Competency Standards Research Articles

Efforts to Encourage Sustainable Performance of Corruption Eradication Commission Employees Through Training Programmes

This study aims to determine and analyse the efforts made by the Corruption Eradication Commission to support the sustainable performance of its employees through employee development programs that are in accordance with job competency standards and career development plans. This research was conducted using a descriptive qualitative approach. Primary data sources were obtained from research results in the form of manuscripts, field notes, memos, and other supporting documents. The results of the research show that although the Corruption Eradication Commission has only been a state institution in the executive power family under the president for approximately 3 (three) years and the Corruption Eradication Commission employees have changed their status to become state civil apparatus (ASN), the Corruption Eradication Commission has been able to adjust its human resource development policies implemented through formal learning programmes such as formal training and education and through non-formal learning in accordance with statutory provisions governing competency development for State Civil Apparatus which include technical competence, functional competence, managerial competence, and socio-cultural competence. It is expected that the competency development policy at the Corruption Eradication Commission is not only aimed at increasing professionalism but also maintaining and improving the integrity of its human resources which is the hallmark of the institution.

Collaboration and Negotiation Practice by Students in News Production

The competence of Communication Science graduates has not yet met the needs of the mass media industry. Higher education institutions have failed to produce professional and skilled journalists. This research aimed to discover the experience of student negotiation and collaboration during journalism practices. It was a case study with a qualitative-descriptive approach. The informants were 104 students of Communications Science at the University of Singaperbangsa Karawang (Unsika). Data were collected through written interviews with open-ended questions, participatory observations, and document studies. This study examined the informants’ negotiation and collaboration skills in journalistic reporting. The determination of these two skills was developed from the journalist competency standards of the Press Council and was studied using the Negotiation Theory and Collaboration Concept. This study concluded that 27 out of 34 informant groups can conduct distributive bargaining and integrative negotiation in penetrating the source and 15 out of 34 informant groups can establish Group Projects, Cross-Group Collaboration, and Collaborative Projects with fellow group members, cross-groups, and the Student Press Institute (LPM) to publish news.

Analysis of 67,975 emergency deployments in a major German city – criteria for more efficient dispatching of emergency physicians

ABSTRACT OBJECTIVES Efficient dispatching of physician-staffed vehicles in emergency medical services requires clear criteria to ensure timely allocation of resources, improve patient outcomes, and minimize response time under high-pressure conditions. The aim of this study was to identify criteria ensuring that emergency physicians are safely managed and efficiently deployed. Methods Rescue service deployments in the city of Dresden, Germany (01/01/2021–12/31/2021), were analyzed retrospectively. The rescue mission indications determined by the telecommunicator, along with the presence of vital sign abnormalities at site – such as airway, breathing, circulation, and disability – based on the ABCDE approach from the Advanced Life Support and Advanced Trauma Life Support algorithms, were analyzed. Specific emergency medical procedures carried out in the particular mission were assigned to the respective competence level (CL): CL1: invasive measures reserved for physicians; CL2: invasive measures that paramedics are trained to use independently in emergency situations; CL3: standard measures; CL4: counseling only; and CL5: no measures. RESULTS In all, 67,975 missions were analyzed. Missions were most frequently dispatched for internal indications, such as cardiovascular and pulmonary emergencies (28.4%), and traumatological indications (20.4%). Despite the physician being dispatched in 36.5% of cases, invasive measures (CL1/CL2) were only used in 13.9% of missions. Internal indications (11.8%) and resuscitation (19.6%) frequently required CL1 measures. CL2 measures were more frequently applied than CL1 measures for allergic (44.2% vs. 1.9%), neurological (12.5% vs. 3.4%), and psychological (6.1% vs. 0.7%) indications. In most interventions (62.2%), only the standard competencies (CL3) were used as the highest level of competence. For most mission indications, the probability of invasive measures (CL1/CL2) increased significantly in the presence of at least one vital sign abnormality. CONCLUSIONS The results show opportunities for optimizing emergency physician dispatch. The presence of a vital sign abnormality should be given greater consideration in the future. Query algorithms for detecting cases with a high probability of requiring CL1/CL2 measures could support efficient dispatching. Furthermore, emergencies requiring CL2 but rarely CL1 measures could be handled independently by emergency paramedics, particularly if they have access to the support of a tele-emergency physician for situations where CL1 measures become necessary.

