Training Competencies Research Articles

Integration of socioemotional competencies in medical training: a case study on the assessment of an educational intervention in a disciplinary course

Background Medical education faces the challenge of integrating socioemotional competencies into its curriculum to train more complete and humane health professionals. This study evaluates the impact of an educational intervention aimed at medical students at the National Autonomous University of Mexico, focusing on the development of these competencies through the hidden curriculum of a physiology course. Methods The intervention adopted an integrated curricular design that included collaborative projects, guided debates, reflective journals, and role exchanges. A total of 31 undergraduate students participated, assessed before and after the intervention with the Adult Emotional Competence Inventory (AECI) and standardized disciplinary knowledge tests. The analysis focused on five areas: emotional awareness, emotional regulation, emotional autonomy, social competence, and life and well-being competencies. Results Significant improvements were observed in emotional awareness, emotional regulation, and emotional autonomy after the intervention, with no notable changes in social competence and life and well-being skills. Standardized test scores showed an increase, but there was no significant correlation with the development of emotional competencies. Conclusions The intervention was effective in enhancing certain socioemotional competencies in medical students, although it was not directly reflected in academic performance. It highlights the need for specific strategies to address all emotional competencies and suggests the importance of future research to better understand these dynamics within the educational field. Emotional education emerges as an essential component in medical training, fostering more resilient and empathetic professionals.

Improving Teacher Competence Through Curriculum Alignment Training Programs and Competency Tests for Prospective Assessors PT. Daihatsu at Islamic’s VHS 1 Blitar

Improving Teacher Competence Through Curriculum Alignment Training Programs and Competency Tests for Prospective Assessors PT. Daihatsu at Islamic’s VHS 1 Blitar

Qualitative Insights Into Enhancing Neonatal Resuscitation in Post-Pandemic Vietnam: A Stakeholder Perspective on the Helping Babies Breathe Program.

The neonatal phase is vital for child survival, with a substantial portion of deaths occurring in the first month. Neonatal mortality rates differ significantly between Vietnam (10.52/1000 live births) and the United States (3.27/1000). In response to these challenges, interventions such as the Helping Babies Breathe (HBB) program have emerged, aiming to enhance the quality of care provided during childbirth, and the postpartum period in low-resource settings. The purpose of this study was to explore stakeholder perceptions of the HBB program in Vietnam postpandemic, aiming to identify requisites for resuming training. Utilizing qualitative content analysis, 19 in-person semistructured interviews were conducted with diverse stakeholders in 2 provinces of Central Vietnam. The content analysis revealed following 5 main themes: (1) the pandemic's impact on HBB training; (2) resource needs for scaling up HBB training as the pandemic abates; (3) participants' perceptions of the pandemic's effect on HBB skills and knowledge; (4) the pandemic's influence on a skilled neonatal resuscitation workforce; and (5) future prospects and challenges for HBB training in a postpandemic era. This research highlights the importance of sustainable post-HBB training competencies, including skill assessment, innovative knowledge retention strategies, community-based initiatives, and evidence-based interventions for improved healthcare decision-making and patient outcomes. Healthcare institutions should prioritize skill assessments, refresher training, and collaborative efforts among hospitals, authorities, non-government organizations, and community organizations for evidence-based education and HBB implementation.

Training guidelines and competencies for serious mental illness (SMI) psychology.

Individuals with serious mental illness (SMI) face unique and significant challenges that require evidence-based practices and clinicians who have advanced, comprehensive training to provide them. SMI affects about 5.5% of the U.S. population and results in serious health, social, and economic burdens. Despite advancements in treatment over the past 50 years, training programs for psychologists and other mental health providers have failed to keep up with these advances, underutilizing evidence-based assessments and interventions developed specifically for this population and found to be efficacious. To address this, the SMI Psychology Specialty has developed Training Guidelines to establish consistent, high-quality, and evidence-based training for postdoctoral psychologists. This article highlights selected features of the Training Guidelines for SMI Psychology. Although these were developed for postdoctoral training programs in SMI Psychology, they are applicable to training programs at all levels, and we hope that training programs in psychology and other mental health disciplines will incorporate these advances into their curricula. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Refining Innovative Teaching Processes for Core Competencies Among Teachers in Vocational Universities: An Exploratory Mixed-Method Approach Informed by China's Reform Policy

