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Purpose: The purpose of this study was to better understand Comprehensive School Physical Activity Program (CSPAP) curricular offerings related to physical activity leadership training competencies that occur within physical education teacher education programs across the United States. Methods: Physical education teacher education program stakeholders were emailed an online survey about physical activity leadership training competencies and CSPAP training in physical education teacher education. A total of 142 participants (28% response rate) completed the survey. Descriptive statistics were used, and open-ended questions were analyzed. Results: Participants reported training preservice physical education teachers in CSPAP components: quality physical education (84%), physical activity before/after school (61%), physical activity during school (78%), staff involvement (50%), and family and community engagement (64%). Reported physical activity leadership competency training for preservice physical education teachers included: physical activity content knowledge (99%), leadership competencies (93%), communication and promotion (38%), and collaboration competencies (78%). Discussion/Conclusion: Training classroom teachers and physical education teachers to promote, sustain, and implement CSPAPs is vital to CSPAP uptake in schools. [ABSTRACT FROM AUTHOR]

Given that standards-based education has been commonplace since the early 1980ʹs, most practicing education professionals cannot remember a time where standards did not exist. Standards have historically served as a mechanism for accountability and academic achievement. In physical education, while not required in initial educational reforms, the development of standards was seen as a way to combat the marginalization of our subject. Despite this, we lack evidence demonstrating the impact of standards on physical education programming and student learning. Further, we rarely take the time to consider why standards are commonplace in education, and how they are developed. This paper brings to life the historical timeline of relevant educational reforms, offers a critical perspective of standards in physical education, and proposes several questions in order to challenge the status quo and encourage productive discourse around standards-based physical education. [ABSTRACT FROM AUTHOR]

Background: Institutions, departments, and individuals are increasingly facing challenges to determine how to enable their learners to acquire and curate rapidly changing knowledge and to foster the creation of lifelong learners in this information-rich digital era. Methods: Much like the Precision Medicine initiative of 2015, in which diagnostic, treatment, and preventive care target individual patients based on their genetic and environmental profiles, educators can use the same principles to create a model of "Precision Education." Results: In this model, future facing individualizable educational infrastructure can consider innate qualities, learning style, behavior, environment, prior experience, expertise, and assessments. Conclusion: Educators can utilize Artificial Intelligence, the Master Adaptive Learner model, and key components of Competency Based Medical Education to transform the evolution of Health Professions Education to meet the individual and systemic needs of tomorrow's learners, educators, and institutions to improve educational and clinical outcomes. [ABSTRACT FROM AUTHOR]

Research skill development within the nursing and allied health workforce positively impacts high-quality patient care. With this understanding, a foundational research competency skills training program was developed for a nursing shared professional governance group for Ascension, a large health system with sites of care in 18 states. The objectives for the training were identified collaboratively with the group members and their leadership team, which included a clinical informationist. The result was a concise training program with three domains (leadership, research methods, and information literacy) delivered through a combination of independent activities and three remote training sessions. The effectiveness of the education was evaluated using repeated measures, one pretest survey and three posttest surveys using the “Individual” subscale of the Research Capacity and Culture Tool. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to evaluate medical students' perception of a new radiology teaching format for abdominal diagnostics. The format transitioned traditional lectures and seminars to a case- and competency-based course that incorporates technology-enhanced individual case-work, small group discussions, and concise lectures. Materials and methods: 235 students (23.5 ± 2.6 years, 72.3% female, 93.3% response rate, November 2023–June 2024) completed a questionnaire before (12 items) and after (20 items) the course, assessing perceived importance of course content, competency gains in abdominal imaging, enjoyment of learning, interest in a radiology career, and pedagogical perception of the teaching concept. Responses were recorded on a 1–10 scale (no agreement to strong agreement) or dichotomously (yes/no). The new course format was compared with a cohort of students who had previously (May 2022–June 2023) attended traditional lectures (n = 169) and/or seminars (n = 234). Results: Students strongly agreed before the course that radiology content in abdominal diagnostics is important, and they found the content highly relevant and applicable to their work as doctors following the course. Significant improvement was observed in perceived competency in modality selection and description and interpretation of common pathologies, with the strongest effect for CT and MRI data. The new format was rated more motivating and significantly better in pedagogical and content quality than traditional lectures and seminars, although it did not influence students' interest in pursuing a radiology career. Conclusion: From the students' perspective, case- and competency-based teaching enhances skill acquisition, learning success, and enjoyment in radiology. Clinical relevance statement: From a student perspective, case- and competency-based teaching in radiology may enhance imaging competency, contributing to the development of more skilled healthcare providers. Key Points: Case- and competency-based teaching concepts may improve students' learning. Students reported improved perceived competency in decision-making and image interpretation with the new teaching method. Case- and competency-based teaching was perceived as more engaging, motivating, and pedagogically superior to traditional lectures. [ABSTRACT FROM AUTHOR]

Background: This research investigates micro-credentialing as an approach to recognise learning achievements in health. Establishing international standards can ensure consistency, promote equity, and enhance quality of recognition systems. Achieving stakeholder consensus on the key topic areas is an important precursor to lead to relevant topics from which to build appropriate standards. This research supports the efforts by UN agency representatives and experts in qualification systems, medical education, the health and care sector, regulation, and accreditation, to build foundations from which to launch normative work on the application of micro-credentials to award learning achievements for health and care workers. Methods: A modified Delphi study following methodological steps was conducted. From April to May 2021, a literature review investigated existing standards in continuing professional development and the use of micro-credentialing in health. Results from the review informed the initial draft of statements that were then refined through three iterative Delphi rounds between May to September 2021. The process culminated in a final workshop in March 2023. Results: A total of 53 participants completed the Delphi, with results analysed by researchers using qualitative analysis. Consensus was achieved on the core principles to recognise learning achievements. The expert panel agreed on the need for standards that are competency-based, and require evidence of learning indicating what a learner can do. There was also consensus that the characteristics of a valid digital award or micro-credential should be portable, standardised, secure, interoperable, stackable and verifiable. Conclusions: The growing body of literature on micro-credentialing highlights its potential as a method to recognise learning achievements. The interest in alternative pathways to award health practitioners, through short competency-based micro-learning opportunities, has spurred discussions on the practical application of micro-credentials. This research outlines the categories and principles for a proposed framework to implement micro-credentialing to recognise learning achievements within the health and care sector. [ABSTRACT FROM AUTHOR]

