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Background: Surgical skills acquisition is under continuous development due to the emergence of new technologies, and there is a need for assessment tools to develop along with these. A range of neuroimaging modalities has been used to map the functional activation of brain networks while surgeons acquire novel surgical skills. These have been proposed as a method to provide a deeper understanding of surgical expertise and offer new possibilities for the personalized training of future surgeons. With studies differing in modalities, outcomes, and surgical skills there is a need for a systematic review of the evidence. This systematic review aims to summarize the current knowledge on the topic and evaluate the potential use of neuroimaging in surgical education. Methods: We conducted a systematic review of neuroimaging studies that mapped functional brain activation while surgeons with different levels of expertise learned and performed technical and non-technical surgical tasks. We included all studies published before July 1st, 2023, in MEDLINE, EMBASE and WEB OF SCIENCE. Results: 38 task-based brain mapping studies were identified, consisting of randomized controlled trials, case–control studies, and observational cohort or cross-sectional studies. The studies employed a wide range of brain mapping modalities, including electroencephalography, functional magnetic resonance imaging, positron emission tomography, and functional near-infrared spectroscopy, activating brain areas involved in the execution and sensorimotor or cognitive control of surgical skills, especially the prefrontal cortex, supplementary motor area, and primary motor area, showing significant changes between novices and experts. Conclusion: Functional neuroimaging can reveal how task-related brain activity reflects technical and non-technical surgical skills. The existing body of work highlights the potential of neuroimaging to link task-related brain activity patterns with the individual leve

Finding valid and reliable ways to assess complex clinical skills within psychology is a challenge. Recently, there have been some examples of applying Objective Structured Clinical Examinations (OSCEs) in psychology for making such assessments. The aim of this study was to examine students’ and examiners’ perceptions of a digital OSCE in psychology regarding quality and students’ feelings about the OSCE. Participants were 51 students enrolled in the Programme for Master of Science in Clinical Psychology during two semesters and nine examiners assessing each OSCE occasion, at Umeå University, Sweden. Web-based questionnaires were used for data collection. Psychometric analyses indicated that the subscales in the student questionnaire had adequate or close to adequate levels of item and scale reliability. Both students and examiners felt that the digital OSCE was realistic, valid and well-aligned with professional practice. Although students perceived the digital OSCE as stressful, the results showed that they were focused and concentrated and found the OSCE to be a positive learning experience, implying that the stress did not affect performance to any significant extent. Based on the examiners’ experiences, it can be concluded that there are both advantages and disadvantages which need to be considered when planning future digital OSCEs.

Finding valid and reliable ways to assess complex clinical skills within psychology is a challenge. Recently, there have been some examples of applying Objective Structured Clinical Examinations (OSCEs) in psychology for making such assessments. The aim of this study was to examine students’ and examiners’ perceptions of a digital OSCE in psychology regarding quality and students’ feelings about the OSCE. Participants were 51 students enrolled in the Programme for Master of Science in Clinical Psychology during two semesters and nine examiners assessing each OSCE occasion, at Umeå University, Sweden. Web-based questionnaires were used for data collection. Psychometric analyses indicated that the subscales in the student questionnaire had adequate or close to adequate levels of item and scale reliability. Both students and examiners felt that the digital OSCE was realistic, valid and well-aligned with professional practice. Although students perceived the digital OSCE as stressful, the results showed that they were focused and concentrated and found the OSCE to be a positive learning experience, implying that the stress did not affect performance to any significant extent. Based on the examiners’ experiences, it can be concluded that there are both advantages and disadvantages which need to be considered when planning future digital OSCEs.

This research provides an analysis of competency assessment results obtained from the contracting workforce that makes up the three Marine Corps Expeditionary Contracting Platoons and co-located Regional Contracting Offices. The data analyzed were collected through a Contracting Workforce Competency Assessment based on the new Department of Defense Contracting Competency Model. The purpose of this research was to establish a baseline of current workforce competency in two areas: proficiency in performing buyer activities and knowledge in seller activities. The research revealed a buyer proficiency rating of Intermediate in the pre-award and post-award phases, and Basic in the award phase of the contract life cycle. The research also revealed seller knowledge rating of Aware for all three phases of the contract life cycle. These results indicate the need for additional or supplemental contract management training. Recommendations provided could help shape future training for the Marine Corps contracting workforce members procuring goods and services for Marines deployed or training to deploy., Captain, United States Marine Corps, Approved for public release. Distribution is unlimited.

According to studies, a strategically aligned purchasing strategy can increase both purchasing and business performance. The foundation for executing a strategically aligned purchasing strategy is the fact that strategic purchasing professionals inherit the relevant competencies and that organizations have tools to track purchasing professionals' performance. However, these performance- and competency measurements are usually customized to a specific purchasing function, and therefore there are few standardized and objective ways for assessing purchasing competencies. This master thesis aims to create a standardized Multiple Choice Question competence assessment tool for measuring relevant competence areas. As a first part, seven relevant competence areas are identified through literature study, archival study of educational content and interviews. Secondly, a competence assessment tool is created and validated on 143 purchasing professionals from 13 Swedish companies. The seven chosen competency areas are Sourcing Strategy, Negotiation, Contracting \& Contract Management, Cost \& Value Mangement, Risk Management, Sustainability, and Financing. The findings from the empirical study suggest that the competency areas are relevant for purchasing professionals, and that the purchasing assessment tool is a valid and reliable form of measuring competencies. This thesis focuses solely on strategic purchasing professional competencies, and does not consider any company-specific organizational factors. It concludes with a discussion on future research., The role of strategic purchasing has become increasingly important for financial success, and the portfolio of necessary skills and competencies has evolved. However, ways of assessing current competency levels for strategic purchasing development are not standardized, objective or efficient. In our thesis, we created and validated a Multiple Choice Question assessment tool for this purpose, covering 7 areas and 77 questions.

Finding valid and reliable ways to assess complex clinical skills within psychology is a challenge. Recently, there have been some examples of applying Objective Structured Clinical Examinations (OSCEs) in psychology for making such assessments. The aim of this study was to examine students’ and examiners’ perceptions of a digital OSCE in psychology regarding quality and students’ feelings about the OSCE. Participants were 51 students enrolled in the Programme for Master of Science in Clinical Psychology during two semesters and nine examiners assessing each OSCE occasion, at Umeå University, Sweden. Web-based questionnaires were used for data collection. Psychometric analyses indicated that the subscales in the student questionnaire had adequate or close to adequate levels of item and scale reliability. Both students and examiners felt that the digital OSCE was realistic, valid and well-aligned with professional practice. Although students perceived the digital OSCE as stressful, the results showed that they were focused and concentrated and found the OSCE to be a positive learning experience, implying that the stress did not affect performance to any significant extent. Based on the examiners’ experiences, it can be concluded that there are both advantages and disadvantages which need to be considered when planning future digital OSCEs.

La Competencia Digital Docente se está convirtiendo en una línea de investigación consolidada, siendo el eje central de numerosas investigaciones. La Comisión Europea publicó en 2017 el Marco de Competencia Digital del profesorado: DigCompEdu, en el que se encuadra el presente trabajo, cuyo objetivo principal versa en averiguar qué percepción tiene el profesorado de la Universidad Pablo de Olavide sobre su nivel de competencia digital. Con diseño no experimental, y bajo un enfoque descriptivo, planteamos este estudio, centrado en la participación de 214 docentes a los que se les ha aplicado el cuestionario (DigComEdu Check-in). Analizamos la tendencia central y dispersión en cada dimensión del cuestionario, junto a estadísticos de contraste para valorar la magnitud de las diferencias. Los principales resultados arrojan una muestra joven, pero con más de 10 años de experiencia que reconoce estar familiarizada con el uso de las tecnologías de la información y comunicación (TIC) como herramienta educativa desde hace tiempo y que se autorreconoce con un nivel de Competencia Digital “Aceptable”, destacando en “compromiso digital“ y asumiendo un nivel de competencia bajo en cuanto a competencias de evaluación y retroalimentación, lo cual indica la necesidad de llevar a cabo planes específicos de formación docente., Teaching Digital Competence is becoming a consolidated line of research, being the focus of numerous investigations. The European Commission published in 2017 the Digital Competence Framework for Teachers: DigCompEdu, in which the present study is framed, and whose main objective is to ascertain what perception the teaching staff of the Pablo de Olavide University have about their level of digital competence. With a non-experimental design, and under a descriptive approach, this study focused on the participation of 214 teachers who were administered the questionnaire (DigComEdu Check-in). We analyze the central tendency and dispersion in each dimension of the questionnaire, along with contrast statistics to assess the magnitude of the differences. The main results show a young sample, but with more than 10 years of experience, who recognise that they have been familiar with the use of information and communication technologies (ICT) as an educational tool for some time and who recognise themselves as having an "Acceptable" level of Digital Competence, standing out in "digital engagement" and assuming a low level of competence in terms of evaluation and feedback competencies, which indicates the need to carry out specific teacher training plans.