Objective: This study aims to explore stakeholders' perspectives on the "1+X" certificate policy and its impact on innovative teaching methods to enhance instructors' core abilities at vocational colleges. It also aims to develop a management model for innovation processes based on this policy and instructors' essential skills. Theoretical Framework: The project involves key stakeholders, including executives, teachers, and students. Consequently, this study commences with an exploration of the policy implementation process, drawing upon the practical experiences of these key stakeholders. Subsequently, it seeks to evaluate the proficiency levels of university teachers. Lastly, it endeavors to examine the relationship between the key factors of the innovative management process and teachers' competencies. Method: Using a sequential exploratory mixed-method approach, qualitative data was collected from vocational college administrators, industrial managers, and certified instructors in Yunnan and Chongqing in 2023. A purposive sample of 30 individuals was analyzed using data from institutional reports, interviews, and focus groups, with thematic analysis for interpretation. Results and Discussion: Qualitative findings identified three key factors affecting the management of innovative teaching processes and teachers' core competencies: policy implementation, training, and knowledge transfer. Based on these insights, the PTKT model was proposed and empirically tested with PLS-SEM. Results showed that knowledge transfer plays a mediating role between policy implementation and teacher core competencies, as well as between training and teacher core competencies, with all hypotheses supported. Research Implications: The study provides dual recommendations. For innovation management, it suggests administrators and HR managers focus on continuous skill development before, during, and after training, emphasizing aspects such as recruitment, selection, fostering a supportive work environment, and enhancing knowledge transfer. For future research, it proposes adopting action research methodologies, customizing courses, and engaging in project-based training and R&D activities to facilitate mutual learning.

Implementation and dissemination of physical activity-related health competence in vocational nursing training: study protocol for a cluster-randomized controlled intervention trial

BackgroundAlthough the nursing sector gains growing importance in an aging society, students representing the future workforce often show insufficient health. Acknowledging the health-enhancing effects of adequate physical activity, the educational system in Bavaria, Germany, has recently integrated the promotion of physical activity-related health competence (PAHCO) into the nursing curriculum. However, it cannot be assumed that PAHCO has sufficiently permeated the educational practices and routines of the nursing schools. Therefore, the goal of the present study is to examine and compare the effectiveness as well as implementation of different intervention approaches to address PAHCO in the Bavarian nursing school system.MethodsWe randomly assign 16 nursing schools (cluster-based) to four study arms (bottom-up, top-down led by teachers, top down led by external physical activity experts, control group). Schools in intervention group 1 (IG-1) develop multicomponent inventions to target PAHCO via cooperative planning (preparation, planning, and implementation phase). Intervention groups 2 and 3 (IG-2, IG-3) receive both an expert-based intervention (developed through intervention mapping) via trained mediators to address PAHCO. External physical activity experts deliver the structured PAHCO intervention in IG-2, while teachers from the nursing schools themselves conduct the PAHCO intervention in IG-3. In line with a hybrid effectiveness implementation trial, we apply questionnaire-based pre-post measurements across all conditions (sample size calculation: nfinal = 636) to examine the effectiveness of the intervention approaches and, simultaneously, draw on questionnaires, interview, and protocol data to examine their implementation. We analyze quantitative effectiveness data via linear models (times-group interaction), and implementation data using descriptive distributions and content analyses.ConclusionThe study enables evidence-based decisions about the suitability of three intervention approaches to promote competencies for healthy, physically active lifestyles among nursing students. The findings inform dissemination activities to effectively reach all 185 schools of the Bavarian nursing system.Trial registrationClinical trials NCT05817396. Registered on April 18, 2023.

