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Introduction: With the increase of global population, there has been an increased demand for acute care services both locally and globally. In the absence of an acute care competency-based curriculum in South Africa, this study sought to identify the core competencies required by undergraduate medical students to safely manage adult patients within an acute care setting in a South African hospital environment. Methodology: The modified Delphi study comprised of three rounds. The traditional Delphi method, which uses the same participants across various rounds, was modified by using different stakeholders across the three rounds. Emergency Medicine (EM) specialist trainees (registrars) generated competencies in round one, which were provided to a multi-disciplinary team with expertise in undergraduate curriculum development in round two, using a 5-point Likert scale for rating their agreement-disagreement. Round three entailed inviting the round one contributors to anonymously comment, via online survey, on the competencies generated in round two. Results: A total of 34 EM registrars participated during round one and 7 curriculum development experts participated during round two. A total of 120 competencies were identified from the 3-round Delphi study; of these 103 (85.8%) were reached by “Strong Agreement”; 16 (13.3%) reached by “Agreement”; and 1 (0.8%) was undecided. Discussion: The results of the modified Delphi study contributed to developing a comprehensive list of undergraduate acute care clinical competencies set in a South African context. The value of engaging with medical practitioners at the forefront of delivering acute care in a South African healthcare environment who are exposed on a daily basis to the healthcare needs of society, became evident. The findings of this study highlight and reinforce the importance of contextual relevance during the curriculum development process. Conclusion: The modified Delphi method, based on three iterative rounds and feedback from experts, was effective in reaching consensus on the competencies required by undergraduate medical students to manage acute care adult patients safely within a South African hospital environment.

IntroductionIndustry 5.0 is the next phase of industrial work that integrates robots and artificial intelligence to boost productivity and economic growth. It emphasizes a balance between human creativity and technological precision, built on three pillars: human centrality, sustainability, and resilience. Corporations and educational institutions must adopt an integrated approach to training their future workforce, emphasizing digital and key competencies such as creativity, communication, collaboration, and critical thinking. Higher education institutions must measure digital competencies and other key Industry 5.0 competencies to prepare students for a sustainable future. However, there is a need to identify appropriate scientific instruments that can comprehensively evaluate these competencies.MethodsThis study conducted a Systematic Literature Review to analyze the existing digital competency assessment instruments in higher education from 2013-2023. The focus was on instruments that measure digital competencies and core competencies for Industry 5.0, such as creativity, communication, collaboration, and critical thinking. The search process began with a strategy applied across various databases, including ERIC, Google Scholar, ProQuest, Scopus, and Web of Science, to cover a broad range of literature on the design and validation of digital competency assessment tools.ResultsThis search generated a total of 9,563 academic papers. Inclusion, exclusion, and quality filters were applied to select 112 articles for detailed analysis. Among these 112 articles, 46 focused on designing and validating digital competency assessment instruments in higher education. Within the reviewed literature, surveys and questionnaires emerged as the predominant methods utilized for this purpose. This study found a direct relationship between digital competencies and essential skills like communication and critical thinking.DiscussionThe study concludes that assessment tools should integrate a wide range of competencies, and students and educators should be actively involved in developing these skills. Future research should focus on designing tools that effectively evaluate these competencies in dynamic work contexts. Assessment instruments should cover a broader range of competencies, including creativity and collaboration, to meet the demands of Industry 5.0. Reliable assessments of digital competencies and soft skills are crucial, with a need for appropriate reliability tests that do not impact students’ preparedness for labor market challenges.

IntroductionLong-term care assistants are taking on more important roles in the healthcare system. The purpose of this study was to investigate what demographic factors influence the core competencies of nursing assistants, as well as to investigate the levels of organizational support, self-efficacy, and core competencies among nursing assistants in China, to explore the relationship between them.MethodsThis is a cross-sectional study with prospective data collection based on a self-report questionnaire. A total of 320 long-term care assistants from two healthcare institutions. We collected socio-demographic characteristics and measured their perceived organizational support, self-efficacy, and core competency levels of the participants. Pearson correlation tests were conducted to examine the relationships among three variables, and a structural equation model was developed to test the interrelationships among these variables.ResultsThe results indicated that age, employment type, licensing status, monthly income, pre-job training, and training methods were associated with core competency, with nursing knowledge identified as a weak area in core competencies. There were significant associations among each dimension of perceived organizational support, self-efficacy, and core competencies (p

Abstract Background This cross-sectional study investigates infection prevention and control (IPC) competencies among healthcare professionals in northwest China, examining the influence of demographic factors, job titles, education, work experience, and hospital levels. Methods Data from 874 respondents across 47 hospitals were collected through surveys assessing 16 major IPC domains. Statistical analyses, including Mann-Whitney tests, were employed to compare competencies across variables. Results Significant differences were identified based on gender, job titles, education, work experience, and hospital levels. Females demonstrated higher IPC competencies, while senior positions exhibited superior performance. Higher educational attainment and prolonged work experience positively correlated with enhanced competencies. Variances across hospital levels underscored context-specific competencies. Conclusion Demographic factors and professional variables significantly shape IPC competencies. Tailored training, considering gender differences and job roles, is crucial. Higher education and prolonged work experience positively impact proficiency. Context-specific interventions are essential for diverse hospital settings, informing strategies to enhance IPC skills and mitigate healthcare-associated infections effectively.

Abstract Background The One Health (OH) approach recognises that humans, animals, plants, and the environment are interrelated, and therefore seeks to facilitate collaboration, communication, coordination, and capacity building between relevant stakeholders to achieve a healthier ecosystem. This calls for integrating OH into established governance, policy, health, education, and community structures, and requires OH professionals equipped with the necessary inter and trans-disciplinary skillset. Therefore, numerous OH training programmes are currently being offered globally. However, the coordination and contents of some of these trainings have been criticised as inconsistent and inadequately standardised, and therefore could serve as a barrier to OH implementation. In this study, an up-to-date repository of a subset of OH academic programmes offered globally was provided, and their curricula contents was critically assessed. Methods Between December 2022 and April 2023, an online search for key terms ‘ONE HEALTH MASTERS COURSES’, and ‘ONE HEALTH MASTERS PROGRAMMES’ together with variations of ‘AFRICA’, ‘NORTH AMERICA’, ‘ASIA’, ‘AUSTRALIA’, ‘EUROPE’, 'GLOBAL' was conducted. Details about course title, delivery mode, joint administration status, curricula contents, language of instruction, years to completion, host university, country, and continent were collected. Results Forty-three programmes met inclusion criteria of the study, and almost all (n = 36, 83.7%) were tailored towards infectious diseases and population/global health, compared to the environmental and conservation perspectives. Compiled curricula contents clustered into one of these 12 sub-headings: ‘principles and concepts of OH’, ‘epidemiology and biostatistics’, ‘major branches of OH’, ‘internship/externship/research project’, ‘infectious diseases, zoonoses, and surveillance’, ‘risk analysis and crises management’, ‘food safety, microbiology, immunology, and allied’, ‘communication’, ‘ethics’, ‘economics, policy, and management’ and ‘others. Of these, infectious disease themes were the most common. Regarding geography and organising institutions, North America and Europe, and veterinary institutions, respectively, were the most represented. Conclusion Despite the multi-level diversity observed, uniformity still exists across the programmes which favours interdisciplinary cross-talks. Future pedagogical studies that objectively assess the alignment of module contents with the OH core competencies and the impacts of these OH programmes is recommended. With this study, a critical information gap that has existed for long in the OH field has been bridged.