La Competencia Digital Docente se está convirtiendo en una línea de investigación consolidada, siendo el eje central de numerosas investigaciones. La Comisión Europea publicó en 2017 el Marco de Competencia Digital del profesorado: DigCompEdu, en el que se encuadra el presente trabajo, cuyo objetivo principal versa en averiguar qué percepción tiene el profesorado de la Universidad Pablo de Olavide sobre su nivel de competencia digital. Con diseño no experimental, y bajo un enfoque descriptivo, planteamos este estudio, centrado en la participación de 214 docentes a los que se les ha aplicado el cuestionario (DigComEdu Check-in). Analizamos la tendencia central y dispersión en cada dimensión del cuestionario, junto a estadísticos de contraste para valorar la magnitud de las diferencias. Los principales resultados arrojan una muestra joven, pero con más de 10 años de experiencia que reconoce estar familiarizada con el uso de las tecnologías de la información y comunicación (TIC) como herramienta educativa desde hace tiempo y que se autorreconoce con un nivel de Competencia Digital “Aceptable”, destacando en “compromiso digital“ y asumiendo un nivel de competencia bajo en cuanto a competencias de evaluación y retroalimentación, lo cual indica la necesidad de llevar a cabo planes específicos de formación docente., Teaching Digital Competence is becoming a consolidated line of research, being the focus of numerous investigations. The European Commission published in 2017 the Digital Competence Framework for Teachers: DigCompEdu, in which the present study is framed, and whose main objective is to ascertain what perception the teaching staff of the Pablo de Olavide University have about their level of digital competence. With a non-experimental design, and under a descriptive approach, this study focused on the participation of 214 teachers who were administered the questionnaire (DigComEdu Check-in). We analyze the central tendency and dispersion in each dimension of the questionnaire, along with contrast statistics to assess the magnitude of the differences. The main results show a young sample, but with more than 10 years of experience, who recognise that they have been familiar with the use of information and communication technologies (ICT) as an educational tool for some time and who recognise themselves as having an "Acceptable" level of Digital Competence, standing out in "digital engagement" and assuming a low level of competence in terms of evaluation and feedback competencies, which indicates the need to carry out specific teacher training plans.

Finding valid and reliable ways to assess complex clinical skills within psychology is a challenge. Recently, there have been some examples of applying Objective Structured Clinical Examinations (OSCEs) in psychology for making such assessments. The aim of this study was to examine students’ and examiners’ perceptions of a digital OSCE in psychology regarding quality and students’ feelings about the OSCE. Participants were 51 students enrolled in the Programme for Master of Science in Clinical Psychology during two semesters and nine examiners assessing each OSCE occasion, at Umeå University, Sweden. Web-based questionnaires were used for data collection. Psychometric analyses indicated that the subscales in the student questionnaire had adequate or close to adequate levels of item and scale reliability. Both students and examiners felt that the digital OSCE was realistic, valid and well-aligned with professional practice. Although students perceived the digital OSCE as stressful, the results showed that they were focused and concentrated and found the OSCE to be a positive learning experience, implying that the stress did not affect performance to any significant extent. Based on the examiners’ experiences, it can be concluded that there are both advantages and disadvantages which need to be considered when planning future digital OSCEs.

Finding valid and reliable ways to assess complex clinical skills within psychology is a challenge. Recently, there have been some examples of applying Objective Structured Clinical Examinations (OSCEs) in psychology for making such assessments. The aim of this study was to examine students’ and examiners’ perceptions of a digital OSCE in psychology regarding quality and students’ feelings about the OSCE. Participants were 51 students enrolled in the Programme for Master of Science in Clinical Psychology during two semesters and nine examiners assessing each OSCE occasion, at Umeå University, Sweden. Web-based questionnaires were used for data collection. Psychometric analyses indicated that the subscales in the student questionnaire had adequate or close to adequate levels of item and scale reliability. Both students and examiners felt that the digital OSCE was realistic, valid and well-aligned with professional practice. Although students perceived the digital OSCE as stressful, the results showed that they were focused and concentrated and found the OSCE to be a positive learning experience, implying that the stress did not affect performance to any significant extent. Based on the examiners’ experiences, it can be concluded that there are both advantages and disadvantages which need to be considered when planning future digital OSCEs.

[ES] La rotación de puestos de trabajos es una estrategia administrativa ampliamente aplicada en el sector del automóvil para prevenir los trastornos músculo-esqueléticos. El presente Trabajo de Fin de Máster se centra en el diseño de una agenda de rotación ergonómica para el área de OkLine de la planta de montaje de Ford España. Además, se pretende que la solución propuesta sea factible para su implantación desde la perspectiva de la empresa. El diseño de la agenda de rotación estará basado en criterios tales como: el riesgo ergonómico de los puestos involucrados en la rotación, las aptitudes de los trabajadores para ocupar los puestos, las competencias requeridas en puestos de trabajo y la participación activa de los trabajadores en el diseño., [EN] Job rotation is an administrative strategy widely applied in the automotive industry to prevent musculoskeletal disorders. The present Master's Thesis focuses on the design of an ergonomic job rotation schedule for the OkLine area of the Ford Spain assembly plant. It is also intended that proposed solution is feasible for implementation from the perspective of the company. The design of the job rotation schedule will be based on criteria such as: the ergonomic risk of workstations involved in the rotation, aptitudes of the workers to occupy the positions, skills required in jobs and the active participation of the workers in design.

[ES] La rotación de puestos de trabajos es una estrategia administrativa ampliamente aplicada en el sector del automóvil para prevenir los trastornos músculo-esqueléticos. El presente Trabajo de Fin de Máster se centra en el diseño de una agenda de rotación ergonómica para el área de OkLine de la planta de montaje de Ford España. Además, se pretende que la solución propuesta sea factible para su implantación desde la perspectiva de la empresa. El diseño de la agenda de rotación estará basado en criterios tales como: el riesgo ergonómico de los puestos involucrados en la rotación, las aptitudes de los trabajadores para ocupar los puestos, las competencias requeridas en puestos de trabajo y la participación activa de los trabajadores en el diseño., [EN] Job rotation is an administrative strategy widely applied in the automotive industry to prevent musculoskeletal disorders. The present Master's Thesis focuses on the design of an ergonomic job rotation schedule for the OkLine area of the Ford Spain assembly plant. It is also intended that proposed solution is feasible for implementation from the perspective of the company. The design of the job rotation schedule will be based on criteria such as: the ergonomic risk of workstations involved in the rotation, aptitudes of the workers to occupy the positions, skills required in jobs and the active participation of the workers in design.

[ES] La rotación de puestos de trabajos es una estrategia administrativa ampliamente aplicada en el sector del automóvil para prevenir los trastornos músculo-esqueléticos. El presente Trabajo de Fin de Máster se centra en el diseño de una agenda de rotación ergonómica para el área de OkLine de la planta de montaje de Ford España. Además, se pretende que la solución propuesta sea factible para su implantación desde la perspectiva de la empresa. El diseño de la agenda de rotación estará basado en criterios tales como: el riesgo ergonómico de los puestos involucrados en la rotación, las aptitudes de los trabajadores para ocupar los puestos, las competencias requeridas en puestos de trabajo y la participación activa de los trabajadores en el diseño., [EN] Job rotation is an administrative strategy widely applied in the automotive industry to prevent musculoskeletal disorders. The present Master's Thesis focuses on the design of an ergonomic job rotation schedule for the OkLine area of the Ford Spain assembly plant. It is also intended that proposed solution is feasible for implementation from the perspective of the company. The design of the job rotation schedule will be based on criteria such as: the ergonomic risk of workstations involved in the rotation, aptitudes of the workers to occupy the positions, skills required in jobs and the active participation of the workers in design.

The purpose of this research is to conduct an individual competency assessment of the Army National Guard's contract management knowledge and evaluate the individual competencies of the Army National Guard's contract officers and contract specialists (1102s). This research evaluates individual competencies throughout all phases of the contract life cycle. In addition to the assessment of individual competencies, this research will also evaluate the individual competencies of the buyer (government) and seller (industry). The National Contract Management Association's (NCMA) Contract Management Body of Knowledge (CMBOK) Contract Management Standard (CMS) and the Defense Acquisition University (DAU) are the evaluation criteria for individual competencies. This research analyzes which life cycle phases are more and less proficient from both a buyer's and seller's perspective. The U.S. Army NGB contracting workforce rates between "Intermediate" and "Advanced" as it rates low in Pre Award and high in Award and Post Award in regards to their proficiency in the CMS buyer competencies. The U.S. Army NGB contracting workforce rates with the "Basic" level of knowledge of CMS seller competency. In order to improve to "Intermediate" knowledge of these competencies, the contracting workforce will have to understand seller competencies in difficult situations with little to no guidance., Civilian, Department of the Army, Approved for public release. Distribution is unlimited.