Preparing pre-service teachers to teach with information technology: mapping knowledge patterns in what is included and omitted in Ghana

ABSTRACT Research, primarily from pre-service teachers’ perspectives, has found that teacher education programmes are not providing adequate preparation for constructivist pedagogy using information technology. This subject is pronounced in Ghana’s teacher education programmes, where local research that investigates knowledge patterns in technology training methods and competencies pre-service teachers mainly acquire is also scarce. In addressing this gap, this paper describes a qualitative study that examined the reflective views and experiences of 20 in-service teachers regarding what was offered and missing in their pre-service training for digital pedagogy. Findings revealed teachers benefit from standalone educational technology courses, teacher educators modelling technology use, and curriculum activities requiring technology use. The knowledge pattern in these training methods suggests a prioritisation of technical skills acquisition that mostly supports traditional, teacher-centred teaching tasks. Factors impeding pedagogical development training are unpacked, along with the reasons behind misalignments between teacher education policy requirements, and actual pre-service technology training practices.

Implementation of SAK E-MKM: Key Factor in Improving MSME Performance

Abstract Purpose - This study aims to test and analyze the factors that influence the application of SAK-EMKM. The factors used are the perceptions of MSME actors, SAK-EMKM socialization, SAK-EMKM training and human resource (HR) competencies. Design/methodology/approach - This research uses quantitative methods, and the data obtained comes from distributing questionnaires to MSME actors in Pontianak City. Data in this research was processed with the assistance of software IMB SPSS 25.Findings - The results showed the results of the Adjusted R Square value of 0.883, this means that the application of SAK-EMKM can be explained by MSME perceptions, SAK-EMKM socialization, SAK-EMKM training and Human Resource Competencies (HR) by 88.3%. In the influence test, it is known that MSME perceptions, SAK-EMKM socialization and HR competencies have a positive and significant effect on the application of SAK-EMKM in MSME actors, while SAK-EMKM training has no effect on the application of SAK-EMKM. This study recommends that MSME actors be able to record financial statements in accordance with SAK-EMKM. Research limitations/implications – This research has limitations on the scope of the research area. Keywords: Implementation of SAK-EMKM, MSME Actors, and MSME Perception

The association between the years and modes of sports training and levels of moral competence across eleven sports

Background and Study Aim. Research on moral competency in sports is rare, and findings are inconsistent. These findings point to moral development as a multifaceted and complex process. This process is mediated by various life situations and dilemma choices. Sport can play a crucial role in this area with its often ‘role-taking’ experience and confrontations with personal moral standards. This study aimed to analyze the relationship of competency levels and sport experience across different sports. Material and Methods. A sample of university students in sport-related faculties (N = 947) was assessed with the use of Moral Competence test (MCT). The group was divided into 11 predetermined types of sports, training modes (amateur/professional), and indicated years of training practice. Results. The general moral competency level in the overall researched sample of students was low, but similar to their peer-age reference groups found in relevant literature. The findings indicated some differences in moral competency levels between amateurs and professionals. Amateurs showed a higher competency levels in five types of sports (non-invasion games, martial arts/fighting sports, aquatic boating sports). In contrast, professionals showed a higher competency level in dance sports. The only positive, moderate correlation between years of training and moral competency level was found with professional athletes in aquatic boating sports: the longer they trained, the higher their moral competency level was. Conclusions. These results offer new insight into the impact of sports on moral development and can act as a solid foundation for further in-depth research in this area.

The Integration of Soft Skills in Language Learning Classroom: The Perspective of Thai ELT Teachers at A University of Technology

Upon graduating, students are expected to have acquired soft skills to meet potential employers’ expectations. Since employers today are competing for qualified graduates possessing relevant training and workplace competencies, ELT teachers should guide their learners towards obtaining both a comprehensive understanding of theoretical concepts and a range of interpersonal abilities. This study examined whether Thai teachers incorporate these soft skills in the classroom, which soft skill elements are prioritized and taught, and how the teachers implemented these elements in their EFL classrooms. Twenty ELT teachers from Rajamangala University of Technology in Thailand participated in an online survey and semi-structured interviews. Data was collected using a 4-point Likert-scale questionnaire, which revealed that the teachers reported that they integrated soft skills into the classroom, primarily in the domains of learning skills, literacy skills, and life skills. The three soft skills reported to be most utilized were communication skills, technology literacy, and collaboration and teamwork, which are all essential for improving English language proficiency. The findings suggest that ELT teachers identify and facilitate the acquisition of weaker supplementary skills, such as leadership, to equip students with the necessary skills to succeed.