Background: Hackensack Meridian School of Medicine (HMSOM) was founded on a vision of addressing the determinants of health (DoH) in the daily practice of medicine. The school has an active learning curriculum partially conducted through a small group modified problem-based-learning entitled Patient Presentation Problem-based-learning Curriculum (PPPC). This course includes a Monday discussion of a patient case and a Friday small group session includes concept mapping of the week's basic, clinical, and health systems science (HSS) content. To help students contextualize and bring HSS principles into practice, PPPC at HMSOM requires that concept maps include not just basic science content from the week but also explicitly HSS topics and the DoH. Methods: We reviewed group concept maps from 7 pre-clerkship courses. There were an average of 18.9 group concept maps per course available to review, with roughly 8 students per group. We reviewed concept maps for inclusion of DoH icons and HSS content and followed the trend throughout each course of the pre-clerkship curriculum. Results: HSS content appeared in 45% of group concept maps in the first pre-clerkship course, but did not appear in any concept maps in subsequent courses. DoH content was inconsistently present in group concept maps throughout the first three courses, increased towards the end of the first academic year, and then showed a steady decline towards the end of the pre-clerkship curriculum. Conclusions: Students sometimes include DoH on their concept maps and this improves from the first three courses towards the end of the first academic year. However, students do not prioritize inclusion of DoH in their concept maps at the end of the pre-clerkship curriculum. HSS content is included in less than half of the concept maps in the first course, and then is not included in any group concept maps for the remainder of the curriculum. This may be due to a decreased focus on DoH and HSS, or related to students' tiring of pre-clerkship curricular activities including concept mapping. Providing feedback to students on inclusion of DoH and HSS in concept mapping may help improve this skill prior to the start of clerkships. [ABSTRACT FROM AUTHOR]

Introduction: Competency-Based Medical Education has emerged as a transformative approach to medical education worldwide. It focuses on the overall development of trainee physicians to ensure effective and safe patient care. Objectives: To evaluate faculty members' perspectives on Competency-Based Medical Education and identify perceived challenges for its implementation in a medical college in Delhi. Methods: A cross-sectional study was conducted in July 2022 among 127 faculty members of Vardhman Mahavir Medical College and Safdarjung Hospital, New Delhi. Data were collected using a validated self-developed questionnaire (Cronbach's alpha: 0.85). Results: The median age of the faculty members was 42 years, with a median teaching experience of 10 years. Ninety-one percent of faculty members were aware of Competency-Based Medical Education, and 88% believed it to be superior to the previous curriculum. Integrated teaching (62%) and early clinical exposure (55%) were identified as the most anticipated benefits. Faculty members cited infrastructural deficits (93%) and competing time demands and priorities (85%) as major barriers to implementation. Conclusion: To address the challenges, the National Medical Commission should ensure the availability of sufficient infrastructure and provide regular training programs for faculty members. Key Messages: Assessing the introduction of Competency-Based Medical Education (CBME) in India (implemented in 2019), it found positive faculty awareness (91%) and preference (88%), emphasizing benefits like integrated teaching and early clinical exposure. Identified challenges include infrastructural deficits (93%) and time constraints (85%). [ABSTRACT FROM AUTHOR]

The terms 'feedback' and 'formative assessment' are ubiquitous in education, but their conceptual boundaries are ill-defined. This perspective piece explores the meaning of 'feedback' and 'formative assessment', revealing the entanglement and confusion that exists between these two terms. An argument for clarity of terms is made, to avoid ambiguity and to create a common language. A suggestion is made to re-embrace the original definition components of 'feedback', as all of the original parameters of this term, when well established in industry and biology, did not migrate into education. Incorporating the original definition components into the current definition of 'feedback' in education circles may negate the need for the term 'formative assessment' altogether, which carries with it the inevitable negative connotations associated with the word assessment. Words matter. Medical education, with the introduction of competency-based medical education (CBME) and entrustable professional activities offers a timely opportunity to re-visit such terms, with 'feedback' and 'formative assessment' being central to these processes. While we use medical education as an example to explore how looking backwards and incorporating all aspects of the original feedback definition can help us to move forward with clarity of terms, we mainly seek to bring new perspectives and hope to encourage necessary conversations on 'feedback' and 'formative assessment' entanglement. [ABSTRACT FROM AUTHOR]

In this collaborative autoethnography, our lab, seven graduate students and one faculty member in a clinical psychology doctoral program, explored the impact of the COVID-19 pandemic on education and training in health services psychology. We combined autoethnography with expressive writing and focus-group methods to conduct a critical, reflexive thematic analysis of our lived experiences during the first year of the pandemic. We explored multiple aspects of education and training, including curriculum, competency development, provision of clinical services, our well-being, and implications for the future of ourselves and health service psychology education and training more broadly. Through reflecting upon and making sense of our experiences, we generated two themes, each with subthemes: Success Is Relational, and I Am Wearing All My Roles at Once. We discuss these themes and the implications from our work that are novel and complementary to this growing area of scholarship, including an exacerbation of already existing challenges, and preparing health services psychologists for the future. Public Significance Statement: Training and work experiences for health professional psychologists were challenging during the onset of the COVID-19 pandemic. Our autoethnography of our experiences demonstrates the importance of good relationships for success in this field and discusses implications for training during times requiring flexibility and adaptation. [ABSTRACT FROM AUTHOR]

At a time of increasing global uncertainty, it is critical that school systems succeed at transforming their educational aims and practices. This article focuses on the Chilean System of Educational Quality Assurance as a policy case aimed at expanding the purpose of education by incorporating indicators of social and personal development (ISPD) within performance-based accountability (PBA) policy. The article analyses this phenomenon at organisational level, charting the emergence of organisational routines focusing on 'if' and 'how' professional conversations that engender a more holistic educational approach are allowed. Data comes from four school cases, each representing a different achievement combination (high-low) of learning standards and ISPD indicators. Results show that all cases develop new professional meetings believing in their capacity to facilitate teachers' professional conversations. However, three of the four schools deviate from that pathway focusing on practice repetition and increased control to attain academic results, while all schools neglected the policy's holistic goals. In the context of this disconnection, schools lack operational tools for building an existing language that enhances professional conversations related to broad education. Consequently, the reform does not motivate transformative learning but a reproductive type, hindering teachers' practice possibilities for adjustments compatible with global challenges. [ABSTRACT FROM AUTHOR]