Las Instituciones de Educación Superior desempeñan un rol importante en la consecución de los objetivos de la Agenda 2030. Para definir competencias e incluir contenidos relacionados con el desarrollo sostenible, estas instituciones están llamadas a renovar los currículos de sus programas educativos junto con una actualización de sus prácticas de enseñanza y de evaluación. Respecto a las prácticas de evaluación, puede que las implementadas actualmente no sean las más apropiadas para acreditar competencias transversales de sostenibilidad en los estudiantes. Por consiguiente, el objetivo de esta propuesta de investigación es reconocer las prácticas de evaluación de las competencias y capacidades relacionadas con el desarrollo sostenible del Programa de Ingeniería Industrial de la Universidad del Norte. El presente trabajo está formulado como una propuesta de investigación de enfoque cualitativo con una perspectiva fenomenológica y un alcance descriptivo. En este diseño de fenomenología empírica se proponen tres técnicas de recolección de información − análisis documental, grupos de discusión y observación investigativa − con sus respectivos instrumentos. También se provee un cronograma de seis meses para la prospección de análisis de resultados, el cual incluye la planificación del trabajo de campo y de la sistematización de la información a través de una triangulación hermenéutica. En conclusión, la contribución esperada de esta propuesta de investigación es indagar sobre las prácticas de evaluación que se usan en la Educación para el Desarrollo Sostenible del programa académico seleccionado, y así comprender el fenómeno desde la perspectiva de los docentes, estudiantes y egresados., Higher Education Institutions play an important role in achieving the goals of the 2030 Agenda. In order to define competencies and include content related to sustainable development, these institutions are called upon to renew the curriculum of their educational programs along with an update of their teaching and evaluation practices. Regarding evaluation practices, those currently implemented may not be the most appropriate for accrediting key competencies for sustainability in students. Therefore, the aim of this research proposal is to recognize the evaluation practices of competences and skills related to sustainable development of the Industrial Engineering Program of Universidad del Norte. The present work is formulated as a research proposal of qualitative approach with a phenomenological perspective and a descriptive scope. In this empirical phenomenological design, three data collection techniques are proposed - documentary analysis, discussion groups and observation - with their respective instruments. A six-month schedule is also provided for the prospective analysis of results, which includes the planning of field work and the systematization of information through a hermeneutic triangulation. In conclusion, the expected contribution of this research proposal is to inquire about the evaluation practices used in the Education for Sustainable Development of the selected academic program, and thus understand the phenomenon from the perspective of teachers, students, and graduates.

Las Instituciones de Educación Superior desempeñan un rol importante en la consecución de los objetivos de la Agenda 2030. Para definir competencias e incluir contenidos relacionados con el desarrollo sostenible, estas instituciones están llamadas a renovar los currículos de sus programas educativos junto con una actualización de sus prácticas de enseñanza y de evaluación. Respecto a las prácticas de evaluación, puede que las implementadas actualmente no sean las más apropiadas para acreditar competencias transversales de sostenibilidad en los estudiantes. Por consiguiente, el objetivo de esta propuesta de investigación es reconocer las prácticas de evaluación de las competencias y capacidades relacionadas con el desarrollo sostenible del Programa de Ingeniería Industrial de la Universidad del Norte. El presente trabajo está formulado como una propuesta de investigación de enfoque cualitativo con una perspectiva fenomenológica y un alcance descriptivo. En este diseño de fenomenología empírica se proponen tres técnicas de recolección de información − análisis documental, grupos de discusión y observación investigativa − con sus respectivos instrumentos. También se provee un cronograma de seis meses para la prospección de análisis de resultados, el cual incluye la planificación del trabajo de campo y de la sistematización de la información a través de una triangulación hermenéutica. En conclusión, la contribución esperada de esta propuesta de investigación es indagar sobre las prácticas de evaluación que se usan en la Educación para el Desarrollo Sostenible del programa académico seleccionado, y así comprender el fenómeno desde la perspectiva de los docentes, estudiantes y egresados., Higher Education Institutions play an important role in achieving the goals of the 2030 Agenda. In order to define competencies and include content related to sustainable development, these institutions are called upon to renew the curriculum of their educational programs along with an update of their teaching and evaluation practices. Regarding evaluation practices, those currently implemented may not be the most appropriate for accrediting key competencies for sustainability in students. Therefore, the aim of this research proposal is to recognize the evaluation practices of competences and skills related to sustainable development of the Industrial Engineering Program of Universidad del Norte. The present work is formulated as a research proposal of qualitative approach with a phenomenological perspective and a descriptive scope. In this empirical phenomenological design, three data collection techniques are proposed - documentary analysis, discussion groups and observation - with their respective instruments. A six-month schedule is also provided for the prospective analysis of results, which includes the planning of field work and the systematization of information through a hermeneutic triangulation. In conclusion, the expected contribution of this research proposal is to inquire about the evaluation practices used in the Education for Sustainable Development of the selected academic program, and thus understand the phenomenon from the perspective of teachers, students, and graduates.

Las Instituciones de Educación Superior desempeñan un rol importante en la consecución de los objetivos de la Agenda 2030. Para definir competencias e incluir contenidos relacionados con el desarrollo sostenible, estas instituciones están llamadas a renovar los currículos de sus programas educativos junto con una actualización de sus prácticas de enseñanza y de evaluación. Respecto a las prácticas de evaluación, puede que las implementadas actualmente no sean las más apropiadas para acreditar competencias transversales de sostenibilidad en los estudiantes. Por consiguiente, el objetivo de esta propuesta de investigación es reconocer las prácticas de evaluación de las competencias y capacidades relacionadas con el desarrollo sostenible del Programa de Ingeniería Industrial de la Universidad del Norte. El presente trabajo está formulado como una propuesta de investigación de enfoque cualitativo con una perspectiva fenomenológica y un alcance descriptivo. En este diseño de fenomenología empírica se proponen tres técnicas de recolección de información − análisis documental, grupos de discusión y observación investigativa − con sus respectivos instrumentos. También se provee un cronograma de seis meses para la prospección de análisis de resultados, el cual incluye la planificación del trabajo de campo y de la sistematización de la información a través de una triangulación hermenéutica. En conclusión, la contribución esperada de esta propuesta de investigación es indagar sobre las prácticas de evaluación que se usan en la Educación para el Desarrollo Sostenible del programa académico seleccionado, y así comprender el fenómeno desde la perspectiva de los docentes, estudiantes y egresados., Higher Education Institutions play an important role in achieving the goals of the 2030 Agenda. In order to define competencies and include content related to sustainable development, these institutions are called upon to renew the curriculum of their educational programs along with an update of their teaching and evaluation practices. Regarding evaluation practices, those currently implemented may not be the most appropriate for accrediting key competencies for sustainability in students. Therefore, the aim of this research proposal is to recognize the evaluation practices of competences and skills related to sustainable development of the Industrial Engineering Program of Universidad del Norte. The present work is formulated as a research proposal of qualitative approach with a phenomenological perspective and a descriptive scope. In this empirical phenomenological design, three data collection techniques are proposed - documentary analysis, discussion groups and observation - with their respective instruments. A six-month schedule is also provided for the prospective analysis of results, which includes the planning of field work and the systematization of information through a hermeneutic triangulation. In conclusion, the expected contribution of this research proposal is to inquire about the evaluation practices used in the Education for Sustainable Development of the selected academic program, and thus understand the phenomenon from the perspective of teachers, students, and graduates.

Perspective-taking is an essential competency because it enables a better understanding of complex issues or conflicts with various actors and different points of view involved. However, no competency model for perspective-taking has been provided in geography education to date, which is why a respective model was developed in this study. The model was then applied by analysing 28 articles from four practice journals of geography education from German-speaking countries. This analysis focused on the dimensions of the perspective-taking competencies that were required by respective tasks within the lesson concepts. The results show that the tasks hardly promoted competence-oriented geography teaching in terms of perspective-taking. Therefore, the competency model could be a suitable tool for analysing and developing teaching materials that implement perspective-taking.

The objective of the research is to reflect on the possibilities of Google Forms for the assessment of learning in higher education. This is a exploratory research, with application of a questionnaire to 189 teachers. The results point to: 1. The possibility of developing remote activities through the resource under study; 2. Varied types of question questions; 3. Application of the assessment in person or online; 4. Instant feedback; 5. Analysis of responses through spreadsheets or graphs; 6. Ease of downloading or archiving the drive; and 7. Possibility of discussing the results with students through the available reports. We concluded that Google Forms has different possibilities for evaluation in higher education, but we emphasize the need for preparation and development by teachers to work with this technology., O objetivo da pesquisa consiste em refletir sobre as possibilidades de uso do Google Forms para a avaliação da aprendizagem no ensino superior. Trata-se de uma pesquisa exploratória, com aplicação de um questionário a 189 professores. Os resultados apontam para: 1. A possibilidade de elaboração de atividades remotas por meio do recurso em estudo; 2. Variados tipos de questões; 3. Aplicação da avaliação presencialmente ou online; 4. Feedback instantâneo; 5. Análise das respostas através de planilhas ou gráficos; 6. Facilidade em realizar o download ou arquivamento no drive; e 7. Possibilidade de discussão dos resultados com os estudantes através dos relatórios disponíveis. Concluímos que o Google Forms possui diferentes possibilidades para a avaliação no ensino superior, mas salientamos a necessidade de preparo e desenvolvimento por parte dos docentes para trabalhar com essa tecnologia., El objetivo de la investigación consiste en reflexionar sobre las posibilidades de Google Forms para la evaluación del aprendizaje en la enseñanza superior. Se trata de una investigación exploratoria, con aplicación de un cuestionario a 189 profesores. Los resultados señalan: 1. La posibilidad de elaboración de actividades remotas por medio del recurso en estudio; 2. Variados tipos de cuestiones; 3. Aplicación de la evaluación presencialmente u online; 4. Feedback instantáneo; 5. Análisis de las respuestas a través de hojas de trabajo o gráficos; 6. Facilidad para realizar el download o guardar en drive; 7. Posibilidad de discusión de los resultados con los estudiantes a través de los informes disponibles. Concluimos que Google Forms posee diferentes posibilidades para la evaluación en la enseñanza superior, pero subrayamos la necesidad de preparación y desarrollo de parte de los docentes para trabajar con esa tecnología.