Increase in dental hygienists’ competency and self-directed capacity after capstone-designed class on community dental hygiene

Objectives: This study aimed to verify the effect on students’ competency and self-directed capacity after a capstone-designed teaching method with community dental hygiene class. Methods: The study participants were 34 dental hygiene students taking a 4-year community dental hygiene course at a university located in City C. The research tool consisted of 52 questions on major competency and 20 questions on self-directed capacity. Results: After the capstone design class, overall dental hygienists’ competency increased (p<0.05), and competencies of clinical dental hygiene and community health promotion showed a high increase (p<0.001). As a result of analyzing the increase in dental hygienists’ competency according to self-directed learning ability, the group with low self-directed capacity showed high improvement in clinical dental hygiene competency and community oral health promotion competency. Conclusions: This study confirmed that the capstone-designed community dental hygiene class improved students’ competency and self-directed capacity, and suggests that it is an excellent teaching method for training competencies required for future society.

ASSESSMENT OF TRAINING COMPETENCE, MENTAL TOUGHNESS, AND EMOTIONAL STABILITY OF IRAQI PREMIER LEAGUE HANDBALL COACHES

The significance of this study lies in assessing the levels of training competence, mental toughness, and emotional stability among coaches in the Iraqi Premier League for handball. The objectives of the study were To develop scales for training competence and mental toughness among Iraqi Premier League handball coaches, To assess the training competence, mental toughness, and emotional stability of Iraqi Premier League handball coaches, To determine the levels of training competence, mental toughness, and emotional stability among Iraqi Premier League handball coaches. Based on the results and interpretations of the current research, several conclusions were drawn, including: - The scales for training competence and mental toughness, consisting of (20) items each, demonstrated sufficient reliability and validity in measuring the training competence and mental toughness of Iraqi Premier League handball coaches. - Iraqi Premier League handball coaches exhibit adequate training competence, mental toughness, and emotional stability.

A training framework for food handlers in the national school nutrition programme in Gauteng province

The Department of Basic Education (DBE) in South Africa spearheads the National School Nutrition Program (NSNP), which is a holistic endeavour geared towards offering nourishing meals to students enrolled in public schools situated within financially disadvantaged neighborhoods. The selective responsive cluster training framework (SRCTF) aims to enhance skills development and competencies of food handlers, considering professional and ethical aspects. The key output of the NSNP is dependent on the skills competency levels of food handlers. The aim of the study was to develop a SRCTF for the NSNP for food handlers in Gauteng Province. Using mixed methods in the form of a convergent parallel design, the study includes structured questionnaires administered to NSNP food handlers, nutrition teacher coordinators, and school principals. The study identified both professional and ethical competencies as crucial factors for training through varimax rotation of a Likert scale questionnaire with 30 questions. The findings of this study highlight the lack of comprehensive training among NSNP food handlers in Gauteng Province, which is a common issue across South Africa and other countries. Pearson Chi-Square for independence confirms a significant relationship between training and skills competence levels among food handlers. For all food preparation competencies, the p-values were 0.000, indicating a significant relationship between training (independent variable) and competence levels (dependent variable). In response, a Selective Responsive Cluster Training Framework (SRCTF) is proposed specifically for NSNP food handlers in Gauteng Province. The two main competencies of the SRCTF will be the professional and ethical competencies. The main custodian of the NSNP is the DBE which should create a conducive environment for the training of food handlers within the identified clusters. Implementation of this framework would improve the overall performance and effectiveness of the NSNP. The food handlers training could lead to standard setting and certification of the NSNP food handlers on training. Key words: Training framework, Nutrition, Food handler, Competences, Skills development