Abstract Aims and Objectives This study aimed to investigate the current status of the core competencies and self‐directed learning ability of diabetes specialist nurses and to explore the relationship between these core competencies and their self‐directed learning ability. Design A cross‐sectional survey design was used. Methods This cross‐sectional study was conducted via a web‐based questionnaire platform in China from January 14 to April 24, 2023. The survey included a general information questionnaire, a diabetes specialist nurses' core competencies self‐assessment scale, and a nursing staff's self‐directed learning ability evaluation scale. The data was collected online. Descriptive, correlation and multiple linear regression analyses were conducted using SPSS 26.0 software. Results 118 diabetes specialist nurses from 11 cities participated in this study. A positive correlation was observed between the core competencies of diabetes specialist nurses and their self‐directed learning ability. The characteristics affecting the core competencies of diabetes specialist nurses included age, participation in external learning and communication and self‐directed learning. Conclusions The training of diabetes specialist nurses can focus on core competencies, and the ability to self‐direct learning can be used as an entry point to customize feasible theoretical and practical courses. The training system can further improve diabetes specialist nurses' core competencies and self‐directed learning abilities. Relevance to Clinical Practice A reference can be established that nursing managers and nursing educators can use to develop training programs for specialist nurses by validating the link between their core competencies and self‐directed learning skills. Patient or Public Contribution Participants were involved solely in the data collection process. No participant contributions were required for the study's design, outcome measurement or implementation.

Abstract Introduction Competency is defined as the variety of skills and knowledge required to perform a specific task. Due to the specificity of pediatric nursing, students face some challenges in acquiring core competencies. Therefore, the use of new training methods in pediatric nursing is necessary. One of the modern learning methods is learning based on clinical scenarios. Thus, this study aimed to investigate the effect of scenario-based education on the core competencies of nursing students. Method This quasi-experimental study employed a pre-test and post-test design. All participants (n = 72) were selected via the census method and randomly divided into intervention (N = 33) and control groups (N = 40). The data were collected using a demographic information questionnaire and the Nursing Students’ Clinical Competencies Questionnaire. Before the intervention, both groups completed the pre-tests. After one month, the students in both groups completed post-tests. Results The average score of core competencies for the students in the intervention group after the training (247.05, SD = 36.48) increased compared to before the intervention (229.05, SD = 36.58) (P > 0.05). The average score of the core competencies for the students in the control group after the training was 240.76 (SD = 35.36) compared to 235.56 (SD = 27.94) before the intervention, with no significant difference (P 0.05). Conclusion The results indicated the effectiveness of scenario-based training on the core competencies of students in the intervention group. Accordingly, nursing administrators and professors are recommended to incorporate new scenario-based teaching and learning methods in educational programs of universities. It is also necessary to conduct more research into the effectiveness of this method in combination with other training methods like team-based and problem-based training.

Objectives: As the world moves towards a new normal, challenges continue to emerge while simultaneously inspiring us with new solutions. Strengthening the skills of first-line nurse managers (FLNMs) to fulfill a wide range of complex roles and responsibilities effectively necessitates refining core competency guidelines or standards. This study aimed to explore the perceived core competencies of Indonesian FLNMs within the context of the post-pandemic era. Methods: The study employed a qualitative descriptive design. Face-to-face interviews were conducted in a public hospital in Indonesia from January 2022 through August 2022. Seven head nurses with direct experience managing a unit during the COVID-19 pandemic were selected. The interviews were audio-recorded, transcribed verbatim, and validated by re-listening. Data were analyzed using thematic analysis. Results: Four main themes of the core competencies developed, including 1) managerial core competencies, 2) clinical core competencies, 3) technological core competencies, and 4) socio-emotional skills/personal traits consisting of the following: be brave, fast, patient, optimistic, consistent, and responsible. Conclusions: The findings demonstrate that the managerial and clinical core competencies of the FLNMs must be aligned, while technological core competencies are the mediating component of both. Personal traits are essential for FLNMs as they undergird the other three core competencies and the success of the FLNMs.

Abstract Background Nurses’ incompetency in disaster risk management can have many negative consequences during disasters, so it is important to prepare nurses and improve their competencies in disaster risk management. This study was conducted with the aim of investigating the effectiveness of an online training program to improve competencies in disaster risk management. Method This interventional study was conducted on nurses working in a specialized trauma hospital affiliated with the Kerman University of Medical Sciences in southeastern Iran in 2023. Eighty-one nurses were randomly assigned into two interventions (n = 42) and control groups (n = 39). The intervention group received an online training program in four sessions, and both groups electronically completed the demographic questionnaire and the nurses’ perceptions of disaster core competencies scale (NPDCC) before and one month after the intervention. Results The study results showed no significant difference in disaster competency scores between the two groups before the intervention (p

Background: The core competencies of nursing students have gradually become the focus of attention of nursing educators. Nursing skills competitions are an important form of educational and teaching activity in universities and the nursing track at the Shandong Provincial University Students’ Medical Technical Skills Competition gives nursing students an opportunity to demonstrate their clinical skills and knowledge. This study aims to describe the organisation and procedures of the nursing track, analyse the competition results and explore the impact the competition has on the core competencies of the nursing students. This will provide new ideas for future nursing professional education. Methods: Statistical analysis of the competition results was performed as a means of understanding the current status of theoretical knowledge and clinical skills of nursing students in Shandong Province. The impact of the competition on the core competencies of participating students was analysed by distributing questionnaires to universities in Shandong Province that participated in the competition. Results: 14 universities with nursing programmes participated in the competition, including eight public universities and six private universities. 220 questionnaires were distributed to nursing students at the participating universities and 218 were ultimately included, demonstrating an efficiency rate of 99.09%. Conclusions: The 2022 nursing track included the addition of a comprehensive written examination as a means of judging the competencies of nursing students in Shandong Province from a variety of aspects. Skills competitions are effective for improving the core competencies of nursing students and they will become an important means for nursing educators to reform education and improve the core competencies of nursing students in the future.