Bangalore principles of judicial conduct as the foundation of judicial ethics

The article is devoted to the features of ensuring and implementing the Bangalore Principles of Judicial Conduct as the basis of judicial ethics, the purpose of which is to establish standards of ethical behavior of judges in order to support and develop trust in the judiciary in society. It is found that the Bangalore Principles of Judicial Conduct define the fundamental ethical standards of the judiciary in general and the moral and ethical requirements for the person of a judge in particular. These principles define independence, objectivity, honesty, incorruptibility, equality, competence and diligence as key factors in judicial proceedings, and their observance in professional activities and everyday life contributes to the formation and strengthening of citizens’ trust in the judiciary. It is emphasized that the Code of Judicial Ethics in force in Ukraine, formed on the basis of the analyzed principles, justifies the importance of their implementation in national judicial systems, since their observance will contribute to the encouragement and maintenance of high moral and ethical and professional and competence standards in the behavior of judges. It is noted that judicial ethics covers the professional and personal aspects of a judge’s life, explores and develops moral and ethical relations between judges and participants in the judicial process. Moral and ethical norms in the judiciary should be formed on the basis of the principle of human centrism, the priority of human rights and freedoms. Attention is focused on the fact that today in Ukraine the value orientations of society’s development have acquired special importance in all spheres of a person’s life, because a consolidated, harmonious morally and spiritually stable society is able to fully develop and ensure and guarantee the fundamental rights and freedoms of a person and a citizen. It is emphasized that the above principles are aimed not only at establishing and recommending compliance with ethical principles as regulations of internal requirements for the behavior of judges. They should contribute to supporting the administration of justice by representatives of the executive and legislative branches, lawyers, and society, which will develop interaction between them in order to ensure the rule of law and the triumph of justice.

Pengembangan Instrumen Penilaian Berbasis Proficiency Test Untuk Pendidikan Kesetaraan Paket C

The Community Learning Center (PKBM), through its Paket C program, plays a vital role in providing equality education for individuals unable to access formal schooling. This study aims to develop a proficiency test -based assessment instrument designed to holistically evaluate the competencies of Paket C learners. The instrument assesses mastery of academic material, functional skills, and entrepreneurial abilities, which are distinctive features of the Paket C program. The research adopts a qualitative approach, utilizing observation to create test specifications, blueprints, and items tailored to appropriate difficulty levels, discrimination indices, and distractor functions. The findings indicate that proficiency test s address the limitations of the current assessment system, which primarily focuses on standardized examinations, by offering a more comprehensive, valid, and relevant evaluation aligned with workforce demands. Moreover, the flexible scheduling and needs-based approach of Paket C education provide broader access for working individuals or those who have not completed formal education. Proficiency test s also ensure the fulfillment of Graduate Competency Standards (Standar Kompetensi Lulusan or SKL) through assessments that integrate Competency Credit Unit (SKK)-based curricula and the evaluation of applied skills. The study recommends the adoption of proficiency test s as an integral part of Paket C's educational evaluation system to create a more inclusive, adaptive, and relevant assessment model that aligns with the learners' needs and the challenges of the modern workforce.

P0335 Development of an entrustable professional activity for intestinal ultrasound in North America

