were used to analyze quantitative and qualitative data respectively.ResultsThe modified Delphi process resulted in 38 physiotherapy and 27 kinesiology competencies that identify the distinct roles of physiotherapists and kinesiologists in delivering physical activity interventions for diabetes care. The physiotherapy competencies describes their unique role in supporting people with all types of diabetes to engage in physical activity despite complex medical or physical barriers. The kinesiology competencies indicate where these professionals may require additional training, especially when working with people living with type 1 diabetes or who are pregnant. All developed tools had good face validity and were seen to be potentially useful tools by the subject matter experts.ConclusionsThe findings highlight that both physiotherapists and kinesiologists have fundamental skills and abilities to deliver physical activity interventions to people living with diabetes, but that different exercise professionals may be needed depending on the complexity of the clinical profile. The developed clinical tools support improved interprofessional collaboration by clarifying physiotherapy and kinesiology roles in delivering physical activity interventions for diabetes care and highlighting how the two distinct professions can contribute to addressing the growing diabetes epidemic in primary care.