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One of the requirements facing modern organizations is professionalization and the related requirement for a high level of competence. Today, it is impossible to efficiently manage an enterprise and creatively manage employees without theoretical and practical knowledge, experience, skills and commitment in this area. Competencies are assigned an important role in strengthening the company's position in the competitive market. The main aim of the article is to present the importance of managerial competences in enterprise management and to identify the possessed and expected competences of a modern manager in the light of own research. A comparative analysis of the obtained results was made and the competence gap was presented. The analysis of the study indicates a varied level of competency expectations of employees towards the manager. Competencies, attitudes and behaviors important in a manager's work include: the ability to make effective decisions, the ability to communicate with employees (communication within the organization) and with entities in the organization's environment, managing cultural diversity, openness to diversity, analytical skills, building good relationships and trust, and the ability to quick response to changes in tasks and the conditions of their implementation, the ability to create and cooperate in a network, the ability to think strategically and business experience and knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Administraçãao da UNIMEP is the property of Revista de Administracao da UNIMEP and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Public Health Forum is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

MRI is highly physics based yet no research-based inventory of physics learning outcomes specific to MRI radiographers was found in the literature. The purpose of this study was the development of such an inventory using a multi-stakeholder, multi-disciplinary approach (as advised by the WHO) and which would support a previously published competence profile. The inventory was developed in two phases: Phase 1: Development of an initial version of the learning outcomes inventory required to be able to deliver the competences via an analysis of textbooks and literature and validated by a small (n = 3) expert advisory group Phase 2: Final validation carried out via a bigger (n = 15) international group of subject matter experts (SMEs). Consensus was achieved via a dichotomous web-based questionnaire. At 70% level of consensus the expert group validated an inventory of biomedical physics learning outcomes consisting of 281 knowledge and skill statements. It is subdivided into two sections: 'fundamental' physics learning outcomes which are generic to all competences and 'additional' physics learning outcomes specific to each individual competence. The process used is sufficiently generic to be easily adapted to the development of physics learning outcome inventories in other specialties of radiography and for other healthcare professions whose work involves highly technological medical devices. As a result of this study, the current MRI curriculum would need to be revised as it was not based on a formal systematic research process and many learning outcomes are in fact missing. • The inventory inform about the physics knowledge and skill required for MRI services. • The learning outcomes assists healthcare education institutions to update curricula. • Use the learning outcomes as benchmark against which performance and qualifications are assessed. • Inform competence assessment frameworks to facilitate progression of skill and life long learning. • Inform students and radiographers of what knowledge and skills are expected during practice. [ABSTRACT FROM AUTHOR]

Abstract In order to get admission to study medicine at a German university, the most important criterion is the proof of an excellent final college prep school examination (Abitur) in order to get an adequate study place without time loss. For the purpose of a suitable selection for admission of candidates, however, the best qualified and suitable applicants should be found to be distributed to the limited available university places for medicine. The final examination mark alone can represent such a suitability – if at all – only to a very limited extent. In order to figure out which skills and competences characterize a potential medical student and after studies a well-practicing and resilient later physician, we sought for initial steps to apply competence profiling as a predictor matching suitable prerequisites to a subsequent successful outcome. In order to meet these demands, we founded a project called ComMedMent at the Friedrich Alexander University of Erlangen-Nürnberg (FAU), where we defined competences for successfully becoming a medical expert while studying the medical curriculum. Here we present a comprehensive catalogue of 16 standards and meaningful key competencies for potentially successful medical students at the FAU. In collaboration with the Center for Competence Balancing – CeKom SÜD – (Pforzheim; Germany) and a local competence team comprising institute management, lecturers and students of different educational backgrounds, a target profile for the "ideally equipped students and later successful practitioners" was established. The identification of a site-specific and/or general requirement profile for medical students could open up new perspectives for the selection process and show the opportunities for helping students along the path to becoming medical experts. [ABSTRACT FROM AUTHOR]

On 5 December 2013 the European Council promulgated Directive 2013/59/EURATOM. This Directive is important for Medical Physicists and Medical Physics Experts as it puts the profession on solid foundations and describes it more comprehensively. Much commentary regarding the role and competences has been developed in the context of the European Commission project “European Guidelines on the Medical Physics Expert” published as Radiation Protection Report RP174. The guidelines elaborate on the role and responsibilities under 2013/59/EURATOM in terms of a mission statement and competence profile in the specialty areas of Medical Physics relating to medical radiological services, namely Diagnostic and Interventional Radiology, Radiation Oncology and Nuclear Medicine. The present policy statement summarises the provisions of Directive 2013/59/EURATOM regarding the role and competences, reiterates the results of the European Guidelines on the Medical Physics Expert document relating to role and competences of the profession and provides additional commentary regarding further issues arising following the publication of the RP174 guidelines. [ABSTRACT FROM AUTHOR]

Copyright of Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)