Abstract Background Intestinal ultrasound (IUS) has emerged as an effective tool to evaluate and monitor inflammatory bowel disease (IBD) with rapidly expanding use worldwide. Concurrently, entrustable professional activities (EPAs) have become an essential and foundational element of competency-based medical education. Together, this arose a need to define and standardize IUS-specific tasks required to achieve competency in clinical practice. The Intestinal Ultrasound Group of the United States and Canada (iUSCAN) aimed to develop an EPA to inform current and future IBD specialists and training programs on the skills and responsibilities necessary to effectively achieve competency in IUS among IBD specialists. Methods The iUSCAN Education Committee established a multi-step process for EPA development (Figure 1). Step 1: A comprehensive literature review was conducted to identify the key competencies required for performing and interpreting IUS across various IBD presentations. Step 2: A focus group, organized by the iUSCAN Education Committee and consisting of adult and pediatric gastroenterologists with extensive IUS experience (each with >300 IUS scans), was formed to refine these competencies. Using a modified nominal group technique, the focus group evaluated, critiqued, and iteratively refined the identified competencies. This process resulted in the initial selection of 28 essential components necessary for performing consistent, high-quality IUS examinations and interpretations. Step 3: The revised competencies were then circulated for further feedback, adjustments, and expansion. Step 4: Finally, the committee utilized the Knowledge, Skills, and Attitudes framework to finalize this EPA into 34 associated milestones. The iUSCAN Education Committee, Executive Committee, and Steering Committee Chairs reviewed and approved the final version of the EPA. Results The Knowledge, Skills, and Attitudes components of an EPA on performing and interpreting IUS are shown in Table 1. Conclusion We present the development of an EPA that defines the competencies necessary to effectively perform, interpret, and integrate IUS into the care of patients with IBD. This IUS EPA is designed to serve as a lasting framework for foundational IUS competencies performed by IBD specialists. As IUS continues to advance with innovative and specialized techniques, this EPA will require further updates to incorporate new modalities and skillsets into standard competencies.

Psychomotor Skills of Domestic and Internationally Trained Dental Students in Pre-Clinical Dental Education.

Evidence on the pre-clinical and clinical performance of internationally trained dental students compared with domestic students and competency standards is limited. The aim of this study was to compare, relatively and normatively, the psychomotor skills of domestic and internationally trained dental students who participated in the same pre-clinical, 9-week, fixed prosthodontics course. Course grades were collected for a total of 224 domestic and 66 internationally trained dental students between 2014 and 2020. Descriptive statistics, t-tests and chi-square tests were used to describe and compare the two groups. At the start of the course, slightly developed or underdeveloped psychomotor skills were observed in 47.8% of domestic students and 34.8% of internationally trained dental students; however, at the end of the course, 78.1% of domestic students and 69.7% of internationally trained dental students had developed or very developed psychomotor skills. Internationally trained dental students had significantly higher psychomotor skills at the start (p = 0.009), but not at the end (p = 0.285) of the course compared to their domestic counterparts. The improvement in psychomotor skills observed in domestic students was significantly greater than that of internationally trained dental students (p = 0.003). At the start of the course, 85.7% of domestic students and 75.5% of internationally trained dental students exhibited training needs. Training needs decreased at the end of the course in both groups but remained sizable. While internationally trained dental students outperformed domestic students at baseline, no significant differences were observed between the two groups by the end of the course. Both groups exhibited training needs at both time points, underscoring the necessity for continued scaffolded support.

Assessing Surgical Competency Among Fellows in Vitreoretinal Surgery: A Survey of Fellowship Program Directors and Fellows.

We surveyed vitreoretinal (VR) fellowship program directors (PDs) to elucidate how they assess surgical competency among VR fellows. In addition, we also surveyed fellowship program graduates for the years 2022 and 2023 regarding assessment metrics and tools used during VR fellowship training. Web-based, cross-sectional descriptive study. Fellowship PDs and recent fellowship graduates in the United States and Canada METHODS: The survey, distributed via email, queried participants about several aspects of assessing surgical competency in VR training including surgical numbers, teaching/assessment methods used to assess fellow surgical competency, comfort of fellows for various surgical procedures, appropriate degree of supervision, and criteria for a hypothetical national competence standard. A Likert scale was utilized for questions capturing participants opinion. Mean response scores were reported. Comparison of responses between PDs and fellows RESULTS: Forty-two PDs (42.1%) (33: University-based and 9: Private institutions) and forty fellows (16.8%) (28: Academic and 12: Private institutions) responded to survey. Fellows expect a higher minimum number of vitrectomies (at least 300) by graduation compared to PDs (at least 200). Both PDs and fellows ranked direct observation of fellow (4.95), discussion with other faculty on fellow surgical performance (3.93), and outcomes of fellow surgical cases (3.88) (p>0.05), as top three teaching tools. Both PDs and fellows expressed high comfort levels with various complex surgeries, such as primary scleral buckle (4.45), proliferative vitreoretinopathy detachments (4.57), advanced diabetic retinal detachments (4.57), and giant retinal tears (4.64), by the time of graduation. Autonomy was also considered an important indicator of surgical competence by both groups. However, apart from direct surgical experience, fellows rated other educational tools lower than PDs. There was overall agreement between the groups on several aspects of a hypothetical national competence standard. This survey identified key tools utilized to assess surgical proficiency were direct observation of surgery by attending, discussions about fellow performance among faculty, and outcomes of fellow surgical cases. Both groups emphasized that by graduation, fellows should be proficient in several complex vitreoretinal surgeries. These findings suggest a need for a more systematic approach to assess surgical competency of VR fellow.