A growing body of work aims to explore the reasons behind startup failures. However, there is a need for integrative approaches organized around conceptual frameworks to avoid fragmented and perplexing knowledge about these reasons. To our knowledge, no previous research has systematically investigated the role of competency deficits in startup failures, a crucial element of these failures. In our study, we adapted Spencer’s behavioral competence model specifically for startups to identify the competencies within startup teams that, according to their Chief Executive Officers, contributed to their downfall. Three coders meticulously analyzed 50 online accounts of startup failures using a modified Critical Incident Technique. This analysis revealed two prominent competency deficits as pivotal determinants of these startups’ outcomes: information-seeking and customer service orientation. Additionally, deficits in technical expertise, analytical thinking, and flexibility emerged as significant factors contributing to these failures. The competency deficits identified in this study offer focal points for evaluating and enhancing startup teams, thereby helping to prevent failure.

The Canadian Federation of Library Association’s (CFLA-FCAB) Guidelines for the Education of Library Technicians were last updated in 2011 and in need of a reboot. These guidelines have helped to establish a national standard for the education of library technicians in Canada and provided a framework for the development of skills, knowledge, and abilities of library technicians to provide job-ready, and highly skilled graduates. As much has changed in the library and information landscape in recent years, we instigated a substantial update to the Guidelines in 2021. The update was completed and approved by the CFLA-FCAB in July 2022 and is a guide for library educators, library administrators, supervisors, and practitioners. This paper details the research process undertaken to update the Guidelines that reflect the core competencies of library technicians in Canada.

Abstract Background After completing university education, biomedical laboratory scientists work in clinical laboratories, in biomedical research laboratories, in biotech, and in pharmaceutical companies. Laboratory diagnostics have undergone rapid development over the recent years, with the pace showing no signs of abatement. This rapid development challenges the competence of the staff and will most certainly influence the education of future staff. This study aimed to examine what was considered the necessary competencies needed to pursue a career as a biomedical laboratory scientist. Methods A modified Delphi technique was used, with the panel of experts expressing their views in a series of three questionnaire. Consensus was defined as the point which 75 % or more of the panel participants agreed that a particular competency was necessary. Results The study highlights the perceived importance of mostly generic competencies that relate to quality, quality assurance, and accuracy, as well as different aspects of safety, respect, trustworthiness (towards patients/clients and colleagues), and communication skills. The results also stress the significance of self-awareness and professionality. Conclusions We identified important competencies for biomedical laboratory scientists. Together with complementary information from other sources, i.e., guidelines, laws, and scientific publications, the competencies identified can be used as learning outcomes in a competency-based education to provide students with all the competencies needed to work as professional biomedical laboratory scientists.

A workforce with the adequate field epidemiology knowledge, skills and abilities is the foundation of a strong and effective animal health system. Field epidemiology training is conducted in several countries to meet the increased global demand for such a workforce. However, core competencies for field veterinary epidemiology have not been identified and agreed upon globally, leading to the development of different training curricula. Having a set of agreed core competencies can harmonize field veterinary epidemiology training. The Food and Agriculture Organization of the United Nations (FAO) initiated a collective, iterative, and participative process to achieve this and organized two expert consultative workshops in 2018 to develop core competencies for field veterinary epidemiology at the frontline and intermediate levels. Based on these expert discussions, 13 competencies were identified for the frontline and intermediate levels. These competencies were organized into three domains: epidemiological surveillance and studies; field investigation, preparedness and response; and One Health, communication, ethics and professionalism. These competencies can be used to facilitate the development of field epidemiology training curricula for veterinarians, adapted to country training needs, or customized for training other close disciplines. The competencies can also be useful for mentors and employers to monitor and evaluate the progress of their mentees, or to guide the selection process during the recruitment of new staff.

The backup nurses are created to meet emergencies in the case of inadequate nursing staff and emergency circumstances, and there are no clear definitions of the core competencies for training and evaluation of backup nurses in the acute care hospitals in China.

Moza M Alnoaimi,1,2 Alexander Hart,1,3 Fadi Issa,1,4 Attila Hertelendy,1,5 Amalia Voskanyan,1 Gregory Ciottone1,4 1Department of Emergency Medicine, Disaster Medicine Fellowship, Beth Israel Deaconess Medical Centre (BIDMC), Boston, MA, USA; 2Department of Emergency Medicine, Bahrain Defence Force Royal Medical Services Military Hospital, Riffa, Bahrain; 3Department of Emergency Medicine, Hartford Hospital, University of Connecticut School of Medicine, Hartford, CT, USA; 4Harvard Medical School, Harvard University, Boston, MA, USA; 5Department of Information Systems and Business Analytics, College of Business, Florida International University, Miami, FL, USACorrespondence: Moza M Alnoaimi, Fellow, Beth Israel Deaconess Medical Centre (BIDMC) Disaster Medicine fellowship, Department of Emergency Medicine, BIDMC, Harvard Medical School, 330 Brookline Avenue, Boston, MA, USA, Email dr.mozaalnoaimi@yahoo.com; m_alnuaimi_08@hotmail.comIntroduction: The absence of local Emergency Medical Services (EMS) educational programs in Bahrain has given rise to an EMS workforce comprised predominantly of expatriate personnel with varying educational backgrounds that require further training before being licensed as EMS providers in Bahrain.Methods: A qualitative variance analysis was performed comparing desired core competencies for EMS practice in neighbouring Saudi Arabia, used as a comparator for Bahrain, with core competencies extracted from national curricula of the major countries from which expatriate providers originate.Results: Major core competencies not covered by the expatriate providers’ curricula were identified as follows: working in an autonomous environment, requiring different critical thinking and decision-making skills, assessment and treatment during transportation, disaster response, EMS knowledge base, and coping with the different stressors of the prehospital environment.Conclusion: These results can form the basis for additional customized training programs for expatriate EMS providers working in Bahrain, with the goal of improving and standardizing EMS care in the country.Keywords: core competencies, emergency medical services, paramedics, pre-hospital, registered nurses, training

Abstract Background The occupation of community health worker (CHW) has evolved to support community member navigation of complex health and social systems. The U.S. Bureau of Labor Statistics formally recognized the occupation of community health worker (CHW) in 2009. Since then, various national and state efforts to professionalize the occupation have been undertaken. The Community Health Workers Core Consensus (C3) project released a set of CHW roles and competency recommendations meant to provide evidence-based standards for CHW roles across work settings. Some states have adopted the recommendations; however, there are a variety of approaches regarding the regulation of the occupation. As of 2020, 19 U.S. states have implemented voluntary statewide CHW certification programs. The purpose of this study was to explore the relationship between state regulation of CHWs and adoption of standard roles, skills, and qualities by employers in select states. Methods This mixed methods study used purposive sampling of job ads for CHWs posted by employers from 2017 to 2020 in select states. Natural language processing was used to extract content from job ads and preprocess the data for statistical analysis. ANOVA, chi-square analysis, and MANOVA was used to test hypotheses related to the relationship between state regulation of CHWs and differences in skills, roles, and qualities employers seek based on seniority of state regulatory processes and employer types. Results The mean job ads with nationally identified roles, skills, and qualities varies significantly by state policy type (F(2, 4801) = 26.21) and by employer type (F(4, 4799) = 69.08, p = 0.000). Conclusions Employment of CHWs is increasing to provide culturally competent care, address the social determinants of health, and improve access to health and social services for members of traditionally underserved communities. Employers in states with CHW certification programs were associated with greater adoption of occupational standards set by state and professional organizations. Wide adoption of such standards may improve recognition of the CHW workforce as a valuable resource in addressing the needs of high-need and marginalized groups.