[EN] Higher education, as other social and economic sectors in Spain, was disrupted on 15th March 2020 following health emergency Laws enacted related to COVID-19. Non-presential lecturing was stablished country-wide until the end of the academic year 2019-20, as society was set in lockdown. In this context, it is necessary to evaluate the impact of the mandatory changes implemented in the education paradigm in order to assess the degree of acquisition of general and specific competencies altogether the acquisition of transversal competencies, as an important factor for the alumni career. This paper reports a comprehensive study on the competencies degree of acquisition considering the lockdown scenario in Spain. The results from the last four academic years have been comparatively evaluated in the core subject `Teoría de la Comunicación¿, lectured in the fourth semester of the Telecommunications Engineering Integrated Program (Bachelor and Master) in the Universitat Politècnica de València, Spain, comprising data from 745 alumni. The results indicate that the degree of acquisition of technical competencies in this scenario has been adequate, being marginally better compared to previous academic year, probably due to new lecturing materials prepared. Nevertheless, the acquisition of the transversal competency `analysis and problem solving¿ exhibits degraded results, indicating inhomogeneous acquisition probably due to limitations in the group-based problem-solving practice. The results suggest that specific materials and remote lecturing strategies should be developed and implemented to guarantee adequate acquisition levels.

[EN] Higher education, as other social and economic sectors in Spain, was disrupted on 15th March 2020 following health emergency Laws enacted related to COVID-19. Non-presential lecturing was stablished country-wide until the end of the academic year 2019-20, as society was set in lockdown. In this context, it is necessary to evaluate the impact of the mandatory changes implemented in the education paradigm in order to assess the degree of acquisition of general and specific competencies altogether the acquisition of transversal competencies, as an important factor for the alumni career. This paper reports a comprehensive study on the competencies degree of acquisition considering the lockdown scenario in Spain. The results from the last four academic years have been comparatively evaluated in the core subject `Teoría de la Comunicación¿, lectured in the fourth semester of the Telecommunications Engineering Integrated Program (Bachelor and Master) in the Universitat Politècnica de València, Spain, comprising data from 745 alumni. The results indicate that the degree of acquisition of technical competencies in this scenario has been adequate, being marginally better compared to previous academic year, probably due to new lecturing materials prepared. Nevertheless, the acquisition of the transversal competency `analysis and problem solving¿ exhibits degraded results, indicating inhomogeneous acquisition probably due to limitations in the group-based problem-solving practice. The results suggest that specific materials and remote lecturing strategies should be developed and implemented to guarantee adequate acquisition levels.

El propósito de este documento es proporcionar un panorama general de los procesos de evaluación de aprendizajes en los médicos residentes y docentes de la Especialidad Médica en Ortopedia y Traumatología del Hospital Militar Central, y su caracterización desde las apuestas teórico-epistemológicas en el contexto pedagógico. Para lo cual, los investigadores realizaron una revisión bibliográfica de las tradiciones teórico-epistemológicas que se desarrollan a nivel educativo y sobre las lógicas institucionales, de manera que tomándolas como marcos, después de la observación y desarrollo de grupos focales, sirven como criterios caracterizadores de las didácticas, actividades evaluativas y procesos de realimentación en que se ven inmersas las prácticas de médicos residentes y médicos docentes. Se resalta que la evaluación de aprendizajes de los estudiantes y docentes se ajusta a la valoración de las competencias médicas. Las cuales abordan criterios como los conocimientos, las habilidades de pensamiento, habilidades y destrezas psicomotoras, actitudes y aptitudes. En esa lógica responden a perspectivas pedagógicas construccionistas, aunque se reflejan claras lógicas que se movilizan desde el objetivismo pedagógico., The purpose of this document is to provide an overview of the learning evaluation processes in residents and teachers at the Hospital Militar Central' s Orthopaedic and Traumatology Residency Program, and its characterization from the theoretical-epistemological bets in the pedagogical context. For this, the researchers carried out a bibliographic review of the theoretical-epistemological traditions that are developed at the educational level and on the institutional logics, so that taking them as frameworks, after the observation and development of focus groups, serve as characterizing criteria for the didactics, evaluative activities and feedback processes in which the practices of resident doctors and teaching doctors are immersed. It is highlighted that the evaluation of student and teacher learning is adjusted to the assessment of medical competences. Which address criteria such as knowledge, thinking skills, psychomotor skills and abilities, attitudes and aptitudes. In this logic they respond to constructionist pedagogical perspectives, although clear logics that are mobilized from pedagogical objectivism are reflected.

El propósito de este documento es proporcionar un panorama general de los procesos de evaluación de aprendizajes en los médicos residentes y docentes de la Especialidad Médica en Ortopedia y Traumatología del Hospital Militar Central, y su caracterización desde las apuestas teórico-epistemológicas en el contexto pedagógico. Para lo cual, los investigadores realizaron una revisión bibliográfica de las tradiciones teórico-epistemológicas que se desarrollan a nivel educativo y sobre las lógicas institucionales, de manera que tomándolas como marcos, después de la observación y desarrollo de grupos focales, sirven como criterios caracterizadores de las didácticas, actividades evaluativas y procesos de realimentación en que se ven inmersas las prácticas de médicos residentes y médicos docentes. Se resalta que la evaluación de aprendizajes de los estudiantes y docentes se ajusta a la valoración de las competencias médicas. Las cuales abordan criterios como los conocimientos, las habilidades de pensamiento, habilidades y destrezas psicomotoras, actitudes y aptitudes. En esa lógica responden a perspectivas pedagógicas construccionistas, aunque se reflejan claras lógicas que se movilizan desde el objetivismo pedagógico., The purpose of this document is to provide an overview of the learning evaluation processes in residents and teachers at the Hospital Militar Central' s Orthopaedic and Traumatology Residency Program, and its characterization from the theoretical-epistemological bets in the pedagogical context. For this, the researchers carried out a bibliographic review of the theoretical-epistemological traditions that are developed at the educational level and on the institutional logics, so that taking them as frameworks, after the observation and development of focus groups, serve as characterizing criteria for the didactics, evaluative activities and feedback processes in which the practices of resident doctors and teaching doctors are immersed. It is highlighted that the evaluation of student and teacher learning is adjusted to the assessment of medical competences. Which address criteria such as knowledge, thinking skills, psychomotor skills and abilities, attitudes and aptitudes. In this logic they respond to constructionist pedagogical perspectives, although clear logics that are mobilized from pedagogical objectivism are reflected.

El propósito de este documento es proporcionar un panorama general de los procesos de evaluación de aprendizajes en los médicos residentes y docentes de la Especialidad Médica en Ortopedia y Traumatología del Hospital Militar Central, y su caracterización desde las apuestas teórico-epistemológicas en el contexto pedagógico. Para lo cual, los investigadores realizaron una revisión bibliográfica de las tradiciones teórico-epistemológicas que se desarrollan a nivel educativo y sobre las lógicas institucionales, de manera que tomándolas como marcos, después de la observación y desarrollo de grupos focales, sirven como criterios caracterizadores de las didácticas, actividades evaluativas y procesos de realimentación en que se ven inmersas las prácticas de médicos residentes y médicos docentes. Se resalta que la evaluación de aprendizajes de los estudiantes y docentes se ajusta a la valoración de las competencias médicas. Las cuales abordan criterios como los conocimientos, las habilidades de pensamiento, habilidades y destrezas psicomotoras, actitudes y aptitudes. En esa lógica responden a perspectivas pedagógicas construccionistas, aunque se reflejan claras lógicas que se movilizan desde el objetivismo pedagógico., The purpose of this document is to provide an overview of the learning evaluation processes in residents and teachers at the Hospital Militar Central' s Orthopaedic and Traumatology Residency Program, and its characterization from the theoretical-epistemological bets in the pedagogical context. For this, the researchers carried out a bibliographic review of the theoretical-epistemological traditions that are developed at the educational level and on the institutional logics, so that taking them as frameworks, after the observation and development of focus groups, serve as characterizing criteria for the didactics, evaluative activities and feedback processes in which the practices of resident doctors and teaching doctors are immersed. It is highlighted that the evaluation of student and teacher learning is adjusted to the assessment of medical competences. Which address criteria such as knowledge, thinking skills, psychomotor skills and abilities, attitudes and aptitudes. In this logic they respond to constructionist pedagogical perspectives, although clear logics that are mobilized from pedagogical objectivism are reflected.

