17 results
Search Results
2. Public health communication professional development opportunities and alignment with core competencies: an environmental scan and content analysis.
- Author
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MacKay, Melissa, McAlpine, Devon, Worte, Heather, Grant, Lauren E., Papadopoulos, Andrew, and McWhirter, Jennifer E.
- Subjects
CAREER development ,MEDICAL communication ,PUBLIC communication ,CORE competencies ,CONTENT analysis ,PROFESSIONAL athletes ,LABOR supply - Abstract
Introduction: Communication is vital for effective and precise public health practice. The limited formal educational opportunities in health communication render professional development opportunities especially important. Competencies for public health communication describe the integrated knowledge, values, skills and behaviours required for practitioner and organizational performance. Many countries consider communication a core public health competency and use communication competencies in workforce planning and development. Methods: We conducted an environmental scan and content analysis to determine the availability of public health communication professional development opportunities in Canada and the extent to which they support communication-related core competencies. Three relevant competency frameworks were used to assess the degree to which professional development offerings supported communication competency development. Results: Overall, 45 professional development offerings were included: 16 "formalized offerings" (training opportunities such as courses, webinars, certificate programs) and 29 "materials and tools" (resources such as toolkits, guidebooks). The formalized offerings addressed 25% to 100% of the communication competencies, and the materials and tools addressed 67% to 100%. Addressing misinformation and disinformation, using current technology and communicating with diverse populations are areas in need of improved professional development. Conclusion: There is a significant gap in public health communication formalized offerings in Canada and many of the materials and tools are outdated. Public health communication professional development offerings lack coordination and do not provide comprehensive coverage across the communication competencies, limiting their utility to strengthen the public health workforce. More, and more comprehensive, professional development offerings are needed. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
3. The road to employability through personal development: a critical analysis of the silences and ambiguities of the British Columbia (Canada) Life Skills Curriculum.
- Author
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Butterwick, Shauna and Benjamin, Amanda
- Subjects
CORE competencies ,OCCUPATIONAL training ,MATURATION (Psychology) ,CAREER education ,CURRICULUM ,LIFE skills ,CONDUCT of life ,INTERPERSONAL relations - Abstract
This paper offers a critical discourse analysis of a life skills career education curriculum for schools in British Columbia, Canada. This curriculum calls for the development of a set of life skills that are positioned as central to students’ employability. At the heart of the curriculum is a focus on personal development, in particular, the need for students to develop self understanding and learn from role models how to face and conquer adversity. This paper builds on existing criticisms of how notions of employability and life skills have displaced policy orientations and interventions that might address structural problems of unemployment, with a personal development orientation that places the burden of change and adaptation entirely on individual workers. The goal of this inquiry was to illuminate the assumptions and the underlying ideological terrain giving shape to this curriculum. Informed by the critical frameworks of Nancy Fraser and Ulrich Beck, as well as critical curriculum scholars, this inquiry found a number of disturbing silences and ambiguities in the personal development orientation. On the one hand, the lessons acknowledged the significance of emotions in students’ lives and the possibilities for students to learn from family, community and the wider society. On the other hand, the emphasis on individual responsibility and a heroic orientation to transcending adversity reflects the dominant neo‐liberal ideology wherein future employment depends on having the ‘right’ attitude and making the right choices – contextual and systemic factors fall away. Life skills curricula, like the one examined in this project, are important sites of investigation for they reveal the major shifts that have occurred in the political economy of career and worker education. [ABSTRACT FROM AUTHOR]
- Published
- 2006
- Full Text
- View/download PDF
4. Developing Employability Skills in Humanities and Social Sciences Using the Flipped Model.
- Author
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Ravenscroft, Brenda and Luhanga, Ulemu
- Subjects
EMPLOYABILITY ,SOCIAL sciences ,HIGHER education ,EDUCATIONAL accountability ,CORE competencies ,CRITICAL thinking - Abstract
Canada, as elsewhere, is experiencing a growing demand for accountability in the higher education sector, and universities are being pressured to provide evidence that they are preparing their graduates for the workforce. In Ontario, Canada's most populous province, the Ministry responsible for higher education has articulated the "essential employability skills" required for graduates; these include communication skills, critical thinking and problem solving skills, and interpersonal skills. Through accreditation requirements, professional programs in business, health sciences and engineering have developed graduate-level competencies and embedded them into their curriculum, but the emerging need to demonstrate these skills in graduates from traditional liberal arts and science disciplines, presents bigger challenges. Even if agreement can be reached about the specific qualities humanities graduates might need in the workplace, other questions remain. How can these skills be developed in subjects that lack clear practical applications? And how can skills be fostered when first- and second-year university courses often have very high enrolments and are commonly taught in large lecture format? This case study examines how the flipped classroom model is providing students with greater opportunities to develop employability skills in humanities and social science courses. Four high-enrolment, introductory courses-psychology, sociology, classics, and gender studies-have been redesigned from traditional lecture format into flipped classroom models with the goal of enhancing student engagement through active learning. By replacing some lecture time with online learning, the courses are able to focus face-to-face learning activities on group work, collaborative learning and the application of knowledge. The effectiveness of these course transformations is being examined through a longitudinal descriptive research study that examines whether students engage in their learning differently in flipped courses. Quantitative data was collected via student surveys in the last offerings of the traditional format courses and is being gathered with each flipped classroom offering, using the Student Class-Level Survey of Student Engagement (CLASSE). Independent sample T-tests of the data for each course show that average scores in the flipped-format courses are higher than in the traditional versions. Specifically, the majority of the courses show statistically significant (p < 0.05) improvements in areas associated with employability skills such as collaborative learning, writing skills and higher order thinking skills. The results of this research verify the importance of instructional strategies and course design in achieving the development of employability skills, and suggest that the flipped classroom model can enable this process. By examining the specific ways in which these courses were transformed in the light of the corresponding research results, this paper offers other institutions insights into how to promote the development of similar skills in courses the humanities and social sciences. The demand for institutions of higher education to demonstrate that their graduates have acquired employability skills is a relevant issue across the globe. While much of the discussion has been focused on professional disciplines, this paper presents insights and research into developing these skills in humanities and social sciences. [ABSTRACT FROM AUTHOR]