Abstract Background Special palliative care is provided in a range of settings including a patient’s home (their primary place of dwelling), a hospice in-patient unit, or an acute hospital. The aim of the study was to evaluate the role of the specialist in palliative care clinical nurse specialist (SPC CNS) role in an acute hospital setting. Methods This study was conducted using a mixed methods sequential explanatory approach in two phases; phase 1 involved completion of a study questionnaire (n = 121) and phase 2 involved part-taking in a focus group (n = 6) or individual interview (n = 4). Results Phase 1 results indicated that respondents held positive attitudes towards the Specialist Palliative Care Clinical Nurses Specialist (SPC CNS) in relation to clinical care, education and patient advocacy. Phase 2 qualitative findings identified the importance of the role in terms of symptom management, education and support. Conclusions This study provides an evaluation of a SPC CNS role since it was established in an acute hospital setting. The evidence indicates that there is a varied understanding of the role of the SPC CNS. The role was seen as an important one particularly in terms of referrals to and support provided by the SPC CNS, as well as recognition of the importance of the role is providing ongoing education to staff.

With the improvement in reliability of modern aircraft systems, an increase in their complexity led to the fact that failures became non-standard and problematic to predict. As a result, IATA guided the development of Evidence-Based Training (EBT), which is an innovative approach to the training and assessment of pilots’ competencies based on the evidence obtained from their performance. Yet, operators planning to use this framework should develop line-oriented scenarios based on EBT methodology and a grading system for a clear assessment. In this paper, a method for modelling a quantitative assessment and grading of pilots’ performance is proposed. The method may be used as part of an EBT assessment programme due to its adaptability to different grading strategies according to quantifiable error criteria, the number of occurrences during the evaluation, and prior data on the distribution of pilots by their competency levels.

Purpose- The paper examines the relationship between strategic direction, core competencies, and firm competitiveness among manufacturing firms in Uganda. Design/Methodology- This study collected quantitative data from 410 manufacturing firms using self-administered questionnaires, while qualitative data was collected from 10 manufacturing firms using an interview guide. Quantitative data were augmented by qualitative methods, allowing us to comprehend the phenomenon under study completely. To study the nature of reality, an explanatory cross-sectional survey was employed. While the content analysis was used to investigate qualitative data, regression analysis was used to evaluate hypotheses. Findings- According to the research, a firm's competitiveness improves when its executives concentrate on their capabilities. The findings validated the theoretical foundations of the resource-based viewpoint. Practical Implications- As a result of the findings, manufacturing firms may increase strategic leadership's influence on competitiveness by ensuring that workers have proper directions and that the core competencies are identified and leveraged to ensure efficiency and effectiveness in operations. The findings may assist CEOs and policymakers design strategies and policies to increase the level of competitiveness of their firms.

The purpose of the present study was to explore significant learning experiences of Korean university students and examine associated generic skills. The study implemented a document analysis approach to investigate essays collected from 33 students in a 4-year university in Seoul, South Korea. A total of 102 excerpts were coded, forming 14 sub-themes which were categorized into five themes that describe students’ significant learning experiences. The five themes are interacting with others, learning by oneself and about oneself, realizing applicability to real-life, venturing into advanced learning, and experiencing a respectful learning atmosphere. Also, 18 generic skills were identified which were categorized into four clusters, namely comprehensive thinking skills, information utilization skills, interpersonal skills, and personal attributes. The results of the present study provide the groundwork for understanding students’ perceptions of significant learning experiences and associated generic skills.

The movement towards the conceptualization, description and evaluation of psychotherapists’ competencies has been widely developed in the last years and has relevant implications for psychotherapy, training, and continuous education. In Italy, this movement has been supported by the Committee for Psychotherapists’ Competencies established in 2010 by FIAP (Italian Federation of Psychotherapy’s Associations) and CNSP (National Association of Psychotherapy’s Training Institutes) and has involved more than 1000 psychotherapists from different approaches, by means of conferences, expert meetings, workshops, and focus groups. One of the outcomes of this process has been the development of a new self-assessment tool for core competencies (i.e., those that are shared by therapists from all modalities): the QACP (Questionario per l’Autovalutazione delle Competenze dello Psicoterapeuta). The present study aims to present the process of development and the preliminary proofs of the validity of this tool. Construct and knowngroup validity of the questionnaire were examined, and reliability was estimated by computing the internal consistency reliability coefficients for both the overall and the subscale scores. Overall, the instrument showed satisfactory psychometric characteristics. The limitations of the study and the results are discussed and directions for further research are proposed.

Abstract Aim To describe the core competencies of gerontological nurse specialists and investigate the factors that contribute to the development of core competencies. Design A descriptive cross‐sectional study was conducted from August 2015–March 2016. Methods The descriptive study of gerontological nurse specialists’ core competencies used a self‐assessment instrument with three first‐level domains (attitude, skill and knowledge) and 9 s‐level dimensions. A total of 225 gerontological nurse specialists from ten provinces in China were selected by a convenience sampling method. Results The average core competency score of the gerontological nurse specialists was 3.78, in the middle level(3.30–4.17/5.00). Core competency was associated with gerontological nurse specialists’ age (p = .005), professional title (p = .017), hospital level (p = .006) and passion for geriatric nursing (p = .000). The average scores of attitude, skill and knowledge were 4.45, 4.02 and 4.18, respectively. All first‐level domains were related to age (p ≤ .021) and passion for geriatric nursing (p ≤ .008); knowledge and skill were associated with professional title (p ≤ .045) and attitude and skill were associated with hospital level (p ≤ .020).

Abstract Background Interpersonal and Communication Skills (ICS) and Professionalism milestones are challenging to evaluate during medical training. Paucity in proficiency, direction and validity evidence of assessment tools of these milestones warrants further research. We validated the reliability of the previously-piloted Instrument for Communication skills and Professionalism Assessment (InCoPrA) in medical learners. Methods This validity approach was guided by the rigorous Kane’s Framework. Faculty-raters and standardized patients (SPs) used their respective InCoPrA sub-component to assess distinctive domains pertinent to ICS and Professionalism through multiple expert-built simulated-scenarios comparable to usual care. Evaluations included; inter-rater reliability of the faculty total score; the correlation between the total score by the SPs; and the average of the total score by two-faculty members. Participants were surveyed regarding acceptability, realism, and applicability of this experience. Results Eighty trainees and 25 faculty-raters from five medical residency training sites participated. ICC of the total score between faculty-raters was generally moderate (ICC range 0.44–0.58). There was on average a moderate linear relationship between the SPs and faculty total scores (Pearson correlations range 0.23–0.44). Majority of participants ascertained receiving a meaningful, immediate, and comprehensive patient-faculty feedback. Conclusions This work substantiated that InCoPrA was a reliable, standardized, evidence-based, and user-friendly assessment tool for ICS and Professionalism milestones. Validating InCoPrA showed generally-moderate agreeability and high acceptability. Using InCoPrA also promoted engaging all stakeholders in medical education and training–faculty, learners, and SPs—using simulation-media as pathway for comprehensive feedback of milestones growth.