The article discusses the challenges in training neurosurgeons in microsurgical skills due to various factors such as work hour restrictions and advancements in technology. To address this, a pilot program was established to provide asynchronous video feedback to neurosurgical residents practicing microsurgical skills using chicken thigh models. The study aims to assess the effectiveness and feasibility of this curriculum in improving residents' confidence and skills, with potential applications in other areas of neurosurgery. [Extracted from the article]

OBJECTIVE: To explore organizational nursing leaders' perceptions of impact, value, and support for doctor of nursing practice (DNP)–prepared nurses engaging in practice scholarship. BACKGROUND: DNP nurses are educated to lead change at the system level and direct practice-based initiatives to enhance health outcomes. Organizational support and the value of DNP scholarship need to be better understood. METHODS: An exploratory cross-sectional survey of organizational nursing leaders (N = 87) who participated in hiring or interacting with DNP-prepared nurses was implemented. RESULTS: More than half of the organizational nursing leaders reported that scholarship competencies were integrated into DNP-prepared nurses' job descriptions, yet almost half reported no time allotment for scholarship activities. Respondents reported that the highest impact of the DNP-prepared nurse was on the quality of care, and the greatest value reported was the implementation of evidence-based practice and quality improvement initiatives, the development of innovative roles, and as change agents. CONCLUSIONS: Consistent organizational support for DNP-prepared nurses to engage in practice scholarship could maximize the value and impact of these highly educated nurses on healthcare systems and health outcomes. [ABSTRACT FROM AUTHOR]

Dance and movement are used as the primary means of learning in graduate education programmes for dance/movement therapy in the United States. This paper reports the findings of a qualitative study that used thematic analysis to identify factors that facilitate and hinder student learning in movement-based experiential learning. Learning was facilitated when the learning community, the students, and the faculty worked synergistically and enabled the students to enter personal journeys into developing competencies and the self of the therapist. Factors that hindered learning were those that were internal to the learner, such as their mental, emotional, and physical states, as well as factors that were external to the learners. These included lack of clarity about the purposes for experiential learning, unclear boundaries, and lack of structure. Social constructivist embodied pedagogy is proposed as a pedagogical philosophy for movement-based experiential learning. [ABSTRACT FROM AUTHOR]

PurposeMaterials and methodsResultsDiscussionConclusionThe self-assessment is a component of the National Training and Development Curriculum (NTDC) used by resource (i.e. foster, adoptive, and kinship) parents to understand strengths and areas of potential growth associated with successful parenting. This outcome evaluation assesses changes in caregiver self-assessment results after receiving the NTDC classroom-based training.Resource parents from six U.S. states completed the self-assessment at baseline before the NTDC classroom-based training and 90 days after completing the training. Regression analyses were conducted for 20 training competencies and 14 parenting characteristics, controlling for demographic and caregiver characteristics and using propensity-score weights to account for potential bias from attrition between completion of the self-assessment at baseline and follow-up. The number of participant responses in the analytic sample varied across the training competencies and parenting characteristics, with an average of n = 321 responses per construct.All training competencies and parenting characteristics observed statistically significant improvements in participant scores from baseline to follow-up, with average training competency scores improving by 11% and parenting characteristic scores by 5%.These results suggest that the NTDC classroom-based curriculum may help caregivers to develop knowledge and skills in content areas related to effective parenting.The NTDC self-assessment seems to function as intended for participants to understand areas of strength and potential growth in a variety of training competencies and parenting characteristics associated with effective parenting. [ABSTRACT FROM AUTHOR]

Background: Point-of-Care Ultrasound (POCUS) has become integral to emergency medicine (EM) as a critical diagnostic support tool. In Finland, where EM was formally recognised as a specialty as recently as in 2013, a historical lack of systematic training for POCUS has existed. Such training has largely depended on individual initiative rather than a standardised program while many other areas of EM training have already seen the introduction of structured education. The aim of this study is to identify key factors and barriers influencing POCUS training, with the goal of improving its quality and delivery. Methods: A nationwide survey was conducted among emergency physicians, trainees, and specialists across Finnish emergency departments from late 2020 to early 2021. The survey included detailed questions on POCUS training, perceived barriers to training, experiences of the successful initiation of more structured approaches, as well as attitudes towards the integration of POCUS into clinical practice. Statistical methods for quantitative data and thematic analysis for qualitative data were used. Results: A total of 134 emergency physicians completed the survey, revealing a strong consensus among participants for several training needs. Key barriers identified include inadequate training, limited supervision, device availability, and time allocation. Notably, out of all open-ended questions, 96.5% of respondents called for the initiation of structured training programs that accommodate both foundational and advanced practitioner needs. Furthermore, hands-on training and senior support were highly valued. Conclusions: The results highlight a need for reform in POCUS training in Finland, demonstrating a need for structured, competency-based educational frameworks that align with international standards. Improvements on training infrastructure, including enhanced mentorship and increased access to ultrasound equipment, are essential enablers of such a reform. Clinical trial registration: Not applicable. [ABSTRACT FROM AUTHOR]

Background: Within the context of competency-based medical education, portfolios and mentorship emerge as complementary interventions, each offering distinct perspectives and benefits. Together, these elements synergistically contribute to a holistic and effective approach to medical education, encompassing both the academic and personal development imperatives of students. However, this integration comes with several implementation challenges that must be anticipated and promptly addressed. After reviewing the literature related to the enabling factors and barriers to the successful integration of mentoring and portfolio assessment, Dubai Medical College for Girls (DMCG) developed a strategy to minimize all known limitations of this approach. The article provides solutions to compensate for the reported gaps in the system's performance. Practical tips are provided for the effective implementation of an integrated portfolio and mentorship approach to maximize educational outcomes. The article details original responses to common challenges in this process, such as standardizing portfolio content, optimizing time investment in mentorship, and maintaining the value of portfolios in an assessment-centric educational framework. Conclusion: DMCG experience and literature data suggest that the implementation of the integrated approach to mentorship and portfolio assessment can be successful if during operationalization institution administrators consider several important factors including participant training and support, timely introduction of the system, standardization of portfolio content and agenda of the mentor–mentee meetings, convenience for system users, wise scheduling, and emphasizing reflective component. [ABSTRACT FROM AUTHOR]