Analisis Masalah dan Solusi Kompetensi Lulusan PKn SD

Civic Education (PKn) plays a crucial role in shaping the character and civic competencies of students, particularly at the elementary school level. One of the main instruments for achieving national education goals is the Graduate Competency Standards (SKL), which set the minimum competencies that students must acquire upon completing their education. This study aims to analyze the challenges and solutions related to the implementation of SKL in the Civic Education subject in elementary schools. Using a descriptive qualitative approach with a literature review method, the study identifies several key issues: disparities in educational access, unequal implementation of SKL, and the impact of economic factors on the achievement of graduate competencies. Proposed solutions include improving teacher training and quality, utilizing technology in learning, adapting curricula to local conditions, conducting outreach and fostering collaboration with the community, and enhancing educational infrastructure. The implementation of these solutions is expected to reduce disparities in the application of SKL in Civic Education and strengthen the character formation of students in alignment with the values of Pancasila and the 1945 Constitution of Indonesia. This, in turn, aims to cultivate citizens who are active, responsible, and contributive in social and national life.

DEVELOPMENT OF QUALITY EDUCATION THROUGH DRIVING TEACHER PROGRAM

This article explains how to improve teacher quality, namely through a teacher mobilization program. The method used uses a qualitative approach using literature reviews in the form of journals and books. In the current era, teachers are expected to be able to develop their abilities and skills in the field of education so that the teaching and learning process can provide quality education for students and produce quality students too. There are four competency standards for driving teachers, including: (1) Pedagogical competency; (2) Personality competency; (3) Professional competence; and (4) Social competence. Driving teachers have an important role in creating a learning atmosphere that can attract and motivate students to be able to develop their talents and potential independently. The aim of having a driving teacher is to provide motivation for students to improve their academic achievement, develop critical thinking skills, and also foster their own creativity. The results of the research show that the teacher mobilization program is a solution to various problems, the main one being educational equality, with this program being able to improve the quality of teachers both in urban and rural areas.

Enhancing Student Learning Methods Through the KKNI Curriculum in the Islamic Economic Law Program at the Faculty of Sharia and Law UIN SU Medan

<p>To enhance the qualifications of university graduates in Indonesia, the government issued Law No. 12 of 2012 on Higher Education and Presidential Regulation No. 8 of 2015 on the Indonesian National Qualifications Framework (KKNI). The KKNI curriculum serves as a guideline to align and integrate education, work training, and work experience with the job structure across various sectors. UIN SU organized a workshop in 2017 to reformulate a transdisciplinary curriculum based on KKNI to support its implementation. This study aims to examine the development of learning design through the KKNI curriculum in the Islamic Economic Law (Muamalah) Study Program at the Faculty of Sharia and Law, UIN SU Medan. Using a descriptive-analytical method, the study explores the learning design development process between lecturers and students and its impact on alumni. This qualitative research also discusses the implementation mechanisms of the KKNI-based learning design. The findings reveal that the development of the KKNI-based learning design has been implemented fairly well. However, additional intensive training for lecturers is necessary to enhance their understanding and application of the curriculum. This effort aims to make students more productive in actualizing their potential during the learning process. With the optimization of the KKNI curriculum, graduates of the Islamic Economic Law Study Program are expected to compete effectively in the workforce, meeting national competency standards.</p>