The standardized training of cardiologists in china is an important continuing medical education program to improve the individual and national level of clinical diagnosis and treatment. On account of the varying quality of standardized training trainees and the lack of targeted clinical training and assessment system, the current training program is unable to meet the future job demand of cardiologists. From the training base perspective, the study put forward a goal of improving Core Competencies and focus on the development of self-growth capability. Through the elaboration of training system, the development of personalized training programs, the classification of assessment forms and standard, and other measures, the aim to improve trainees' self-growth capability to figure out problems, to think and solve the problems, and to explore a new way to improve the quality of cardiologists standardized training in China.

深度學習是以培養學生高階思維和問題解決能力為核心目標的教學設計理念，與發展學生核心素養的教育觀相吻合。深度學習教學改進研究遵循教學的整體觀，指向學生的核心素養，聚焦學科本質分析和理解學科核心內容。深度學習教學改進的基本要素，包括選擇挑戰性主題、確定指向核心素養的學習目標、設計深度探究的教學活動和持續性的評價。深度學習的實現需要教師創造性的實踐，本研究以小學數學中「小數除法」為例，闡述深度學習教學改進的具體設計與實施。 Deep learning could help achieve the educational goals of nurturing students’ core competencies including cultivating students’ higher-level thinking and problem-solving ability. This paper reports a research on designing primary arithmetic teaching conducive to deep learning. The teaching design takes into consideration of students’ holistic learning outcomes as well as the nature of the subject. It is developed through analysing learning theories on core competencies, the core subject knowledge structure and the key concepts of the subject. The basic elements of the teaching include selecting challenging topics, identifying learning objectives that point to core competencies, and designing inquiry learning activities and continuous evaluation. The realization of deep learning requires the creative practice of teachers. Using the topic of decimal fraction division as an example, this paper shows the concrete design and implementation of the teaching conducive to deep learning.

Abstract Background Despite the increase in family medicine residency in Japan, there are only a few structured faculty development (FD) programs. The objective of this project was to construct a consensus on core competencies of faculty to develop a faculty development curriculum in a Japanese family medicine context. Methods In 2015, a private FD initiative in the Mie University initiated a curriculum development in collaboration with FD fellowship at the University of Pittsburgh. A literature review and subsequent Delphi process were conducted for core competency development. Based on the core competency list, we designed and implemented a 2‐year part‐time FD curriculum from 2016. A course evaluation using pre‐post confidence level was held during March 2017. Results Twenty‐eight objectives were defined in five core domains: 1) care management/family medicine principle, 2) leadership/professional development, 3) administrative/management, 4) teaching, and 5) research/scholarly activity. A pre‐post survey at the end of an academic year revealed a significant increase in learner confidence for “care management/family medicine principle” (P = .03), “teaching” (P

Most of online entrepreneurs in Indonesia are women, but their capabilities as professional online entrepreneurs are still less superior. This study aimed to investigate the core competencies of online women entrepreneur and verify the effects on their business performance. The study uses two stages of research: explanatory and confirmatory research. The result of explanatory research, has identified two capabilities as a core competency in building superior online business, i.e. partnership development and digital marketing capability. Yet, by confirmatory research, the study has found that both strategies had significant effects on building a superior business. This model can be also adopted by other online entrepreneurs to build their success in online business.

ABSTRACT: This study aims to examine how unrelated diversification facilitate firm’s growth and innovation. To achieve this goal, we investigate how Maeil Dairies has diversified through open innovation as the Korean dairy market struggles to maintain its size. Maeil Dairies, one of the top three conglomerates in the Korean dairy industry, has gone through different forms of diversification both related and unrelated to its core competencies. This study presents what the overlapping competencies are in its diversified products and businesses, analyzes the effectiveness of diversification in terms of relatedness, and examines the need for unrelated diversification. By analyzing the four diversification categories of the Maeil Dairies case and applying diversification theory, this study shows that although related diversification is more recommendable in most circumstances, unrelated diversification may present new opportunities and is necessary in order to avoid stagnation and falling behind.

Coaching is a complex and diverse profession with a wide range of uses. Despite determining the approach to coaching, examining the core competencies of coaches is rarely explored. The aim of this study was to design and validate the CCC3 methodology (the three core competencies of a coach). The research sample consisted of 387 respondents for the exploratory factor analysis and 532 respondents for the confirmatory factor analysis. The confirmatory factor analysis proved the existence of three factors that cover a coach’s core competencies, namely, F1—effective communication and awareness creation, F2—relationship creation and active listening, and F3—laying the foundations. The study also provides an overview of the applicability of the CCC3 methodology in coaching practice. Exploratory and confirmatory factor analysis made it possible to create a 24-item model that describes the core competencies of a coach. The verified questionnaire can be used as a tool to assess the key, i.e., the core competencies of a coach, which represent the basis for the coaching approach, enriching the issue of coaching on a practical level. It is possible to use the methodology in management and education but also wherever it is necessary to evaluate the core competencies of a coach.

The purpose of this study was to analyze the core competencies of a medical devices company in Indonesia. Based on the resource-based view, distinct core competencies derive the company's competitive advantage compared to its competitors. The company's core competency itself is a series of competencies owned by the company that is formed from the company's ability to manage both tangible and intangible resources. The study was conducted for two months with a descriptive qualitative research method. In-depth interview techniques were conducted face-to-face with questionnaire guidelines. External and internal respondents in this study were selected based on specific criteria (purposive sampling). VRIO Analysis is used in this study to formulate the core competencies of the company.