This research is focused on competency training for gender equality in students at the National University of Education, since this is a big problem at a social level. The need to promote gender equality as a fundamental human right is highlighted. Therefore, the objective of the study is to make visible the results of the implementation of competency-based training on concepts of gender, sex, equity, violence and gender rights for students of the National University of Education. With a quantitative approach through the implementation of a pretest/ post-test study, with training involved. The results obtained show statistically significant improvements in all dimensions of the questionnaire applied, after training. The need to implement this type of training spaces for the entire university community is made visible in order to eradicate practices that perpetuate gender inequalities. [ABSTRACT FROM AUTHOR]

Purpose: Policy in the UK and many other countries states that mainstream mental health services should be accessible to people with intellectual disabilities (ID). The purpose of this paper is to systematically review training and development needs assessments and delivered training and development for professionals working in mainstream mental health services who may work with people with IQ. Design/methodology/approach: A systematic search of four databases (Web of Science; PsychInfo; PubMed; CINAHL) over the period of 2011–2023 was used. Papers were included if they described training or development delivered to, or specific training or development needs analyses of, mainstream qualified staff to support working with adults who have an ID. Findings: Two papers were found that described training and development initiatives and six that described training and development needs analysis, five of these papers originated from Australia and were part of the development of a comprehensive workforce competency framework. Research limitations/implications: Training and development approaches for mainstream mental health services to facilitate the support of people with IQ should be systematically developed and trialled. Originality/value: To the best of the authors' knowledge, this is the first study to review training and training needs analysis in this area since 2012. The review finds only a small number of papers in what is an important area for service development. [ABSTRACT FROM AUTHOR]

Competency-based education in social work (CSWE, 2022) demands active learning methods that demonstrate professional competencies and practice behaviors. Role-plays and simulations are methods that link learning in the classroom with practice. This article explores role-play and simulation variants: basic role-play, real play, student-scripted role-plays, instructor-involved role-plays, simulated clients with standardized patients, including a model used at the University of Pennsylvania School of Social Policy and Practice, and virtual and video simulation activities. The pedagogical and logistical advantages and disadvantages are explored to guide the social work educator when considering these options. [ABSTRACT FROM AUTHOR]

Background: There was always a need for some innovative assessment method like an objective structured practical examination (OSPE) which is objective, reliable, and valid over conventional practical examinations (CPEs), which lack objectivity and reliability and carries risk of teachers' bias as learning is assessment-driven. The aim of this study was to find out the effectiveness of OSPE over CPE among seventh-semester medical students and to assess the objectivity of structured questions among different OSPE stations. Materials and Methods: A total of 207 students appeared in the seventh-semester examination in community medicine, and they were divided into three groups depending on their total marks. Each student had to face both OSPE stations and conventional viva voce tables and their scores were recorded. A paired T-test was done to assess differences in mean marks between OSPE and CPE. A one-way analysis of variance (ANOVA) was done to compare the OSPE station-wise mean among different series of examinations. Results: The high-scorer students secured significantly higher mean marks of 30.30 ± 3.94 in OSPE than in CPE (26.93 ± 3.85). The mean marks obtained by high-scorer students showed no significant difference except in one station. Among the low-scorer group, statistically significant differences in mean marks were found among various stations. Conclusions: OSPE is an effective tool of assessment than CPE. Still, meticulous care is to be taken in designing respective OSPEs, and proper training of assessors is also needed, to avoid biases. [ABSTRACT FROM AUTHOR]

In this column on the humanbecoming teaching-learning model, the author explores creativity in nurse education as an alternative to routinized learning strategies. There is an explanation of the American Association of Colleges of Nursing (AACN) Essentials, domains, competencies, subcompetencies, concepts, and spheres of care, followed by an explanation of competency-based education. These topics are contrasted with the humanbecoming paradigm and the humanbecoming teaching-learning model. Infusing artforms in teaching-learning nursing is proposed as a way to preserve creativity. An assignment with first-semester pre-licensure students is explained and exemplars are provided to demonstrate the preservation of creativity while teaching-learning nurse students. [ABSTRACT FROM AUTHOR]

Background: Objective Structured Clinical Examination (OSCE) is a method of clinical evaluation which is a competency-based, systematic and objective method for the evaluation of students. The present study was carried out to compare the nursing students' satisfaction between OSCE and Traditional Practical Examination (TPE) in psychiatric nursing at, Chennai, South India. Methods: The study was conducted using the randomized cross-over research design with two groups in a selected Nursing College, Chennai among 84 III-year B.Sc. Nursing students (42 students in each group), were selected using the consecutive sampling technique. The participants were randomly assigned to Group I and Group II based on their second-year university examination scores, using the odd-even method. Data was collected using the baseline characteristics of the students and rating scale on satisfaction of evaluation methods (OSCE and TPE). The data were entered into Excel and analyzed using SPSS for Windows (20.0, IBM Corp) with appropriate statistical tests. Results: Overall students' satisfaction scores were higher in OSCE (98.26 ± 6.44) while comparing to TPE (89.82 ± 7.27, p <.001). Students overwhelmingly perceived positively (strongly agreed) toward OSCE on most of the items on quality of assessment, reliability and validity. Conclusion: The study found that students reported high levels of satisfaction with the OSCE, indicating its effectiveness as an evaluation tool. This suggests that the OSCE contributes positively to students' learning experience and engagement in psychiatric nursing education. [ABSTRACT FROM AUTHOR]