Designing a summative assessment blueprint in community medicine: an expert consensus approach at All India Institute of Medical Sciences

BackgroundDespite the increasing integration of competency-based education in medicine, there remains a significant gap in effectively assessing educational outcomes, underscoring the urgent need for designed assessment blueprints that accurately reflect both curriculum content and competency standards in Community Medicine for undergraduate students. This study, conducted across the All-India Institute of Medical Sciences (AIIMS) network, develops a summative assessment blueprint aimed at standardizing evaluations in medical education across diverse geographic locations in India.MethodsTwenty-five experts from 10 All India Institutes of Medical Science were invited via email and contributed for summative assessment for a theory paper. Each week, the study lead team sent an online form containing 25 topics. A total of 269 topics were selected to be included in the blueprint development. An Impact and Frequency score was obtained for each topic, with a score between 1 and 3 for both its “Impact (I)” and “Frequency” (F).ResultsThe overall response rate was 71%. “Principle of epidemiology” (14.7%) had the most weight, followed by “Epidemiology of communicable disease” (13.4%) and “National Health Program” (10%). These three chapters constituted more than one-third of the total weight of the summative assessment (theory). 20 out of 24 (83%) chapters have moderate-to-good interrater reliability.ConclusionsThe blueprint developed in this study is intended to serve as a guideline for setting question papers and aims to enhance objectivity, uniformity, and validity in assessment construction. While it provides a structured approach within the AIIMS network, its broader applicability may be limited, suggesting that its effectiveness in other educational contexts remains to be validated. Continued research is encouraged to explore its utility across diverse educational settings.

Development of the Revised Entry-Level Essential Competencies in the Care of Older Adults: Linking Domains of Competence, Commission on Accreditation in Physical Therapy Education Standards, and the Geriatric 5Ms.

Geriatric physical therapy (PT) has evolved since 2011, when the Essential Competencies (ECs) in the Care of Older Adults at the Completion of the Entry-level Physical Therapy Professional Program of Study were published. The purpose of the ECs was to ensure that all entry-level physical therapists were prepared to meet the unique needs of the growing older adult population. Changes in population demographics, medical and research advances, coupled with advancements in the profession of PT, necessitate a revision of the ECs. The Academic Education Committee of APTA Geriatrics was convened to revise the original ECs. Participation was solicited and obtained from experts in clinical and academic geriatric PT; committee work lasted from 2021 to 2024. The committee recognized the intersection of the Domains of Competence Framework developed by the American Physical Therapy Association (APTA), American Council of Academic Physical Therapy, and the Academy of Education partnership, the geriatric medicine 5Ms model, and the Commission on Accreditation in Physical Therapy Education (CAPTE) standards in guiding entry-level PT education. The committee determined that the Domains of Competence, Geriatric 5Ms, and CAPTE standards could synergistically enhance the establishment of contemporary ECs. Input from a nonresearch-based informational survey of APTA Geriatrics members, supported by feedback from discussion at a platform presentation at the APTA's Combined Section Meeting San Diego 2023, informed the revised ECs presented in the current manuscript. This manuscript presents the revised ECs and describes how each EC links to the Domains of Competence, the Geriatric 5Ms, and CAPTE standards. The updated ECs aim to promote best practices in entry-level PT education by providing all stakeholders clear and concise competency statements for the physical therapy examination and treatment of older adults.

The Relationship Between Transformational Leadership and Teacher Organizational Commitment in Secondary Schools in Padang City, West Sumatra

Education plays an important role in improving the quality of a country's human resources. In Indonesia, teacher quality is a major concern, as seen from the results of the Teacher Competency Test (UKG) in 2012 to 2015. Of the 1.6 million participants, 1.3 million teachers did not meet the minimum competency standards, which of course has an impact on the quality of education. To overcome this problem, attention must be focused on improving the quality of teachers, not just on changing the curriculum. Another challenge is the low level of active participation of teachers in school activities and technology adaptation during the COVID-19 pandemic. Many teachers lack enthusiasm and innovation in implementing online learning. In this context, organizational commitment becomes important which is influenced by factors such as leadership style. This study examines the relationship between transformational leadership and organizational commitment among junior high school teachers in Padang City, West Sumatra. Using a quantitative approach, data from 159 teachers in six schools were analyzed using SPSS version 26.0. The results showed that transformational leadership significantly influenced organizational commitment. This study emphasizes the importance of enhancing transformational leadership in strengthening teachers' organizational commitment. Educational organizations are expected to utilize these findings to improve teacher quality and support national education goals. This research also contributes knowledge to the world of education, especially for educational organizations in Indonesia.