Somayeh Alizadeh,1 Zohreh Sohrabi,1 Kamran Soltani Arabshahi,1 Jalil Koohpayehzadeh Esfahani,2 Hamid Reza Koohestani3 1Department of Medical Education, School of Medicine, Center for Educational Research in Medical Sciences (CERMS), Iran University of Medical Sciences, Tehran, Iran; 2Department of Community Medicine, Center for Educational Research in Medical Sciences (CERMS), Faculty of Medicine, Iran University of Medical Sciences, Tehran, Iran; 3Department of Medical Education, Saveh University of Medical Sciences, Saveh, Iran Introduction: Integrated educational, health, and medical services necessitate the development of high-competent academic leaders in medical universities of Iran. Most organizations attempt to limit the total number of competencies to a rational number and consider the most important competencies. Therefore, the purpose of this study was to determine core competencies which can be improved through development programs for the academic leaders in Iran University of Medical Sciences.Methods: This study was conducted in two phases. The first phase was the critical review based on Carnwell and Daly’s approach. The search time was from 2000 to 2017. The searches were conducted in PubMed, Emerald, ERIC, ProQuest, Web of Science, Scopus, SID, and nor gram. The second phase was modified Delphi in three rounds. The purposive sampling was used to employ appropriate participants.Result: According to the critical review results, competencies were categorized in two groups, including 62 personal competencies and 19 functional competencies. Also, according to modified Delphi results, 19 competencies, including 12 personal competencies and 7 functional competencies were selected as trainable core competencies.Conclusion: In order to design a development program for academic leaders in the integrated educational system in Iran University of Medical Sciences, both personal and functional competencies need to be considered together. Keywords: core competencies, academic leader, integrated educational system

新課綱強調核心素養，是史上最大規模的課程改革，自108 學年度起上路。為培育新課綱所需的師資，2017年公布的《師資培育法》規定教育部要訂定「教師專業素養指引」及「師資職前教育課程基準」。師資培育機構須根據這些規定，自行規劃課程，並自108 學年度起實施，這對師資培育機構是很大的挑戰。本研究探討兩個問題：一、新課綱強調「核心素養」，新《師資培育法》強調教師「專業素養」，一時之間素養成為「顯學」，究竟何謂「素養」？ 有無同時適用於中、小學教育及教師專業的素養定義？素養為何如此重要？二、師資培育機構該如何規劃職前教育課程，以培育新課綱所需的師資？本研究指出素養包括「功能性素養」及橫跨各學科的「共通性能力」，藉由知識與真實情境的連結，可培養素養，並減少學生「學這要幹嘛」及「學這有何用」的疑問，以提升學習動機。此外，本研究根據學理，提出國立臺灣大學「探究式─素養導向的師資培育」理想芻議，希望拋磚引玉，引發學界對話，為108 學年度新課綱及新師資培育課程同步實施做好準備。 A large-scale curriculum reform for K-12 education that emphasizes the cultivation of core competencies will be launched in 2019. To prepare future teachers for this reform, teacher education institutions (TEIs) are required to restructure their curriculum by 2019 in accordance with the “core competencies for teachers” and “standards for pre-service teacher education” specified by the new Teacher Education Act. “Core competencies” has become a jargon commonly used in discussions of K-12 and teacher education; however, its definition remains unclear. This paper investigated (1) whether a common definition of core competencies exists for both K-12 education and teacher education, and why core competencies have reached their current level of prominence; and (2) how TEIs have restructured their new curriculum to meet K-12 educational requirements. The results revealed that core competencies are defined as functional literacy and transversal competence, linking academic knowledge to real-life experience. Moreover, National Taiwan University proposed a restructuring of the teacher education curriculum based on theoretical reasoning of teacher education. It is believed that clarifying the definition of core competencies and the proposed plan may provoke discussions among educators in TEIs regarding implementing a curriculum reform in 2019 for both K-12 education and teacher education.

Clinical research coordinators are increasingly tasked with a multitude of complex study activities critical to scientific rigor and participant safety, though more than half report not receiving appropriate training. To determine the reproducibility of an established clinical research workforce orientation program, collaborative partners across Clinical and Translational Science Award institutions seeded core principles and structure from Mayo Clinic’s Clinical Research Orientation program within Penn State University and the University of Mississippi Medical Center from 2019 to 2021. Training concepts were established and tied to those domains deemed critical by the Joint Task Force for Clinical Trial Competency for the conduct of clinical research at the highest levels of safety and quality possible. Significant knowledge and confidence gains and high overall program satisfaction were reported across participants and partner sites, despite programs being required to pivot from traditional, in-person formats to entirely virtual platforms as a result of the COVID-19 pandemic. The successful standardization and translation of foundational clinical research training has important efficiency and efficacy implications for research enterprises across the USA.

From the perspective of empirical research, this paper conducts a specificstudy on the core competencies of college counselors. 450 participants from 4universities participated the research. A questionnaire of college counselors’ corecompetencies from the aspects of the design of open questionnaire was designedand implemented, a predictive questionnaire was tested and analyzed, and aformal questionnaire was implemented. The results of the formal questionnaireshow that component one mainly concerns ideological awareness and values,component two mainly concerns professional ethics, moral accomplishment,quality, character and attitude, while component three refers to various abilities atwork, and component four involves professional and cultural knowledge. Throughanalysis and discussion, it is concluded that the key elements of college counselors’core competencies include values, moral quality, vocational ability and culturalknowledge, and a structural model of their core competencies is constructed.

This paper aims to investigate the moderating role of organizational routines in the relationship between behavioral repertoire and four types core competencies and four types of core competencies; including Uniqueness, Extendibility, Customer Value and Integrative Compe-tencies are considered to measure core competencies. The study conducts a questionnaire sur-vey in commercial Jordanian banks. The sample includes 475 employees within researched banks, and the study employs the Hierarchical Multiple Regression Analysis to test the hy-potheses. Behavioral Repertoire has a significant positive effect on the four types of core competencies. Organizational Routines moderate this relationship between Behavioral Repertoire and Core Competencies. This research is one of the first attempts that investigate the relation-ship between Behavioral Repertoire, Organizational Routines and Core Competencies, extending the knowledge regarding the value of these variables and its relationship for the different types of organization.

The evolution of postgraduate vocational education and training in pharmaceutical medicine is described alongside the growth of this scientific-medical discipline and profession for the development of new medicines. Over the past 50 years, whilst the training of competent professionals for their work has been paramount, this has paralleled the need to engage with the rapid and complex changes in R&D technologies, patient and healthcare system needs, and the ethical and regulatory obligations applied to the development of medicines throughout their lifecycle. The move from unstructured training to formal programs with syllabus, curricula and assessments for certification, has been accompanied by educational changes to outcomes-based, learner-centered, competency-based programs. The evolution of education and training along with the development of the set of 57 core competencies for professional practitioners in pharmaceutical medicine are described within the competence framework of seven domains: discovery of medicines and early development; clinical development and clinical trials; medicines regulation; drug safety and surveillance; ethics and subject protection; healthcare marketplace; communication and management. The application of the core competencies in a harmonized, international platform of education and training in medicines development at the undergraduate, postgraduate and continuing professional development levels would invigorate the potential for having a competent workforce with the intent to provide faster access to better and appropriate medicines for patients worldwide.