Attitudes toward communication skills with learner needs assessment within radiology residency programs in China: a cross-sectional survey

BackgroundCommunication skills (CS) represent a core competency in radiology residency training. However, no structured curriculum exists to train radiology residents in CS in China. The aim of this study was to evaluate the status and prevalence of doctor–patient communication training among radiology residents in nine Chinese accredited radiology residency training programs and to determine whether there is a perceived need for a formalized curriculum in this field.MethodsWe administered a cross-sectional online survey to radiology residents involved in CS training at nine standard residency training programs in China. The questionnaire developed for this study included CS training status, residents’ demographics, attitudes toward CS training, communication needs, and barriers. Residents’ attitudes toward CS training were measured with the Communication Skills Attitude Scale (CSAS) and its subscales, a positive attitude scale (PAS) and negative attitude scale (NAS).ResultsA total of 133 (48.36%) residents participated in the survey. The mean total scores on the two dimensions of the CSAS were 47.61 ± 9.35 in the PAS and 36.34 ± 7.75 in the NAS. Factors found to be significantly associated with the PAS included receiving previous training in CS, medical ethics, or humanities and the doctor’s attire. We found that first-year residents and poor personal CS were the most influential factors on the NAS. Only 58.65% of participants reported having previously received CS training during medical school, and 72.93% of respondents reported failure in at least one difficult communication during their residency rotation. Most of those surveyed agreed that CS can be learned through courses and were interested in CS training. Some of the most common barriers to implementing formal CS training were a lack of time, no standardized curriculum, and a lack of materials and faculty expertise.ConclusionsMost residents had a very positive attitude toward CS training and would value further training, despite the limited formal CS training for radiology residents in China. Future efforts should be made to establish and promote a standard and targeted CS curriculum for Chinese radiology residents.

Pengaruh Kompetensi, Pendidikan dan Pelatihan terhadap Pengembangan Karir dan Implikasinya Kepada Kinerja Aparatur Sipil Negara pada Biro Umum Setda Provinsi Jambi

The purpose of this study is to describe the competence, education and training, career development and performance of civil servants at the Jambi Provincial Setda General Bureau. Furthermore, analyzing the influence of competence, education and training on career development, analyzing the influence of competency culture, education and training on the performance of civil servants. Career development of ASN performance, competence, education and training through career development of ASN performance. This research uses descriptive and definite research methods, namely the method of surveying a group of people, objects, situations and states of thinking systems to describe and perceive meaningfully. means. systematically follow the facts studied. The control study aimed to test hypotheses about the degree of influence between the variables of this study. This research involved 106 civil servants of the Jambi Provincial Setda General Bureau. The sample of 52 respondents was based on the Slovin formula with 1% confidence. Data was analyzed using SPSS 26.0. The results showed that the competency in high conditions, high education and training, high career development and high work performance of civil servants, competence, education and training were simulated and had a positive and significant impact. Competence, education and training simultaneously and partly have a positive and significant effect on the performance of civil servants, as well as career development have a positive and significant effect on the performance of civil servants at the Jambi Provincial Setda General Bureau.

Knowledge Transfer and Networking Upon Implementation of a Transdisciplinary Digital Health Curriculum in a Unique Digital Health Training Culture: Prospective Analysis.