The purpose of this systematic review is to evaluate the state-of-the-art of competency measurement methods with an aim to inform the creation of reliable and valid measures of student mastery of competencies in communication, lifelong learning, innovation/creativity and teamwork in engineering education. We identified 99 studies published in three databases over the last 17 years. For each study, purpose, corresponding methods, criteria used to establish competencies, and validity and reliability properties were evaluated. This analysis identified several measurement methods of which questionnaires and rubrics were the most used. Many measurement methods were found to lack competency definitions and evidence of validity and reliability. These show a clear need for establishing professional standards when measuring mastery of competencies. Therefore, in this paper, we propose guidelines for the design of reliable and valid measurement methods to be used by educators and researchers., Novel Aerospace Materials, Aerospace Structures & Materials

The competency-based approach is intended to produce meaning in learning. That’s its primary purpose. But it also seeks to produce more efficacy. How? By making the student able to deal with complex situations, corresponding to an output profile. The aim of this article is to show how today we can introduce the competence approach in higher education, in an operational way: what are the stakes, what are the different ways of doing it, what traps to avoid., L’approche par compétences vise à produire du sens dans les apprentissages. C’est son but premier. Mais elle cherche aussi à produire davantage d’efficacité. Comment? En rendant l’étudiant capable de traiter des situations complexes, correspondant à un profil de sortie. Cet article a pour but de montrer comment aujourd’hui on peut introduire l’approche par compétences dans l’enseignement supérieur, de manière opérationnelle: quels sont les enjeux, quelles sont les différentes manières de s’y prendre, quels sont les pièges à éviter., L’approche par compétences vise à produire du sens dans les apprentissages. C’est son but premier. Mais elle cherche aussi à produire davantage d’efficacité. Comment? En rendant l’étudiant capable de traiter des situations complexes, correspondant à un profil de sortie. Cet article a pour but de montrer comment aujourd’hui on peut introduire l’approche par compétences dans l’enseignement supérieur, de manière opérationnelle: quels sont les enjeux, quelles sont les différentes manières de s’y prendre, quels sont les pièges à éviter. El enfoque basado en las competencias tiene por objeto producir sentido en el aprendizaje. Este es su objetivo principal. Pero también busca producir más eficacia. ¿Cómo? Haciendo que el estudiante sea capaz de tratar situaciones complejas, que correspondan a un perfil de salida. Este artículo tiene por objeto mostrar cómo se puede introducir hoy en día el enfoque por competencias en la enseñanza superior, de manera operativa: cuáles son los retos, cuáles son las diferentes maneras de abordarlos, cuáles son las trampas que deben evitarse.

The purpose of this systematic review is to evaluate the state-of-the-art of competency measurement methods with an aim to inform the creation of reliable and valid measures of student mastery of competencies in communication, lifelong learning, innovation/creativity and teamwork in engineering education. We identified 99 studies published in three databases over the last 17 years. For each study, purpose, corresponding methods, criteria used to establish competencies, and validity and reliability properties were evaluated. This analysis identified several measurement methods of which questionnaires and rubrics were the most used. Many measurement methods were found to lack competency definitions and evidence of validity and reliability. These show a clear need for establishing professional standards when measuring mastery of competencies. Therefore, in this paper, we propose guidelines for the design of reliable and valid measurement methods to be used by educators and researchers., Novel Aerospace Materials, Aerospace Structures & Materials

El modelo educativo con enfoque en la formación de competencias, promovido a principios del siglo XXI y que ha tomado un papel muy importante en el proceso enseñanza-aprendizaje en las instituciones educativas de todos los niveles educativos, establece que para el desarrollo armónico del ser humano la educación debe ser integral. La educación basada en competencias está orientada hacia la generación de capacidades en el educando y por ello, la evaluación debe centrarse en éstas, particularmente las que tienen que ver con habilidades para identificar, proyectar, resolver problemas y tomar decisiones. Las rúbricas de evaluación por competencias son una herramienta que permite obtener evidencia de la adquisición de éstas y aplicación del conocimiento fuera del aula. Esto supone un cambio en el escenario escolar, tanto para los profesores, así como también para los estudiantes, quienes deben asumir nuevas funciones, roles y tareas para lograr un aprendizaje basado en competencias genéricas y específicas. En este trabajo se presenta una propuesta de rúbricas para la evaluación por Competencias de Física en el ámbito universitario, específicamente, para evaluar el desarrollo de prácticas de laboratorio. Con este trabajo, se pretende introducir nuevos métodos de evaluación e identificar oportunidades para desarrollar capacidades y evaluar aprendizajes a través de indicadores de progreso. En esta primera fase del proyecto, se ha diseñado una práctica de laboratorio y en conjunto se ha elaborado la rúbrica de evaluación, aplicada a alumnos de Fundamentos Físicos de la Informática en el Grado de Ingeniería Informática de la Escuela Politécnica Superior de la Universidad de Castilla-La Mancha (UCLM), situada en el campus universitario de Albacete., The educational model with focus on competency formation, promoted at the beginning of the XXI century and which has taken a very important role in the teaching-learning process in educational institutions of all educational levels, it establishes that for the development of the human being education must be integral. Competency-based education is oriented towards the generation of skills in the student, therefore, the evaluation should focus on these, particularly those that have to do with abilities to identify, project, solve problems and make decisions. The rubrics of competency evaluation are a tool that allows to obtain evidence of the acquisition of these and application of knowledge outside the classroom. This implies a change in the university’s scenario, both for the teachers, as well as for the students, who must assume new functions, roles and tasks to achieve a learning based on generic and specific competences. In this work a proposal of rubrics for the evaluation by Physics Competences in the university area is presented, specifically, to evaluate the development of laboratory practices. With this work, it is intended to introduce new assessment methods and identify opportunities to develop skills and evaluate learning through indicators of progress. In this first phase of the project, a laboratory practice has been designed and together the evaluation rubric has been developed, applied to students of Physical Foundations of Informatics in the Degree of Computer Engineering of the Higher Polytechnic School of the University of Castilla -La Mancha (UCLM), located on the university campus of Albacete.

The competency-based educational model, that initiated at the beginning of the XXI century plays a very important role during the teaching-learning process in higher education institutions, it establishes that for the development of the human being education must be integral. Competency-based education is oriented towards an evaluation model linked to student training, in order to foster the development of skills and abilities to identify, project, solve problems and make decisions. In addition, it promotes the pursuit of meaningful learning and fosters collaborative work. In this context, the rubrics of competency evaluation appeared as a tool that allows obtaining evidence of the acquisition of competences and application of knowledge outside the classroom. This implies a change in the university’s scenario, both for teachers and for students, as there are new roles and tasks to achieve learning based on generic and specific competencies. In this work we present a proposal of rubrics for the evaluation by Physics Competences in the university field, specifically, to evaluate the development of laboratory practices. Also, we want to introduce new assessment methods and identify opportunities to develop skills and evaluate learning through indicators of progress. In this first phase we have designed a laboratory practice, and we have developed the evaluation rubric applied to students of Physical Foundations of Informatics in the Degree of Computer Engineering of the Higher Polytechnic School of the University of Castilla -La Mancha (UCLM), located on the university campus of Albacete.

The competency-based educational model, that initiated at the beginning of the XXI century plays a very important role during the teaching-learning process in higher education institutions, it establishes that for the development of the human being education must be integral. Competency-based education is oriented towards an evaluation model linked to student training, in order to foster the development of skills and abilities to identify, project, solve problems and make decisions. In addition, it promotes the pursuit of meaningful learning and fosters collaborative work. In this context, the rubrics of competency evaluation appeared as a tool that allows obtaining evidence of the acquisition of competences and application of knowledge outside the classroom. This implies a change in the university’s scenario, both for teachers and for students, as there are new roles and tasks to achieve learning based on generic and specific competencies. In this work we present a proposal of rubrics for the evaluation by Physics Competences in the university field, specifically, to evaluate the development of laboratory practices. Also, we want to introduce new assessment methods and identify opportunities to develop skills and evaluate learning through indicators of progress. In this first phase we have designed a laboratory practice, and we have developed the evaluation rubric applied to students of Physical Foundations of Informatics in the Degree of Computer Engineering of the Higher Polytechnic School of the University of Castilla -La Mancha (UCLM), located on the university campus of Albacete.

El modelo educativo con enfoque en la formación de competencias, promovido a principios del siglo XXI y que ha tomado un papel muy importante en el proceso enseñanza-aprendizaje en las instituciones educativas de todos los niveles educativos, establece que para el desarrollo armónico del ser humano la educación debe ser integral. La educación basada en competencias está orientada hacia la generación de capacidades en el educando y por ello, la evaluación debe centrarse en éstas, particularmente las que tienen que ver con habilidades para identificar, proyectar, resolver problemas y tomar decisiones. Las rúbricas de evaluación por competencias son una herramienta que permite obtener evidencia de la adquisición de éstas y aplicación del conocimiento fuera del aula. Esto supone un cambio en el escenario escolar, tanto para los profesores, así como también para los estudiantes, quienes deben asumir nuevas funciones, roles y tareas para lograr un aprendizaje basado en competencias genéricas y específicas. En este trabajo se presenta una propuesta de rúbricas para la evaluación por Competencias de Física en el ámbito universitario, específicamente, para evaluar el desarrollo de prácticas de laboratorio. Con este trabajo, se pretende introducir nuevos métodos de evaluación e identificar oportunidades para desarrollar capacidades y evaluar aprendizajes a través de indicadores de progreso. En esta primera fase del proyecto, se ha diseñado una práctica de laboratorio y en conjunto se ha elaborado la rúbrica de evaluación, aplicada a alumnos de Fundamentos Físicos de la Informática en el Grado de Ingeniería Informática de la Escuela Politécnica Superior de la Universidad de Castilla-La Mancha (UCLM), situada en el campus universitario de Albacete., The educational model with focus on competency formation, promoted at the beginning of the XXI century and which has taken a very important role in the teaching-learning process in educational institutions of all educational levels, it establishes that for the development of the human being education must be integral. Competency-based education is oriented towards the generation of skills in the student, therefore, the evaluation should focus on these, particularly those that have to do with abilities to identify, project, solve problems and make decisions. The rubrics of competency evaluation are a tool that allows to obtain evidence of the acquisition of these and application of knowledge outside the classroom. This implies a change in the university’s scenario, both for the teachers, as well as for the students, who must assume new functions, roles and tasks to achieve a learning based on generic and specific competences. In this work a proposal of rubrics for the evaluation by Physics Competences in the university area is presented, specifically, to evaluate the development of laboratory practices. With this work, it is intended to introduce new assessment methods and identify opportunities to develop skills and evaluate learning through indicators of progress. In this first phase of the project, a laboratory practice has been designed and together the evaluation rubric has been developed, applied to students of Physical Foundations of Informatics in the Degree of Computer Engineering of the Higher Polytechnic School of the University of Castilla -La Mancha (UCLM), located on the university campus of Albacete.