Analisis Ilustrasi Manajemen Pelatihan dan Keterampilan Pekerja Tambang Di PT. Semen Baturaja (Persero) Tbk. (Sebuah Pendekatan Deskriptif Terhadap Implementasi dan Peran Manajemen Pelatihan dan Keterampilan Pada SDM Tambang)

Mining workers are crucial human resources in operating mining production processes, in addition to machinery and digital equipment. These workers possess specialized, specific, and complex skills, facing significant risks both to human lives (mortality) and corporate assets. Therefore, nurturing, developing, and enhancing their well-being, particularly in knowledge and skills (both soft skills and hard skills), are the main focus of this study. This research aims to illustrate the management of training and skills for mining workers at PT. Semen Baturaja (Persero) Tbk. and analyze it descriptively in terms of realization, achievements, and objectives. The subjects of this research are the Operation and Waste Management divisions at SMBR. This study employs a qualitative method with data collection techniques involving triangulation, yielding findings that show: 1) Training and skills are worker competency standards, 2) Training and skills are necessary to fulfill competency and certification requirements, 3) Training is tailored to job positions, and 4) Competency evaluation and job rotation practices are implemented. The conclusion is that SMBR has adequately implemented training and skill management, covering both soft and hard skills. Hard skills are reflected in training aligned with Ministerial Regulation of Energy and Mineral Resources (Permen ESDM) No. 1827, while soft skills are included in in-house training implementation.

Health information management students' work-integrated learning (professional practice placements): Where do they go and what do they do?

Background: Work-integrated learning (WIL) is integral to most health disciplines' profession-qualifying degree programs. Objectives: To analyse the categories, locales and foci of final-year (capstone), health information management professional practice (WIL) placements, 2012-2021, at La Trobe University, Australia. Method: A documentary analysis of 614 placement agency proposals, 2012-2021, interrogated multiple characteristics: agency type, placement (sub-) category (WIL model), project type, agency-required student capabilities, intended learning outcomes. Results: Public hospitals offered 50% of all placements. Medical research/health or disease screening/clinical registries offered 17.8%, incorporating 86.7% of "research-based" placements. Government department offerings were consistently stable; private hospital, primary care and community healthcare offerings declined. The majority (64.8%) of offerings were "project-based," followed by "internship" (28.7%: Health Information Service (14%) and "other" (14.7%)), research-based (4.9%) and other (1.6%). Ninety-nine (16.1%) proposals specified additional, pre-placement skills and capabilities: technical (information technologies, software applications; 58.6% of 99 proposals); working independently (49.5%); communications (written, verbal; 45.5%); targeted interest (38.4%) in "informatics and data quality," "quality and safety," "software development," "coding"; organisational and/or time management skills (29.9%); teamwork skills (20.2%); data analysis skills (18.2%); enthusiasm and/or self-motivation (15.2%). Conclusion: The project-based model for the capstone placement is ideal for preparing health information management students for complex, graduate professional work. Agencies' pre-placement expectations of students (knowledge, technical skills, soft skills) are consistent with findings from the WIL literature and align with course curricula and Australia's Health Information Manager (HIM) Profession-entry Competency Standards. Implications: The findings will strengthen the health information management profession's knowledge base of WIL and inform educators, students and agency supervisors.