本研究由跨領域素養導向課程之實務設計切入，針對教師團隊所發展的課程增能模式，說明如何經由課程設計的「深學習」流程，協助其他教師經驗並習得跨領域素養的課程與教學專業知能，進而轉化新課綱的課程目標。深學習意指組構於核心的價值理念、學習流程和經驗知識積累之協力探究的四層次連結與循環，進行教師專業知能提升的系統轉換。經1年30多場工作坊的辦理，約八成學員非常同意工作坊的學習助益。深學習的核心為新課綱的終身學習之核心素養能力；第二層是工作坊課程的設計理念與流程；第三層為教師課程與教學專業知能的發展與積累；最後一層為促進教師嘗試跨領域素養課程發展與試行，並持續協力探究的增能循環。 This paper takes a pragmatic approach, aiming to display the cyclical process of collaborative inquiry that facilitates teachers to acquire understanding of interdisciplinary competence-based curriculum and instruction provided by the “deep learning” process of curriculum designing. Based on this understanding, teachers could further transform the goal of the new curriculum. Deep learning takes place in the cycle of the core value, the learning process, and the collaborative inquiry on accumulation of experiential knowledge. It also aims to a systematic transformation of teacher’s proficiency. As 30 workshops taking places in a single year, about 80% of participator agreed its benefits. The core of deep learning is the life-long learning competence highlighted in the new curriculum, the second round is idea and process of the workshop curriculum designing, the third round is the development and accumulation of teacher’s proficiency, the last round is the collaborative inquiry which inspires teachers on the development and practice of interdisciplinary competence-based curriculum.

Abstract Background As part of efforts to implement the human resources capacity building component of the African Regional Strategy on Disaster Risk Management (DRM) for the health sector, the African Regional Office of the World Health Organization, in collaboration with selected African public health training institutions, followed a multistage process to develop core competencies and curricula for training the African health workforce in public health DRM. In this article, we describe the methods used to develop the competencies, present the identified competencies and training curricula, and propose recommendations for their integration into the public health education curricula of African member states. Methods We conducted a pilot research using mixed methods approaches to develop and test the applicability and feasibility of a public health disaster risk management curriculum for training the African health workforce. Results We identified 14 core competencies and 45 sub-competencies/training units grouped into six thematic areas: 1) introduction to DRM; 2) operational effectiveness; 3) effective leadership; 4) preparedness and risk reduction; 5) emergency response and 6) post-disaster health system recovery. These were defined as the skills and knowledge that African health care workers should possess to effectively participate in health DRM activities. To suit the needs of various categories of African health care workers, three levels of training courses are proposed: basic, intermediate, and advanced. The pilot test of the basic course among a cohort of public health practitioners in South Africa demonstrated their relevance. Conclusions These competencies compare favourably to the findings of other studies that have assessed public health DRM competencies. They could provide a framework for scaling up the capacity development of African healthcare workers in the area of public health DRM; however further validation of the competencies is required through additional pilot courses and follow up of the trainees to demonstrate outcome and impact of the competencies and curriculum.

Yu-Tung Chang,1,2 Kuang-Chau Tsai,2 Brett Williams1,3 1Department of Community Emergency Health and Paramedic Practice, Faculty of Medicine, Nursing and Health Sciences, Monash University, Frankston, VIC, Australia; 2Department of Emergency Medicine, Far Eastern Memorial Hospital, New Taipei City, Taiwan; 3Division of Paramedicine, University of Tasmania, Hobart, TAS, Australia Objectives: Core competencies are considered the foundation for establishing Emergency Medical Technician (EMT) and paramedic curricula, and for ensuring performance standards in the delivery of prehospital care. This study surveyed EMT instructors and medical directors to identify the most desirable core competencies for all levels of EMTs in Taiwan. Methods: A principal components analysis with Varimax rotation was conducted. An online questionnaire was distributed to obtain perspectives of EMT instructors and medical directors on the most desirable core competencies for EMTs. The target population was EMT training-course instructors and medical directors of fire departments in Taiwan. The questionnaire comprised 61 competency items, and multiple-choice and open-ended questions were used to obtain respondents’ perspectives of the Taiwanese EMT training and education system. Results: The results identified three factors at EMT-1 and EMT-2 levels and five factors at the EMT-Paramedic level. The factors for EMT-1 and EMT-2 were similar, and those for EMT-Paramedics identified further comprehensive competence perspectives. The key factors that appear to influence the development of the Taiwanese Emergency Medical Services (EMS) education system are the attitude of authorities, the licensure system, and legislation. Conclusion: The findings present new core competencies for the Taiwanese EMT system and provide capacity to redesign curricula and reconsider roles for EMT-1 and EMT-2 technicians. At the EMT-Paramedic level, the findings demonstrate the importance of incorporating competency standards in the current skills-based curriculum. Moreover, the core-competencies gap that exists between Taiwanese EMT-1s, EMT-2s, and EMT-Paramedics and internationally recognized core competencies needs to be addressed. By identifying the key factors that potentially impact the development of the EMS education system, such as the attitude of authorities, the licensure system, and legislation, these findings will inform future curricula design in Taiwan. Keywords: EMT, paramedics, core competencies, curriculum standards

This study aims to examine how unrelated diversification facilitate firm’s growth and innovation. To achieve this goal, we investigate how Maeil Dairies has diversified through open innovation as the Korean dairy market struggles to maintain its size. Maeil Dairies, one of the top three conglomerates in the Korean dairy industry, has gone through different forms of diversification both related and unrelated to its core competencies. This study presents what the overlapping competencies are in its diversified products and businesses, analyzes the effectiveness of diversification in terms of relatedness, and examines the need for unrelated diversification. By analyzing the four diversification categories of the Maeil Dairies case and applying diversification theory, this study shows that although related diversification is more recommendable in most circumstances, unrelated diversification may present new opportunities and is necessary in order to avoid stagnation and falling behind.

Abstract Background Scientific editors are responsible for deciding which articles to publish in their journals. However, we have not found documentation of their required knowledge, skills, and characteristics, or the existence of any formal core competencies for this role. Methods We describe the development of a minimum set of core competencies for scientific editors of biomedical journals. Results The 14 key core competencies are divided into three major areas, and each competency has a list of associated elements or descriptions of more specific knowledge, skills, and characteristics that contribute to its fulfillment. Conclusions We believe that these core competencies are a baseline of the knowledge, skills, and characteristics needed to perform competently the duties of a scientific editor at a biomedical journal.