Supplemental Digital Content is Available in the Text. There is a wide variation in the curricular emphasis and implementation nationally across programs for teaching quality improvement (QI) in family nurse practitioner (FNP) programs. This variation among curriculum plans often leaves NP graduates unsure as to how to identify and effect change within their organizations. This manuscript describes the development of an initial QI curriculum and subsequent enhancements over a 3-year time frame and outlines the curriculum development process, implementation, and program outcomes within an FNP residency program. This report also focuses on the importance of reinforcing the role of QI within the personal identity of the FNP, ensuring quality care to patients. [ABSTRACT FROM AUTHOR]

Competency-based education (CBE) has been widely adopted in various educational contexts although research discussing how CBE is implemented in local contexts and how it shifts (or not) teaching practices is limited. This study explores how Vietnamese secondary teachers made sense of general competencies and adapted their teaching towards competency development. Using a sociocultural approach to sensemaking, this study examined secondary teachers' interpretations and teaching practices of competencies. The study used a qualitative longitudinal design that included teacher interviews and video-cued reflections of their teaching practices. The findings illustrate teachers' ambivalence about the new curriculum competencies and how to align their practices with the CBE reform. A common pattern across all teachers was that they made sense of competencies as learning foundational knowledge and skills, in addition to developing good attitudes, character, and morality. Over the years, teachers also emphasised the real-life application of competencies towards whole-person development. This study contributes to sociocultural perspectives on teaching and the CBE literature by showing the ways in which teachers used cultural ideas and artefacts to expand and limit their meanings of competencies in practice. [ABSTRACT FROM AUTHOR]

AIMThis article describes the implementation, baseline cardiopulmonary resuscitation (CPR) skills, and competence and confidence in skills of participants in 12 nursing programs piloting the Resuscitation Quality Improvement (RQI) program. Of 1,847 participants, 175 had not previously completed a CPR course. METHOD Schools could choose the sequence for completing baselines skills and required e-learning modules. For baseline skills, participants did 60 compressions and 12 continuous ventilations with RQI feedback turned off. Selfreport competence and confidence in CPR skills data were collected. RESULTS Forty-five percent of participants achieved passing scores on adult ventilations and compressions; 31 percent achieved passing scores on infant compressions, and 34 percent on ventilations. Forty-five percent were confident in their adult CPR skills; 32 percent were confident in their infant CPR skills. CONCLUSION Nursing students and faculty, regardless of previous health care experience or CPR courses, need more frequent opportunities for CPR skill practice and assessment. [ABSTRACT FROM AUTHOR]

Within competency-based medical education (CBME) residency programs, Entrustable Professional Activity (EPA) assessments endeavor to both bolster learning and inform promotion decisions. Recent implementation studies describe successes but also adverse effects, including residents and preceptors drifting towards bureaucratic / purely administrative behaviors and attitudes, although the drivers behind this tendency are not adequately understood. This study sought to examine resident and faculty experiences with implemented EPA processes to elucidate what leads them toward a 'tick-box' approach that has been described in the literature. The internal medicine residency program at the University of Alberta implemented a CBME pilot in 2016. From March to June 2018, a research assistant interviewed 16 residents and 27 preceptors shortly after they completed an EPA assessment. They described their goals, judgements, and actions during a recent EPA observation. Three researchers analyzed the data to identify themes following qualitative description methodology. The requirement to accrue EPA assessments turned them into currency exchanged by preceptors and residents to acknowledge clinical work. Predicaments arose when the prescriptive EPA process felt misaligned with the assessment context. The selected encounter sometimes suited formative but not summative purposes. Preceptors variably prioritized the dual formative and summative purposes and framed the message for either the resident's or the program's benefit. The drift toward bureaucracy in workplace-based assessments is becoming a predictable implementation pattern. Instead of solely attributing this pattern to residents and preceptors misusing the assessment process, viewing their actions as workarounds suggests that users make rational choices to overcome obstacles in the assessment system. Obstacles identified by workarounds could be targeted by design modifications. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to investigate the critical role of Curriculum Integration (CI) in higher education, addressing global concerns about university graduates' readiness for the workforce. It explores the perspectives of undergraduates, academics and employers on CI across Asia, Africa, North America, South America, Europe and Australia. Design/methodology/approach: Using a mixed-method approach, the research combines quantitative surveys with qualitative interviews to comprehensively analyze CI's impact. Data analysis involved SPSS and thematic methods, ensuring validity through triangulation, member checking, pilot testing and sensitivity analysis. Ethical considerations included informed consent and confidentiality. Findings: The study uncovers significant regional disparities in CI awareness and implementation, particularly between developed and developing regions. While CI's benefits for holistic learning are widely acknowledged, few academics actively use it, citing barriers like time, funding and institutional resistance. Employers strongly support CI, highlighting its value in enhancing graduate employability skills, though regional differences demand localized approaches. Undergraduates prefer CI for its interactive, practical nature. The findings call for targeted faculty development and regional strategies to increase CI adoption, ultimately improving graduate employability. Originality/value: This global study provides a replicable framework for evaluating interdisciplinary educational reforms. By comparing CI's impact across diverse systems, it offers a model applicable to other pedagogical approaches, notably project-based or competency-based education, underscoring the importance of region-specific strategies in educational reforms. [ABSTRACT FROM AUTHOR]

The attributes of collaborative practice in health care vary across contexts, necessitating the adaptation of interprofessional education curricula to prepare students for the collaborative practice expected in their respective health care systems. Culture, when conceptualised through an organisational lens, allows an analysis of the shared assumptions, beliefs and values, without seeking to reduce to a uniform construct. This article explores the differences in interprofessional education competencies between Australia and Japan and considers the systems and patient expectations, which underpin each. While collaborative competence exhibits some similarities across contexts, competency frameworks differ in emphasis, language and key terminology, which highlight multiple points of difference in the expectations of interprofessional collaborative practice across contexts. There are education and practice consequences of these different perspectives of collaborative practice, in an increasingly mobile international workforce. Given that collaborative practice differs across international context, Kent and Haruta detail how interprofessional curricula must as well. [ABSTRACT FROM AUTHOR]