Digital health has been taught at medical faculties for a few years. However, in general, the teaching of digital competencies in medical education and training is still underrepresented. This study aims to analyze the objective acquisition of digital competencies through the implementation of a transdisciplinary digital health curriculum as a compulsory elective subject at a German university. The main subject areas of digital leadership and management, digital learning and didactics, digital communication, robotics, and generative artificial intelligence were developed and taught in a transdisciplinary manner over a period of 1 semester. The participants evaluated the relevant content of the curriculum regarding the competencies already taught in advance during the study, using a Likert scale. The participants' increase in digital competencies were examined with a pre-post test consisting of 12 questions. Statistical analysis was performed using an unpaired 2-tailed Student t test. A P value of <.05 was considered statistically significant. Furthermore, an analysis of the acceptance of the transdisciplinary approach as well as the application of an alternative examination method (term paper instead of a test with closed and open questions) was carried out. In the first year after the introduction of the compulsory elective subject, students of human medicine (n=15), dentistry (n=3), and medical biotechnology (n=2) participated in the curriculum. In total, 13 participants were women (7 men), and 61.1% (n=11) of the participants in human medicine and dentistry were in the preclinical study stage (clinical: n=7, 38.9%). All the aforementioned learning objectives were largely absent in all study sections (preclinical: mean 4.2; clinical: mean 4.4; P=.02). The pre-post test comparison revealed a significant increase of 106% in knowledge (P<.001) among the participants. The transdisciplinary teaching of a digital health curriculum, including digital teaching methods, considers perspectives and skills from different disciplines. Our new curriculum facilitates an objective increase in knowledge regarding the complex challenges of the digital transformation of our health care system. Of the 16 student term papers arising from the course, robotics and artificial intelligence attracted the most interest, accounting for 9 of the submissions.

&lt;span&gt;&lt;strong&gt;A study on information technology competence in the context of educational innovation&lt;/strong&gt;&lt;/span&gt;

Current advancements in information technology play an important role in our lives, bringing forth economic prosperity, happy societies and smart education. Information technology competence is defined as the ability to perceive today information technology knowledge, of training comparative, analytical thinking for association, judgment and reasoning for effective problem-solving tasks. This article presents our study on the major concepts and individual’s awareness of information technology competence to apply and improve information technology competence in education and training and in building models for pedagogical students, developing awareness for pedagogical students, contributing to improving the quality of education.

Instrument to Evaluate Intercultural Competence in Pedagogy Students

Confronting the current educational reality involves developing intercultural competence during and after training to produce an impact on educational practices that promote positive classroom interactions with culturally and linguistically diverse students. In this context, this article presents the results of the construction and validation of the Intercultural Competence for Pedagogy Students (ICPE) instrument in a Chilean university. Taking into account the focus of interest, intercultural education in initial teacher training, the validation sample of the survey included 521 students in initial teacher training. This research aimed to establish the goodness of fit of the scale by analyzing the reliability and validity of the construct through confirmatory factor analysis. The scale presented adequate psychometric properties, contributing to the measurement of intercultural competence in initial teacher training to support attention to students in their cultural diversity.

Conceptual competence in psychiatric training: building a culture of conceptual inquiry.

Building a culture of conceptual inquiry in psychiatric training requires the development of conceptual competence: the ability to identify and examine assumptions that constitute the philosophical foundations of clinical care and scientific investigation in psychiatry. In this article, we argue for the importance of such competence and illustrate approaches to instilling it through examples drawn from our collective experiences as psychiatric educators.

Envisioning Academic Global Oncologists: Proposed Competencies for Global Oncology Training From ASCO.

Recognizing the rising incidence, prevalence, and mortality of cancer in low- and middle-resource settings, as well as the increasingly international profile of its membership, ASCO has committed to expanding its engagement at a global level. In 2017, the ASCO Academic Global Oncology Task Force sought to define the potential role for ASCO in supporting global oncology as an academic field. A set of recommendations to advance the status of global oncology as an academic discipline were created through a consensus-based process involving participation by a diverse group of global oncology and global health practitioners; these recommendations were then published. The recommendations included developing a set of global oncology competencies for trainees and faculty interested in a career in academic global oncology. Here, we describe the global oncology competencies developed by this task force. These competencies consist of knowledge and skills needed in general global health as well as cancer-specific care and research, including understanding global cancer health disparities, defining unique resources and needs in low- and middle-resource settings, and promoting international collaboration. Although the competencies were originally developed for US training programs, they are intended to be widely applicable globally. By formalizing the training of oncologists and supporting career pathways in the field of global oncology, we can make progress in achieving global equity in cancer care and control.