Information sharing in chronic conditions such as disorders of/differences in sex development (DSD) is essential for a comprehensive understanding by parents and patients. We report on a qualitative analysis of communication skills of fellows undergoing training in paediatric endocrinology. Guidelines are created for the assessment of communication between health professionals and individuals with DSD and their parents. Methods: Paediatric endocrinol-ogy fellows worldwide were invited to study two interactive online cases (www.espe-elearning.org) and to describe a best practice communication with (i) the parents of a newborn with congenital adrenal hyperplasia and (ii) a young woman with 46,XY gonadal dysgenesis. The replies were analysed regarding completeness, quality, and evidence of empathy. Guidelines for structured assessment of responses were developed by 22 senior paediatric endocrinologists worldwide who assessed 10 selected replies. Consensus of assessors was established and the evaluation guidelines were created. Results: The replies of the fellows showed considerable variation in completeness, quality of wording, and evidence of empathy. Many relevant aspects of competent clinical communication were not mentioned; 15% (case 1) and 17% (case 2) of the replies were considered poor/insufficient. There was also marked variation between 17 senior experts in the application of the guidelines to assess communication skills. The guidelines were then adjusted to a 3-level assessment with empathy as a separate key item to better reflect the qualitative differences in the replies and for simplicity of use by evaluators. Conclusions: E-learning can play an important role in assessing communication skills. A practical tool is provided to assess how information is shared with patients with DSD and their families and should be refined by all stakeholders, notably interdisciplinary health professionals and patient representatives.

The evaluation of performance is one of the critical processes in education, which merits deepening research and practice, to make its application more pedagogical and less to the use of irrelevant tasks and measurement, whose application to student performance persists both in face-to-face education, as in hybrid and distance learning environments. Several factors affect this problem, such as: institutional appreciation for traditional assessment, difficulty in evaluating learning situations with hybrid narratives, emphasis on the application of final tests and the use of technological tools to evaluate. This article deals with the didactic analysis, from the diagnosis, of the technological applications of use in the evaluation of the hybrid and distance education, as well as the critical aspects of the traditional evaluation, with its objectivist emphasis, the use of tests, the Assessment of final products and evaluation subject to administrative control. From the diagnostic and didactic analysis, a proposal of changes is generated from the assumptions of the alternative and authentic evaluation, of execution and by competences. These methodologies are key to changes in performance assessment, taking into account the actual performance of the student to respond to the reality of their context, in a relevant way, beyond purely academic evaluation., La evaluación del rendimiento es uno de los procesos críticos en la educación, que amerita profundizar la investigación y práctica, para hacer su aplicación más pedagógica y menos hacia el uso de tareas irrelevantes y a la medición, cuya aplicación al rendimiento de los alumnos persiste tanto en la educación presencial, como en los ambientes educativos híbridos y a distancia. Varios factores inciden en esta problemática como son: el aprecio institucional por la evaluación tradicional, la dificultad de evaluar en situaciones de aprendizaje con narrativas hibridas, el énfasis en la aplicación de pruebas finales y el uso de herramientas tecnológicas para evaluar. En este artículo se aborda el análisis didáctico, desde el diagnostico, de las aplicaciones tecnológicas de uso en la evaluación de la educación hibrida y a distancia , así como los aspectos críticos de la evaluación tradicional, con su énfasis objetivista, el uso de pruebas, la valoración de productos finales y la evaluación supeditada al control administrativo. Del diagnóstico y análisis didáctico, se genera una propuesta de cambios a partir de los supuestos de la evaluación alternativa y autentica, de ejecución y por competencias. Estas metodologías son claves para los cambios en la evaluación del rendimiento, al tomar en cuenta el real desempeño del estudiante para que responda a la realidad de su contexto, de manera relevante, más allá de la evaluación puramente académica.

Introduction: There has been little research on systematic training of new employees in perioperative nursing. The aim of the present study was to establish whether the attitude of the employees in perioperative nursing towards the training of new employees in the workplace is connected to their education in perioperative nursing, workload, work competence or attitude of new employees in perioperative nursing. Methods: A quantitative exploratory research was performed in March 2017 and data was collected by means of a structured survey questionnaire. Perioperative nursing staff working in a selected Slovenian hospital's operating theatres, who are trained well enough to work independently (n = 69) and have at least one year of working experience, were questioned to obtain a purposive sample. Descriptive statistics, the Pearson correlation coefficient and factor analysis are shown. Results: Employees in perioperative nursing gladly transmit their knowledge and experience (x = 4.79), growing professionally as they do so ( = 4.63). They see the training of new employees as their personal challenge (x = 4.17). The knowledge of the respondents was shown to be a factor that is marginally positively associated (r = 0.278, p = 0.021) with the attitude to training new employees in the workplace. The training that experienced employees in perioperative nursing have received, their competencies, workload, and their opinion of the work of the new employees, are not connected to the attitudes they posses when training these new employees in the workplace. Discussion and conclusion: The study indicates the need to establish definined criteria relating to the employment of candidates, and may contribute toward the future design of a systematic training course in perioperative nursing., Uvod: Sistematično usposabljanje novozaposlenih v operacijski zdravstveni negi je malo raziskano. Na primeru ene zdravstvene organizacije je bil cilj ugotoviti, ali je odnos zaposlenih v operacijski zdravstveni negi do usposabljanja novozaposlenih na delovnem mestu povezan z njihovim izobraževanjem iz operacijske zdravstvene nege, obremenjenostjo in usposobljenostjo za delo ter z odnosom novozaposlenih do dela v operacijski zdravstveni negi. Metode: Kvantitativna eksplorativna raziskava je bila izvedena marca 2017, podatki so bili zbrani s strukturiranim vprašalnikom. V namenski vzorec so bili vključeni zaposleni v operacijski zdravstveni negi v operacijskem bloku ene izmed slovenskih bolnišnic, ki so usposobljeni za samostojno delo (n = 69) in so imeli na tem delovnem mestu vsaj eno leto izkušenj. Za obdelavo podatkov so bili uporabljeni opisna statistika, Pearsonov koeficient korelacije in faktorska analiza. Rezultati: Zaposleni v operacijski zdravstveni negi svoje znanje in izkušnje z veseljem predajajo (x = 4,79) ter pri tem profesionalno rastejo (x = 4,63), usposabljanje novozaposlenih na delovnem mestu jim predstavlja izziv (x = 4,17). Znanje anketirancev se je pokazalo kot dejavnik, ki je šibko in pozitivno povezan (r = 0,278, p = 0,021) z odnosom do usposabljanja novozaposlenih na delovnem mestu. Izobraževanje zaposlenih v operacijski zdravstveni negi, njihova usposobljenost za delo in obremenjenost na delovnem mestu ter odnos novozaposlenih do dela v operacijski zdravstveni negi niso povezani z odnosom zaposlenih v operacijski zdravstveni negi do usposabljanja novozaposlenih. Diskusija in zaključek: Raziskava kaže na nujnost opredelitve kriterijev za zaposlitev kandidatov in lahko pripomore k definiranju sistematičnega izobraževanja novozaposlenih v operativni dejavnosti.