Issue: Cultural safety enhances equitable communication between health care providers and cultural groups. Most documented cultural safety training initiatives focus on Indigenous populations from high-income countries, and nursing students, with little research activity reported from low- and middle-income countries. Several cultural safety training initiatives have been described, but a modern competency-based cultural safety curriculum is needed. Evidence: In this article, we present the Competency-Based Education and Entrustable Professional Activities frameworks of the Faculty of Medicine at La Sabana University in Colombia, and illustrate how this informed modernization of medical education. We describe our co-designed cultural safety training learning objectives and summarize how we explored its impact on medical education through mixed-methods research. Finally, we propose five cultural safety intended learning outcomes adapted to the updated curriculum, which is based on the Competency-Based Education model. Implications: This article presents five cultural safety intended learning outcomes for undergraduate medical education. These learning outcomes are based on Competency-Based Education and the Entrustable Professional Activities framework and can be used by faculties of medicine interested in including the cultural safety approach in their curriculum. [ABSTRACT FROM AUTHOR]

This paper analyzes the connection between a university's curricular reform and the creative ways in which actors position themselves to respond. The study takes place in a Colombian university that underwent an institutional competency-based curricular reform. This context allows us to question the ways in which different actors perceive and interpret the curriculum. Utilising curriculum enactment and policy enactment as analytical frameworks, this research distances itself from technical approaches that view reforms as merely a matter of implementing the official curriculum in a linear and technical manner. Instead, it examines the transformations and the ways in which actors such as students, faculty, and academic leaders experience, adapt to, and interpret the curriculum as a dynamic artefact. A comparative case-study underpinned the methodological approach to understand the challenges and singularities that emerged from curricula transformation in three different departments. Interviews, focus group, a class project carried out by students and document analysis, were used to understand the various forms of creative deviation and opposition displayed by actors towards technocratic discourses on innovation, evaluation, and accountability. Findings evidence that opposition to the curricular reform process came from a resistance to adhering to global discourses of competency-based education. However, findings also show that there is a misalignment between the decision-making process of the curricular reform and the demands of the job market. Therefore, any curricular reform should be critically examined from multiple perspectives rather than solely through a technical lens. [ABSTRACT FROM AUTHOR]

Objectives: The Centers for Disease Control and Prevention (CDC) needs leaders at all levels who can address technical and adaptive challenges in a changing public health landscape. We assessed the feasibility of implementing an enterprise-wide leadership development model. Methods: In June 2023, we launched a pilot program, Learn and Lead, for nonsupervisory staff in early and mid-career levels. One hundred sixty-nine participants registered, and 149 completed at least 6 weeks of the 8-week program. We gathered quantitative and qualitative data through weekly electronic surveys and in-depth interviews. We calculated frequencies for closed-ended Likert-scale items and performed content analysis of open-ended items to assess most frequently mentioned themes. We based the pilot's design on CDC's leadership development framework to assess application of the framework and alignment of curriculum to the framework. Results: Three themes emerged: logistics and facilitation, leadership development curriculum, and making connections with self and others. Findings for logistics and facilitation highlighted preferences for course length, small breakout groups, mixed weeks, and value of staff support. Findings for the leadership development curriculum underscored the relevance of the US Office of Personnel Management's fundamental competencies to leadership development. Findings for making connections with self and others supported the cohort model and the importance of networking. Conclusions: The pilot curriculum aligned well with the CDC leadership development framework. Feedback provided by pilot participants is being used to help shape CDC's ongoing leadership development efforts. [ABSTRACT FROM AUTHOR]

This article delves into the development of professional competencies in the training of Early Childhood Education teachers, pointing out the ethical and professional characteristics of graduates of these careers, in terms of strengths and weaknesses. We propose to those in charge of teacher training a mechanism for the coherent development of teacher ethics and professionalism, which lead to enhancing what is perceived as shortcomings in the training path, and provide a better benefit to the quality of teachers. Based on the functional analysis of teacher training, we suggest mechanisms for the collaborative construction of teaching competencies for the training of teachers who will practice at the levels of Initial Education. [ABSTRACT FROM AUTHOR]

Background: To construct a competency model for clinical investigators involved in the process of new drug development, providing a reference for the training, selection and assessment of clinical investigators. Methods: The Behavioral Event Interview (BEI) method was used to interview 12 excellent clinical investigators and 8 clinical investigators of average performance. Each competency characteristic was extracted from the interview text by semantic coding. Total frequency, total score, average score and highest score were calculated for each competency element. Category agreement coefficient, coefficient of reliability and Spearman correlation coefficient were used to assess the consistency of two coders for coding and classification. Independent-samples Mann-Whitney U test was applied to compare the differences in competency elements between the group of excellent clinical investigators and the group of average investigators. Results: The average coefficient of category agreement was 0.671, and the average coefficient of reliability was 0.803. No significant differences were observed between the two groups in the aspect of interview time (P = 0.190) and the interview words (P = 0.184), indicating comparability between the two groups. However, there was a clear performance difference between the excellent and average groups. In addition, we found that the competency model for clinical investigators contained 24 prominent competence elements and 8 benchmark competency elements. Conclusions: Clinical investigator is a medical professional who is involved in a highly research-intensive and practical job, where prominent competency element largely reflects clinical practice skills, innovation and awareness of Good Clinic Practice (GCP). Our results provide a reference for assessing clinical investigators' competencies, encouraging and guiding them to modify their behaviors according to the competency model, and also cultivating clinical investigators so as to improve the competence level of clinical investigators. [ABSTRACT FROM AUTHOR]

This research investigates the critical need to integrate affective and psychomotor domains alongside cognitive development in educational systems to achieve the comprehensive 'Exit Outcomes' of Outcome-Based Education (OBE) and align with the National Higher Education Qualification Framework (NHEQF) descriptors. Traditional educational approaches are inadequate for these goals, prompting the introduction of the AI-Charya framework—a novel, artificial intelligence (AI)-driven pedagogical model. Utilizing a qualitative approach, this study explores the limitations of existing models and the transformative potential of generative AI. The AI-Charya framework provides adaptive, multimodal educational strategies that personalize learning and significantly enhance critical and creative thinking skills. Findings indicate that students engaged with AI-Charya show marked improvements in these areas, positioning them for success in an increasingly automated global workforce. However, the study's generalizability is limited by its specific educational contexts, and further research is needed to assess long-term outcomes. Despite these limitations, the AI-Charya framework offers a pioneering blueprint for aligning educational practices with OBE and NHEQF standards, equipping students with the holistic competencies required for dynamic, future-oriented careers. This research has significant implications for policymakers, educators and curriculum developers aiming to enhance educational excellence through innovative methodologies. [ABSTRACT FROM AUTHOR]