Charles William Hargett,1 Joseph P Doty,2 Jennifer N Hauck,3 Allison MB Webb,4 Steven H Cook,5 Nicholas E Tsipis,4 Julie A Neumann,6 Kathryn M Andolsek,7 Dean C Taylor6 1Division of Pulmonary, Allergy, and Critical Care Medicine, Department of Medicine, 2Feagin Leadership Program, 3Department of Anesthesiology, 4School of Medicine, 5Department of Neurosurgery, 6Department of Orthopaedic Surgery, 7Department of Community and Family Medicine, Duke University School of Medicine, Durham, NC, USA Purpose: Despite increasing awareness of the importance of leadership in healthcare, our understanding of the competencies of effective leadership remains limited. We used a concept mapping approach (a blend of qualitative and quantitative analysis of group processes to produce a visual composite of the group’s ideas) to identify stakeholders’ mental model of effective healthcare leadership, clarifying the underlying structure and importance of leadership competencies.Methods: Literature review, focus groups, and consensus meetings were used to derive a representative set of healthcare leadership competency statements. Study participants subsequently sorted and rank-ordered these statements based on their perceived importance in contributing to effective healthcare leadership in real-world settings. Hierarchical cluster analysis of individual sortings was used to develop a coherent model of effective leadership in healthcare.Results: A diverse group of 92 faculty and trainees individually rank-sorted 33 leadership competency statements. The highest rated statements were “Acting with Personal Integrity”, “Communicating Effectively”, “Acting with Professional Ethical Values”, “Pursuing Excellence”, “Building and Maintaining Relationships”, and “Thinking Critically”. Combining the results from hierarchical cluster analysis with our qualitative data led to a healthcare leadership model based on the core principle of Patient Centeredness and the core competencies of Integrity, Teamwork, Critical Thinking, Emotional Intelligence, and Selfless Service.Conclusion: Using a mixed qualitative-quantitative approach, we developed a graphical representation of a shared leadership model derived in the healthcare setting. This model may enhance learning, teaching, and patient care in this important area, as well as guide future research. Keywords: core competencies, healthcare leadership, medical education, mental models, mixed methods research

The current stage of the development of the world community shows the primary importance of education and scientific knowledge in order to increase political, economic and cultural relations between countries. The article deals with the formation of procedural management systems for the development of international scientific and educational cooperation of higher education institutions in the Russian Federation.

This article reconstructs the pedagogical and political debate that has led in Italy to the institution of an integrated Early Childhood Education and Care system, for children from birth to 6 years of age. It then examines two fundamental issues posed by the establishment of a 0-6 integrated ECEC system: a) that one related to the pedagogical profile able to unify two paths – namely, the “nido” (an ECEC service for children from 0 to 3 years of age), and the “scuola dell’infanzia” (an ECEC service for the age group 3-6), both born and developed in a disjoint way, until today; b) that one connected to the matter of how the L-19 University graduation class, officially appointed to the initial training of ECEC educators, could offer a training proposal consistent with Early Childhood educators’ career opportunities. Il sistema di educazione dell'infanzia 0-6: percorso normativo e riflessioni pedagogiche Il presente contributo ricostruisce nelle linee generali il dibattito pedagogico e politico che ha portato all’istituzione in Italia del sistema di educazione e cura dell’infanzia dalla nascita a sei anni. Esamina poi due questioni fondamentali poste dall’istituzione del sistema integrato zero-sei: a) quella relativa al profilo pedagogico capace di rendere unitari due percorsi, l’uno del nido e l’altro della scuola dell’infanzia, nati in maniera disgiunta e proseguiti in maniera parallela fino ad oggi; b) come la classe di laurea L-19, ufficialmente deputata alla formazione iniziale degli educatori, possa offrire una proposta formativa coerente con gli sbocchi professionali dell’educatore per la prima infanzia.

The main goal of the present study is to consider the specifics of current state and strategic management of development of enterprises within the military-industrial complex in the dynamic environment of the global market and determine the most effective ways of their development on the example of Russian helicopter industry. Methodology and tools of the study are based on the comparison and comparative evaluation of major Russian and foreign corporations engaged in development and production of helicopters. The authors analyze current state and strategic management of the helicopter industry on the basis of information available in the public domain. The source of the main problems of functioning of military-industrial complex enterprises, in particular, in the helicopter industry, can be found in the specifics of strategic management of its development, which is determined by major holdings under the close supervision of the government. One of the most important ways to develop enterprises of this industry is to diversify civil production in order to increase the output and improve the financial situation and, on the other hand, to reduce the dependence of enterprises on the state defense order. The development of dual-use technology and production of dual-use products makes it possible not only to maintain a powerful military-industrial complex, but also to accelerate the development of the economy as a whole. The authors of the paper put forward an algorithm of formation of an optimum strategy for diversification of production through the use of “dual technologies”. The profit obtained from the sales of products produced on the basis of “dual-use technology” will compensate for some of the military expenditures

The objective of the present study was to examine the relationship core competencies with performance of educational group’s managers university of Sistan and Baluchestan. This descriptive study followed a correlation design. The population was faculty members of Sistan and Baluchestan University in the first half of the academic year 2015-2016. Using stratified convenience sampling method, 183 faculty members of Zahedan University of Medical Sciences were selected and studied through applying two questionnaires: Evaluation of performance of educational group’s managers and core competencies. To analyze the data, Pearson correlation coefficient and simultaneous multiple regression analysis were used via SPSS21. Mean score of job performance (3/41±0/614), and core competencies (3/59±0/593) were all higher than the theoretical mean (3). Correlation coefficients of interpersonal, mental-intellectual, administrative, personality and core competencies with job performance were respectively 0/629, 0/611, 0/57, 0/518, and 0/725 (p

Purpose: The aim of this study was to evaluate competency-based training concepts, introduce core competencies and to apply these concepts as a conceptual model for knowledge and information science education in Iran. Methodology: This research conducted with the documentary-analytical method. The literature review on the competencies of the required specialties in knowledge and information science, as well as manifesto’s of library associations was used to gather the required information. Findings: The results showed that the core competencies required for knowledge and information science specialists can be categorized into two general groups: The first one is “generic core competencies”. These competencies include basic and general competencies required for students to do their jobs in general, regardless where they are working. The second one is “specialized core competencies”. These competencies include specific ones that have great deal with knowledge and information science proficiency and information process management. Originality/ Value: Core competencies model in an educational system can be used for need assessment of individuals, planning and evaluation of curriculum, assessment, performance, training effectiveness measurement and effective assessment of proficiency process of the students.

Background: By using web-based tools in medical education, there are opportunities to innovatively teach important principles from the general competencies of graduate medical education. Objectives: Postulating that faculty transparency in learning from uncertainties in clinical work could help residents to incorporate the principles of practice-based learning and improvement (PBLI) in their professional development, faculty in this community-based residency program modeled the steps of PBLI on a weekly basis through the use of a web log. Method: The program confidentially surveyed residents before and after this project about actions consistent with PBLI and knowledge acquired through reading the web log. Results: The frequency that residents encountered clinical situations where they felt uncertain declined over the course of the 24 weeks of the project from a mean frequency of uncertainty of 36% to 28% (Wilcoxon signed rank test, p=0.008); however, the frequency with which residents sought answers when faced with uncertainty did not change (Wilcoxon signed rank test, p=0.39), remaining high at approximately 80%. Residents answered a mean of 52% of knowledge questions correct when tested prior to faculty posts to the blog, rising to a mean of 65% of questions correct when tested at the end of the project (paired t-test, p=0.001). Conclusions: Faculty role modeling of PBLI behaviors and posting clinical questions and answers to a web log led to modest improvements in medical knowledge but did not alter behavior that was already taking place frequently among residents.