Introduction: There has been little research on systematic training of new employees in perioperative nursing. The aim of the present study was to establish whether the attitude of the employees in perioperative nursing towards the training of new employees in the workplace is connected to their education in perioperative nursing, workload, work competence or attitude of new employees in perioperative nursing. Methods: A quantitative exploratory research was performed in March 2017 and data was collected by means of a structured survey questionnaire. Perioperative nursing staff working in a selected Slovenian hospital's operating theatres, who are trained well enough to work independently (n = 69) and have at least one year of working experience, were questioned to obtain a purposive sample. Descriptive statistics, the Pearson correlation coefficient and factor analysis are shown. Results: Employees in perioperative nursing gladly transmit their knowledge and experience (x = 4.79), growing professionally as they do so ( = 4.63). They see the training of new employees as their personal challenge (x = 4.17). The knowledge of the respondents was shown to be a factor that is marginally positively associated (r = 0.278, p = 0.021) with the attitude to training new employees in the workplace. The training that experienced employees in perioperative nursing have received, their competencies, workload, and their opinion of the work of the new employees, are not connected to the attitudes they posses when training these new employees in the workplace. Discussion and conclusion: The study indicates the need to establish definined criteria relating to the employment of candidates, and may contribute toward the future design of a systematic training course in perioperative nursing., Uvod: Sistematično usposabljanje novozaposlenih v operacijski zdravstveni negi je malo raziskano. Na primeru ene zdravstvene organizacije je bil cilj ugotoviti, ali je odnos zaposlenih v operacijski zdravstveni negi do usposabljanja novozaposlenih na delovnem mestu povezan z njihovim izobraževanjem iz operacijske zdravstvene nege, obremenjenostjo in usposobljenostjo za delo ter z odnosom novozaposlenih do dela v operacijski zdravstveni negi. Metode: Kvantitativna eksplorativna raziskava je bila izvedena marca 2017, podatki so bili zbrani s strukturiranim vprašalnikom. V namenski vzorec so bili vključeni zaposleni v operacijski zdravstveni negi v operacijskem bloku ene izmed slovenskih bolnišnic, ki so usposobljeni za samostojno delo (n = 69) in so imeli na tem delovnem mestu vsaj eno leto izkušenj. Za obdelavo podatkov so bili uporabljeni opisna statistika, Pearsonov koeficient korelacije in faktorska analiza. Rezultati: Zaposleni v operacijski zdravstveni negi svoje znanje in izkušnje z veseljem predajajo (x = 4,79) ter pri tem profesionalno rastejo (x = 4,63), usposabljanje novozaposlenih na delovnem mestu jim predstavlja izziv (x = 4,17). Znanje anketirancev se je pokazalo kot dejavnik, ki je šibko in pozitivno povezan (r = 0,278, p = 0,021) z odnosom do usposabljanja novozaposlenih na delovnem mestu. Izobraževanje zaposlenih v operacijski zdravstveni negi, njihova usposobljenost za delo in obremenjenost na delovnem mestu ter odnos novozaposlenih do dela v operacijski zdravstveni negi niso povezani z odnosom zaposlenih v operacijski zdravstveni negi do usposabljanja novozaposlenih. Diskusija in zaključek: Raziskava kaže na nujnost opredelitve kriterijev za zaposlitev kandidatov in lahko pripomore k definiranju sistematičnega izobraževanja novozaposlenih v operativni dejavnosti.

Aim Evaluation or assessment of competence is an important step to ensure the safety and efficacy of health professionals, including dietitians. Most competency-based assessment studies are focussed on valid and reliable methods of assessment for the preparation of entry-level dietitians, few papers have explored student dietitians’ perceptions of these evaluations. This study aimed to explore the perceptions of recent graduates from accredited nutrition and dietetics training programs in Australia. It also aimed to establish the relevance of competency-based assessment to adequately prepare them for entry-level work roles. Methods A purposive sample of newly-graduated dietitians with a range of assessment experiences and varied employment areas was recruited. A qualitative approach, using in-depth interviews with 13 graduates, with differing assessment experiences was undertaken. Graduates were asked to reflect upon their competency-based assessment experiences whilst a student. Data was thematically analysed by multiple authors. Results Four themes emerged from the data analysis: (i) Transparency and consistency are critical elements of work-based competency assessment. (ii) Students are willing to take greater responsibility in their assessment process. (iii) Work-based competency assessment prepares students for employment. (iv) The relationship between students and their assessors can impact on the student experience and their assessment performance. Conclusions Understanding this unique perspective of students can improve evaluation of future health professionals and assist in designing valid competency-based assessment approaches.

La presente investigación pretende elaborar una ruta de carrera para el cargo de ingeniero de comunicaciones de una empresa del sector de telecomunicaciones, así como un plan de carrera individual para cada uno de los ingenieros dentro de la muestra intencional. Como entrada a estos procesos se realizó una evaluación por competencias en la que se desarrolló un caso para poder visualizar el estado de cada sujeto en las competencias necesarias para el cargo. La investigación se realizó con el fin de generar formas de retención y motivación para los empleados, en específico para aquellos pertenecientes al core del negocio., This research aims to develop a career path for Communication Engineer inside a company of the telecommunications sector and an individual career plan for each engineer within the sample. As an input to these processes it was done a competency assessment which included a case to view the status of each subject in the skills necessary for the position. This research was performed meant to generate forms of retention and motivation for employees, specifically those belonging to the core business.

La presente investigación pretende elaborar una ruta de carrera para el cargo de ingeniero de comunicaciones de una empresa del sector de telecomunicaciones, así como un plan de carrera individual para cada uno de los ingenieros dentro de la muestra intencional. Como entrada a estos procesos se realizó una evaluación por competencias en la que se desarrolló un caso para poder visualizar el estado de cada sujeto en las competencias necesarias para el cargo. La investigación se realizó con el fin de generar formas de retención y motivación para los empleados, en específico para aquellos pertenecientes al core del negocio., This research aims to develop a career path for Communication Engineer inside a company of the telecommunications sector and an individual career plan for each engineer within the sample. As an input to these processes it was done a competency assessment which included a case to view the status of each subject in the skills necessary for the position. This research was performed meant to generate forms of retention and motivation for employees, specifically those belonging to the core business.

La presente investigación pretende elaborar una ruta de carrera para el cargo de ingeniero de comunicaciones de una empresa del sector de telecomunicaciones, así como un plan de carrera individual para cada uno de los ingenieros dentro de la muestra intencional. Como entrada a estos procesos se realizó una evaluación por competencias en la que se desarrolló un caso para poder visualizar el estado de cada sujeto en las competencias necesarias para el cargo. La investigación se realizó con el fin de generar formas de retención y motivación para los empleados, en específico para aquellos pertenecientes al core del negocio., This research aims to develop a career path for Communication Engineer inside a company of the telecommunications sector and an individual career plan for each engineer within the sample. As an input to these processes it was done a competency assessment which included a case to view the status of each subject in the skills necessary for the position. This research was performed meant to generate forms of retention and motivation for employees, specifically those belonging to the core business.

[EN] This paper summarizes the project developed over the course 2012/2013 which the aim of proposing the first phase to design and implement a working protocol to ensure the acquisition of title¿s competences by graduates in the Master's Degree in Transport Planning and Urban Development. The work aims to unify the meaning of each of the skills in the context of the degree, and to establish their relationship both with teaching and assessment methods and with learning outcomes in order to obtain the weight and magnitude of participation of each of the subjects included, to guarantee the achievement of competencies by students., [ES] Este trabajo resume el proyecto de innovación desarrollado a lo largo del curso 2012/2013 que plantea la primera fase para el diseño e implementación de un protocolo de trabajo que permita asegurar que los egresados del Título de Máster de Transportes Territorio y Urbanismo han adquirido las competencias definidas en el título. El trabajo pretende la unificación del significado de cada una de las competencias en el contexto del título, así como su relación con las distintas metodologías docentes, resultados de aprendizaje y métodos de evaluación utilizados. El objetivo es poder ponderar el peso y la magnitud de participación de cada una de las asignaturas y la aseguración de la consecución de las competencias por parte de los de los alumnos.

[EN] This paper summarizes the project developed over the course 2012/2013 which the aim of proposing the first phase to design and implement a working protocol to ensure the acquisition of title¿s competences by graduates in the Master's Degree in Transport Planning and Urban Development. The work aims to unify the meaning of each of the skills in the context of the degree, and to establish their relationship both with teaching and assessment methods and with learning outcomes in order to obtain the weight and magnitude of participation of each of the subjects included, to guarantee the achievement of competencies by students., [ES] Este trabajo resume el proyecto de innovación desarrollado a lo largo del curso 2012/2013 que plantea la primera fase para el diseño e implementación de un protocolo de trabajo que permita asegurar que los egresados del Título de Máster de Transportes Territorio y Urbanismo han adquirido las competencias definidas en el título. El trabajo pretende la unificación del significado de cada una de las competencias en el contexto del título, así como su relación con las distintas metodologías docentes, resultados de aprendizaje y métodos de evaluación utilizados. El objetivo es poder ponderar el peso y la magnitud de participación de cada una de las asignaturas y la aseguración de la consecución de las competencias por parte de los de los alumnos.

Numerous problems are frequently observed when nursing competency assessment systems (NCAS) are implemented. How to effectively implement a nursing competency assessment system, according to academic and practical contributions, is poorly reported in the literature. The purpose of this paper is to present a set of recommendations for public hospitals and nursing management in order to facilitate the implementation of a NCAS. To achieve this objective we have revised the existing literature and conducted a Delphi study with nursing managers and human resource managers of the public hospitals of the Basque Health Service. The results are that the implementation of a NCAS requires a well-planned strategy that managers must consider before implementing any NCAS. This strategy must include, at minimum, the following aspects: communication, training, leadership, and content where the NCAS is concerned. The context of the organisations and the cultural dimensions may also influence the results of the application of the system.

Numerous problems are frequently observed when nursing competency assessment systems (NCAS) are implemented. How to effectively implement a nursing competency assessment system, according to academic and practical contributions, is poorly reported in the literature. The purpose of this paper is to present a set of recommendations for public hospitals and nursing management in order to facilitate the implementation of a NCAS. To achieve this objective we have revised the existing literature and conducted a Delphi study with nursing managers and human resource managers of the public hospitals of the Basque Health Service. The results are that the implementation of a NCAS requires a well-planned strategy that managers must consider before implementing any NCAS. This strategy must include, at minimum, the following aspects: communication, training, leadership, and content where the NCAS is concerned. The context of the organisations and the cultural dimensions may also influence the results of the application of the system.

Numerous problems are frequently observed when nursing competency assessment systems (NCAS) are implemented. How to effectively implement a nursing competency assessment system, according to academic and practical contributions, is poorly reported in the literature. The purpose of this paper is to present a set of recommendations for public hospitals and nursing management in order to facilitate the implementation of a NCAS. To achieve this objective we have revised the existing literature and conducted a Delphi study with nursing managers and human resource managers of the public hospitals of the Basque Health Service. The results are that the implementation of a NCAS requires a well-planned strategy that managers must consider before implementing any NCAS. This strategy must include, at minimum, the following aspects: communication, training, leadership, and content where the NCAS is concerned. The context of the organisations and the cultural dimensions may also influence the results of the application of the system.