Background: SDL plays a crucial role in inculcating the habit of reading and learning in medical students. A successful medical student should have the ability to plan, coordinate, and oversee his or her own learning experience. In India, usually, students start their journey in the medical field quite early, and they have yet to come out of the concept of relying on teachers for guidance on what and how to learn. Many of these young adults find the concept of SDL unfamiliar. While everyone possesses some level of self-direction in learning, learners differ in their readiness for SDL. Competency-based medical education curriculum has made implementation of SDL mandatory. Aim: The present study aimed to assess the readiness for SDL among first-year MBBS students in a government medical college of Kolkata, West Bengal, using Fisher's self-directed learning readiness scale (SDLRS). Methods: This study was carried out at the Department of Anatomy, of a government medical college, Kolkata, after obtaining institutional ethics committee clearance. Eighty first-year MBBS students were included in the study. Two SDL sessions were conducted weekly, for gross anatomy of two abdominal viscera. Pre-tests and post-tests were taken before and after each session to assess students' progress after SDL sessions. In the following week, the students were asked to answer the questionnaires applying Fischer's SDLRS. Fisher's SDLRS consists of 40 items categorized into three domains. The items of Fisher's SDLRS were scored on a five-point Likert. The total score of Fisher's SDLRS can range from 40 to 200. The data collected were statistically analyzed in consultation with a statistician. Results: Out of 80 students, 35 students scored more than 150 on Fischer's readiness scale, while 45 scored less than 150, indicating that the majority of the students (56.25%) were not ready for SDL. The mean score for SDL readiness was 140.07. The mean self-management score was 41.25, the mean score for desire for learning was 42.95, and the mean selfcontrol score was 54.35. Conclusion: The majority of the eighty first-year medical students (56.25%) were not ready for self-directed learning, and 43.75% of the students were ready. Our study threw light on the fact that despite having a high desire for learning and ability of self-control, students need to be supported in their self-management skills. Their selfdirected learning readiness can be improved if guided properly. [ABSTRACT FROM AUTHOR]

Midwifery education is fundamental to ensure that midwives have the appropriate skills to manage critical situations and prevent maternal and neonatal mortality. To achieve Sustainable Development Goals (SDGs) 4 and 5 by 2030 and strengthen the professional role of midwives, Morocco has implemented a competency-based training programme. This study aimed to describe the level of competence in managing high-risk/emergency situations and the predictive factors of competence among newly graduated midwives. An anonymous online survey was conducted from 31 July to 26 October 2021 among 186 newly graduated midwives. Data were collected using a Demographic Characteristics Questionnaire, the Pre-Service Education Assessment Tool, and the Novice High-Risk/ Emergency Management Competence Self-Assessment Tool. Data were analysed using SPSS version 26.0. Pearson's correlation analysis was used to explore the association between high-risk/emergency management competence and its predictors. Stepwise multiple linear regression was used to explore the influencing factors. Results indicate that Moroccan newly graduated midwives were moderately com- petent in managing high-risk situations and emergencies. Insufficient support from teachers and supervisors, limited practical clinical experience, and lack of learning resources were significant predictors of high-risk/emergency management competence, explaining 73.2% of the variance in the high-risk/emergency management competence. The consistency of these findings across different educational settings worldwide suggests that this is a common challenge. Therefore, the implementation of a competence-based training programme as an independent action is insufficient to achieve the intended results. Building the capacity of midwifery teachers and supervisors and responding to the international call for enhanced resources in midwifery education, both in academic and clinical settings, is a critical step toward improving midwives' competencies. [ABSTRACT FROM AUTHOR]

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Purpose: Stakeholder capitalism has gained attention among business practitioners and academia, often discussed within the context of corporate social responsibility, ethical practices and values-based leadership. Many societal institutions, including businesses and higher education institutions, have a role to play in the transition toward stakeholder capitalism. This study aims to discuss insights gained from a multiyear research and pedagogical project coordinated among a group of academics and an Israel-based holding company to study the implementation of a values-based leadership process focused on establishing a stakeholder-oriented model in a variety of organizations. Design/methodology/approach: Conducted over a decadal period, this project relied on a qualitative case study methodology. The project was conceived as an exploratory and inductive study examining organizations that implemented a values-based leadership model and a university that used this model for curriculum and pedagogy. Semi-structured interviews, observations of leadership practices and operations, and substantive reviews of organizational documents informed the study's iterative methodology. Findings: The case studies presented explore the benefits of a stakeholder capitalism and values-based leadership transformation in organizations and highlight the importance of senior leadership engagement at the outset to set the tone and direction of implementation while also role modeling values-based behaviors for the organization. The utility of aligning the new values-based approach with existing elements of the organizational culture and priorities was also identified in addition to the benefit of individuals linking the new values initiative to their personal values and life. These practices, and a broader stakeholder dialogue on values, helped establish a transition that was inclusive within the organizational hierarchy and in its connections to the larger society. The cases also explored how stakeholder principles and values-based leadership models can be integrated into management education based on the outcomes of the organizational investigations. Originality/value: These case studies offer insight into the implementation of a values-based leadership framework, which draws on stakeholder theory, in diverse organizations across a for-profit to non-profit spectrum. These studies also provide a unique opportunity to evaluate the implementation of a common values framework in different sectors. The cases further highlight the potential role of business-education sectoral partnerships in educating a workforce that is dedicated to business for good. [ABSTRACT FROM AUTHOR]