A conceptual model of autonomous ship remote operators' competency

Abstract The Shore Control Centre (SCC) is being developed and tested as an autonomous ship vessel with remote control. However, since the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW) regulation's competency standard has yet to be altered, it must be revised and modified. Therefore, this study aims to define the competency of remote operators on an autonomous ship from ashore and develop a conceptual model of remote operators' competency. This study used both primary data by interviewing executives from four groups of maritime experts, and secondary data from academic databases, IMO, classification society and maritime companies. Academic databases are employed to conclude the academicians' view on remote operators’ (ROs’) competency and the other data sources are used to conclude the industrial view on the RO's competency. The content analysis technique was used to determine the presence of keywords or concepts from secondary data and develop a conceptual model. The study's findings present four main dimensions to indicate the development of future training and development programs for RO officers: navigation, cargo handling and stowage, controlling the ship's operation and care for persons onboard, and information technology; and present 45 competencies of ROs for managing autonomous ships from ashore, which a conceptual model can explain.

National Preceptor Competency Consensus Study.

The aim of this study was to develop a consensus model of required preceptor competencies to inform preceptor selection, development, support, and assessment. The preceptor role is complex and multifaceted, requiring knowledge and skills beyond the typical RN role; however, no nationally developed standards for preceptor competencies exist. A mixed-method approach (national survey of preceptors, electronic Delphi, expert panel) was used to develop consensus on required preceptor competencies. This study identified and validated definitions for the preceptor role domains (role model, teacher/coach, facilitator, protector, socialization agent, leader/influencer, and evaluator), essential attributes for preceptors, core competencies spanning all role domains, and competencies in each role domain-components that together form the preceptor competency model. The evidence provided from this study delineates the complexity of the preceptor role and provides a consensus model of preceptor competence that can be used to select, develop, assess, evaluate, and support preceptors.

From Novice to Expert: Establishing a Job Level Framework for Medical Writers

As part of the AMWA Medical Writing Apprentice Program Framework, the Job Leveling Workstream aims to establish a standardized skill set and competencies for career regulatory medical writers. Based on insight gathered from a survey conducted in September 2023 of 137 medical writing professionals, the workstream proposes 3 broad levels of regulatory medical writers: Level 1 (novice), Level 2 (established), and Level 3 (expert). Each level is defined by the scope and complexity of documents written, the writer’s role in these projects, and their expertise in associated tasks. An approximate number of years needed to achieve proficiency at each level is also proposed. The framework helps to standardize writing levels, aid hiring managers in evaluating applicants, assist medical writing departments in identifying training needs, and ultimately enhance resource usage.

Using simulation to assess basic ultrasound skills in plastic surgical trainees: a prospective cohort validation study

BackgroundUltrasound has become an invaluable diagnostic tool in plastic surgery. It is quick and easy to use, and it increases the safeness of invasive procedures. Its applications include among others identification of perforators when designing flaps, conducting safe seroma aspirations, and detecting lymph nodes. Despite its extensive use, a standardized competency test for ultrasound examination among junior level plastic surgical trainees has not yet been established. The study aimed to develop and gather validity evidence for a stimulation-based, three-station test in plastic surgery and to establish a credible pass/fail score.MethodsAn expert panel reached consensus on three relevant ultrasound scenarios for junior plastic surgeons: (1) ultrasound-guided seroma aspiration, (2) identification of a perforator for DIEP (deep inferior epigastric perforator) flap reconstruction, and (3) lymph node detection. Thirty-eight participants were categorized as novices, intermediates, or experienced, based on their number of performed ultrasound procedures. Performance was assessed using a modified OSAUS (Objective Structured Assessment of Ultrasound Skills) score. Validity evidence was gathered through Messick’s framework, and statistical analyses included Cronbach’s alpha for reliability and t-tests for group comparisons. A pass/fail score was determined using the contrasting groups’ method.ResultsMean scores were 27.9 ± 9.5 points for novices (n = 15), 78.3 ± 15.1 points (n = 12) for intermediates, and 88.2 ± 11.4 points (n = 11) for experienced. The test’s reliability was high, with a Cronbach’s alpha of 0.94. The pass/fail score was set to 56 out of 120 points. The test had no false negatives and one false positive.ConclusionsThis study established a reliable simulation-based ultrasound test for junior level plastic surgical trainees. It provided validity evidence and showed a correlation between experience and test performance.