The experience we analyze in this paper concerns the staff who imparted teaching during the academic years 2007-2008, 2008-2009 and 2009-2010 in the common degree both in Social Education and Social Work and, in the present, in the third year of Social Education degree. A series of general and specific competences have been planned by every teacher referred to every subject they give from a common basis. Group work-workshops-has been the frame from which that co-operation started towards the design of this pioneer experience of adaptation to the European Higher Education Area. The achievement of the objectives has taken three years of common work during which the arising problems have been solved by putting into practice this experience, being of great importance the design of a system of evaluation in competences in order to reach the pursued aims., La experiencia que analizamos se realizó en segundo curso de la titulación conjunta de Trabajo Social y Educación Social durante 3 cursos (2007-2010) y actualmente en 3º grado de Educación Social. En ella se ha puesto en juego la planificación, desarrollo y evaluación, de forma conjunta, de una serie de competencias tanto generales como específicas, consensuadas por el profesorado y alumnado. El escenario a partir del cual se inició la coordinación ha sido el espacio de actividades en grupo (seminarios) que proporcionaba el diseño de la experiencia piloto de adaptación al EEES. La consecución de los objetivos previstos en su planificación ha supuesto varios cursos de trabajo interdisciplinar, durante los cuales se ha ido completando y perfeccionando, siendo uno de sus logros más importantes el diseño de un sistema de evaluación por competencias que se ajusta a los objetivos marcados.

Complex situations are very much context dependent, thus agents – whether human or artificial – need to attain an awareness based on their present situation. An essential part of that awareness is the accurate and effective perception and understanding of the set of knowledge, skills, and characteristics that are needed to allow an agent to perform a specific task with high performance, or what we would like to name, Competency Awareness. The development of this awareness is essential for any further development of an agent’s capabilities. This can be assisted by identifying the limitations in the so far developed expertise and consequently engaging in training processes that add the necessary knowledge to overcome those limitations. However, current approaches of competency and situation awareness rely on manual, lengthy, subjective, and intrusive techniques, rendering those approaches as extremely troublesome and ineffective when it comes to developing computerized agents within complex scenarios. Within the context of computer Go, which is currently a grand challenge to Artificial Intelligence, these issues have led to substantial bottlenecks that need to be addressed in order to achieve further improvements. Thus, the underlying principle of this work is that of the development of an automated, objective and non-intrusive methodology of Competency Assessment of decision-makers, which will practically aid in the understanding and provision of effective guidance to the development of improved decision-making capabilities, specifically within computer agents.In this study, we propose a framework whereby a computational environment is used to study and assess the competency of a decision maker. We use the game of GO to demonstrate this functionality in an environment in which hundreds of human-played GO games are analysed. In order to validate the proposed framework, a series of experiments on a wide range of problems have been conducted. These experiments automatic

This article’s main objective is to provide a new method and development of a new competency assessment tool. These are designed to capture both objective and subjective characteristics of the learner and the educator in the educational institutions that exist in Bolivia. To achieve the goal set makes use of artificial intelligence, including fuzzy logic. It is for this reason that the result can range from micro cultural characteristics of the area where the school, student qualities to meet the requirements proposed by a government agency such as the Ministry of Education. This method can be applied to different levels of education, i.e. primary and secondary school level or higher education level in universities., El presente artículo tiene como objetivo principal dar a conocer un método y una herramienta de evaluación por competencias. El método está orientado a capturar características objetivas y subjetivas, tanto del educando como del educador, para la óptima evaluación del estudiante. Por esta razón, el método puede incluir desde las características multiculturales e interculturales micro de la zona donde se encuentra la institución educativa, hasta las cualidades académicas y personales del estudiante. El resultado del presente trabajo se puede aplicar a los diferentes niveles educativos, es decir; a primaria y secundaria a nivel de bachillerato o a nivel de educación superior en las universidades. Finalmente se menciona que el trabajo está orientado para apoyar la ejecución de la Ley 070 denominada Avelino Siñani y Elizardo Perez, la que tiene como principal objetico consolidar en el sistema educativo nacional la directa participación indígena originaria en la formulación de políticas, planificación, organización, gestión, seguimiento y evaluación del proceso educativo de las organizaciones populares y las naciones indígena originaria.

The present article shows the process of creation and validation through pilot testing, of a test developed to assess media literacy of people over 60 years of age. Based on the review of literature on the different conceptions of media literacy, and from Aguaded Ferres´ proposal (2011) on the degree of competence of citizen-ship in Spain, and other similar instruments used in other coun-tries in the European Union. Using the triangulation of experts, a test is proposed, that attempts to measure the level of media literacy of citizens over 60 years involved in academic learning experiences. The validation method is the application of a pilot test on a sample of 17 people aged 60 years or more, six of which have elementary studies, other six have medium level studies and the remaining five have superior studies. As a result of the study a test is proposed, which in its application to larger samples will continue in the validation process, which decreas-es the number of items in the case of adapting to the reality of the group of older people indicated., El artículo muestra el proceso de creación y validación, a través de prueba piloto, de un test para evaluar la competencia mediática de personas mayores de 60 años. Par-tiendo de la revisión de literatura sobre las diferentes concepciones de competencia mediática, y de la propuesta de Ferrés y Aguaded (2011) sobre el grado de competen-cia de la ciudadanía en España, así como de otros instrumentos semejantes utilizados en otros países de la Unión Europea, se propone utilizando la triangula de expertos, un test que trata de medir el nivel de competencia mediática de la ciudadanía de más de 60 años que participan en experiencias formativas universitarias. El método de valida-ción es la aplicación de una prueba piloto a una muestra de 17 personas con 60 años o más, entre los cuales seis tienen estudios primarios, otros seis poseen estudios medios, y cinco estudios universitarios. Como resultado del estudio se propone un test, que en su aplicación a muestras mayores continuará en proceso de validación, en el que dis-minuye el número de ítems tratándose de adecuar a la realidad del colectivo indicado de personas mayores.

This article’s main objective is to provide a new method and development of a new competency assessment tool. These are designed to capture both objective and subjective characteristics of the learner and the educator in the educational institutions that exist in Bolivia. To achieve the goal set makes use of artificial intelligence, including fuzzy logic. It is for this reason that the result can range from micro cultural characteristics of the area where the school, student qualities to meet the requirements proposed by a government agency such as the Ministry of Education. This method can be applied to different levels of education, i.e. primary and secondary school level or higher education level in universities., El presente artículo tiene como objetivo principal dar a conocer un método y una herramienta de evaluación por competencias. El método está orientado a capturar características objetivas y subjetivas, tanto del educando como del educador, para la óptima evaluación del estudiante. Por esta razón, el método puede incluir desde las características multiculturales e interculturales micro de la zona donde se encuentra la institución educativa, hasta las cualidades académicas y personales del estudiante. El resultado del presente trabajo se puede aplicar a los diferentes niveles educativos, es decir; a primaria y secundaria a nivel de bachillerato o a nivel de educación superior en las universidades. Finalmente se menciona que el trabajo está orientado para apoyar la ejecución de la Ley 070 denominada Avelino Siñani y Elizardo Perez, la que tiene como principal objetico consolidar en el sistema educativo nacional la directa participación indígena originaria en la formulación de políticas, planificación, organización, gestión, seguimiento y evaluación del proceso educativo de las organizaciones populares y las naciones indígena originaria.

The present article shows the process of creation and validation through pilot testing, of a test developed to assess media literacy of people over 60 years of age. Based on the review of literature on the different conceptions of media literacy, and from Aguaded Ferres´ proposal (2011) on the degree of competence of citizen-ship in Spain, and other similar instruments used in other coun-tries in the European Union. Using the triangulation of experts, a test is proposed, that attempts to measure the level of media literacy of citizens over 60 years involved in academic learning experiences. The validation method is the application of a pilot test on a sample of 17 people aged 60 years or more, six of which have elementary studies, other six have medium level studies and the remaining five have superior studies. As a result of the study a test is proposed, which in its application to larger samples will continue in the validation process, which decreas-es the number of items in the case of adapting to the reality of the group of older people indicated., El artículo muestra el proceso de creación y validación, a través de prueba piloto, de un test para evaluar la competencia mediática de personas mayores de 60 años. Par-tiendo de la revisión de literatura sobre las diferentes concepciones de competencia mediática, y de la propuesta de Ferrés y Aguaded (2011) sobre el grado de competen-cia de la ciudadanía en España, así como de otros instrumentos semejantes utilizados en otros países de la Unión Europea, se propone utilizando la triangula de expertos, un test que trata de medir el nivel de competencia mediática de la ciudadanía de más de 60 años que participan en experiencias formativas universitarias. El método de valida-ción es la aplicación de una prueba piloto a una muestra de 17 personas con 60 años o más, entre los cuales seis tienen estudios primarios, otros seis poseen estudios medios, y cinco estudios universitarios. Como resultado del estudio se propone un test, que en su aplicación a muestras mayores continuará en proceso de validación, en el que dis-minuye el número de ítems tratándose de adecuar a la realidad del colectivo indicado de personas mayores.