Despite the growing emphasis on differentiated instruction in modern education, there remains a noticeable gap in research examining the integration of Technological, Pedagogical, and Content Knowledge (TPACK) with professional competence, particularly within the context of Indonesia's Merdeka Curriculum. This study aims to assess teachers' levels of TPACK and professional competence in developing differentiated instruction in Yogyakarta, Indonesia, while exploring the correlation between these two variables. Adopting a quantitative correlational research design, the study employed stratified random sampling to select a sample of 84 teachers from eight elementary schools currently implementing the Merdeka Curriculum (Independent Learning Curriculum). Descriptive statistics and hypothesis testing, using the Spearman-Brown formula, were utilized for data analysis. The findings indicate that the participating teachers exhibit moderate levels of both TPACK and professional competence in developing differentiated instruction. Moreover, hypothesis testing revealed a strong and significant correlation between teachers' TPACK and their professional competence in designing differentiated instruction. This research highlights the importance for teacher training institutions to prioritize the development of TPACK, enabling educators to effectively adapt to evolving educational policies. [ABSTRACT FROM AUTHOR]

Introduction: With the introduction of Competency Based Medical Education (CBME) Curriculum, students have to acquire competency in the listed items and skills, including court room skills (FM 14.22). Medico-legal reports are used at trials whereupon medical officers tender expert witness testimony. During COVID19 lockdown, Phase II MBBS students were trained completely via e-learning. Establishment of Corpus Delicti, Age Report, in trial of Juveniles in conflict with law was selected for imparting testimonial skills and understanding of courts and legal procedures as well as Juvenile Justice Act (JJAct) and Child Welfare Committee (CWC). Objectives: Training Phase II MBBS students of KMCT Medical College, Kozhikode by e-learning methods in 6 weeks and assessing the competency via Moot Court presentation. 1. To provide a clear understanding of Indian legal system, courts and its procedures. 2. To provide a clear understanding of elements of Corpus Delicti and establishment of Corpus delicti via evidential testimony. Competencies addressed: FM3.1-3.2,FM 1.3-1.6,FM 14.22(skills) Methods: Surrogate court room was created by students via zoom platform under guidance to familiarize deposition of evidence in a court of law. E-learning methods were used-Google classroom, Zoom, YouTube, WhatsApp. Creative writing of case by students and online sessions on steps of evidence tendering by faculty were done. "Moot Court" Role Play by students (in three teams-Juvenile Justice Board Child Welfare Committee, Prosecution, Defence) was guided by faculty and evaluated by RUBRIC. Results & discussion: • During 6weeks period Phase II CBME students underwent training and acquired competency in Identity, Legal procedures & Court Room skills completely by e-learning methods. • The SLOs were acquired by most students by single session. Conclusion: Through only online sessions the students were enabled with the basic understanding of practical aspects of corpus delicti, summons, court room procedures and expert testimony deposition. The student feedbacks were testimonials of their appreciation for active learning and success of innovative e-learning. [ABSTRACT FROM AUTHOR]

Medical training in India is experiencing a paradigm shift. The competency-based medical education (CBME) for undergraduate medical training was adopted from the admission session 2019. The Indian Medical Graduate (IMG) was identified under CBME, by explicitly documenting its roles viz. clinician, professional, communicator, leader and life-long learner. In the recently released amended guidelines, two additional roles of IMG have been added. Looking at the roles of the IMG, it can be inferred that professionalism is one of the core roles assigned to IMG, and most other roles likevclinician, leader, and communicator fall under the broad definition of role as professional. It is argued that the objective of the curriculum should not only be to equip the students for identifying their professional roles but to support them to develop their professional identities. The potential of the CBME to equip the teachers and students to develop the professional identity of students is adequately supported by literature. However, the professional identity of IMG has not been defined to date, and no structured framework to develop this professional identity of the undergraduate students in the Indian context is available. The conceptual paper is an effort to define the professional identity of IMG and provide a framework to develop their professional identity. [ABSTRACT FROM AUTHOR]

Background: Teledentistry has been increasingly used in orthodontic practice. Comprehensive and appropriate trainings should be required to enhance the effective use of teledentistry. However, there is still a lack of adequate teledentistry training in postgraduate orthodontic programs. Therefore, this research aimed to investigate the perceptions of key stakeholders regarding the necessity of teledentistry and to formulate a conceptual framework highlighting the implementation of teledentistry training in orthodontic education. Methods: This research employed an explanatory sequential mixed-method design. The research participants included orthodontic instructors, practitioners, and residents from the Faculty of Dentistry, Mahidol University. The participants were asked to complete an online questionnaire to provide initial overview of this topic. They were then purposively selected and recruited for a semi-structured interview, allowing the exploration of in-depth information. Results: Participants expressed positive perceptions toward the use of teledentistry in orthodontic practice. The conceptual framework derived from this study highlighted awareness of both advantages and concerns of teledentistry among participants, leading to the necessity of training in orthodontic education. The findings also provided in-depth information regarding expected learning outcomes, a combination of training delivery and assessment strategies to adequately prepare learners for the use of teledentistry in orthodontic practice. Conclusion: This study supports the implementation of teledentistry into orthodontic practice, with participants recognizing both its benefits and concerns. Emphasizing the significance of incorporating teledentistry preparation into orthodontic curricula, it is essential to outline expected learning outcomes, delivery methods, and assessment strategies for effective training. [ABSTRACT FROM AUTHOR]

Background: Competency-Based Medical Education (CBME) aims to align educational outcomes with the demands of modern healthcare. Entrustable Professional Activities (EPAs) serve as key tools for feedback and professional development within CBME. With the growing body of literature on EPAs, there is a need to synthesize existing research on stakeholders' experiences and perceptions to enhance understanding of the implementation and impact of EPAs. In this synthesis, we will address the following research questions: How are Entrustable Professional Activities experienced and perceived by stakeholders in various healthcare settings, and what specific challenges and successes do they encounter during their implementation? Methods: Using Thomas and Harden's thematic synthesis method, we will systematically review and integrate findings from qualitative and mixed-methods research on EPAs. The process includes a purposive literature search, assessment of evidence quality, data extraction, and synthesis to combine descriptive and analytical themes. Discussion: This study aims to provide insights into the use of EPAs for competency-based education, reflecting diverse contexts and viewpoints, and identifying literature gaps. The outcomes will guide curriculum and policy development, improve educational practices, and set future research directions, ultimately aligning CBME with clinical realities. Trial Registration: Not required. [ABSTRACT FROM AUTHOR]

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