- Published
- 2014
5. Geriatric Core Competencies for Family Medicine Curriculum and Enhanced Skills: Care of Elderly.
- Author
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Charles, Lesley, Triscott, Jean A.C., Dobbs, Bonnie M., and McKay, Rhianne
- Subjects
CLINICAL competence ,OUTCOME-based education ,CURRICULUM planning ,EXPERTISE ,GERIATRICS ,HOSPITAL medical staff ,MEDICAL personnel ,MEDICAL specialties & specialists ,STUDY & teaching of medicine ,GENERAL practitioners ,ACCREDITATION - Abstract
Background There is a growing mandate for Family Medicine residency programs to directly assess residents' clinical competence in Care of the Elderly (COE). The objectives of this paper are to describe the development and implementation of incremental core competencies for Postgraduate Year (PGY)-I Integrated Geriatrics Family Medicine, PGY-II Geriatrics Rotation Family Medicine, and PGY-III Enhanced Skills COE for COE Diploma residents at a Canadian University. Methods Iterative expert panel process for the development of the core competencies, with a pre-defined process for implementation of the core competencies. Results Eighty-five core competencies were selected overall by the Working Group, with 57 core competencies selected for the PGY-I/II Family Medicine residents and an additional 28 selected for the PGY-III COE residents. The core competencies follow the CanMEDS Family Medicine roles. Both sets of core competencies are based on consensus. Conclusions Due to demographic changes, it is essential that Family Physicians have the required skills and knowledge to care for the frail elderly. The core competencies described were developed for PGY-I/II Family Medicine residents and PGY-III Enhanced Skills COE, with a focus on the development of geriatric expertise for those patients that would most benefit. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
6. How do national guidelines frame clinical ethics practice? A comparative analysis of guidelines from the US, the UK, Canada and France
- Author
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Gaucher, Nathalie, Lantos, John, and Payot, Antoine
- Subjects
- *
MEDICAL ethics , *HEALTH policy , *DECISION making in clinical medicine - Abstract
Abstract: International policies regulating clinical ethics committees'' (CEC) roles are non-existent. Nonetheless, CECs have established themselves in several countries and there exist striking differences in the way these work. This international practice variation stems from the ways CECs developed, within particular legal, political, social and professional contexts. National guidelines and normative documents have been published in many countries regarding CECs. To better understand CECs'' evolution and differences in various countries, we reviewed guidelines, position statements and normative papers which describe and frame the development of CECs in the United States, the United Kingdom, Canada and France. Systematic content analysis addressed guideline development, CECs'' roles, consultation methods and CEC members'' education requirements. Differing contexts informed the ways in which guidelines were developed. American CECs, established within a strongly litigious context are perceived to play strong decision-making roles, whereas British CECs, encouraged by clinicians, endorse a more supportive model. Canadian guidelines focus on the role of the ethicist, while the French model is interested in a theoretical interdisciplinary approach. This analysis shows important challenges facing the implementation of accountable CECs in different contexts and can help inform future policy development. [Copyright &y& Elsevier]
- Published
- 2013
- Full Text
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7. An exploratory study of outsourcing of foodservice operations in Canadian hotels.
- Author
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Barrows, Clayton W. and Giannakopoulos, Elias
- Subjects
HOTEL food service ,FOOD service ,CONTRACTING out ,HOSPITALITY industry research ,INDEPENDENT hotels ,CORE competencies ,BEVERAGES ,HOTEL chains ,STRATEGIC planning - Abstract
Outsourcing in hotels has received sporadic attention in the academic literature but remains a key strategic decision, particularly as it pertains to food and beverage operations. The purpose of this paper was to investigate the outsourcing practices of food and beverage operations of selected Canadian independent hotels. Specifically, it attempted to determine: the various outsourcing practices and the hotels' reasoning behind such decisions, the hotels' perceived benefits from outsourcing their food and beverage services, and the factors the hotels considered when contemplating the outsourcing of their food and beverage services. Most of the findings from the interviews with hotel operators were generally consistent with respect to these reasons. However, mixed responses were reported with respect to the factors and drawbacks the respondents believed should be considered before outsourcing. Overall, respondents suggested that decisions were made with respect to financial considerations, ability to focus on core competencies, and strategic intent. They also suggested that the results of the outsourcing decisions were mixed. Overall, it was concluded that the independent hotels were found to outsource their food and beverage service for the many of the same reasons hotel chains do. Challenges with regard to the outsourcing decision are discussed and recommendations are made with respect to continued challenges around the outsourcing question as well as directions that future research could take. [ABSTRACT FROM AUTHOR]
- Published
- 2006
8. Evidence-Based Advocacy for Municipal Climate Change Action.
- Author
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Mitchell, Carrie L. and Graham, Alexandra
- Subjects
CLIMATE change ,PROFESSIONAL ethics ,EDUCATION theory ,CORE competencies ,EDUCATIONAL planning - Abstract
In this article, we argue that evidence-based advocacy for climate change action should be a core competency of professional planners. However, data from our case study in Metro Vancouver, Canada, suggests that municipal-level climate change practitioners have conflicting views regarding their professional responsibility to advocate for action on climate change. We contend these tensions stem from twentieth-century planning debates, which oscillate between rational-comprehensive planning versus calls to advocate, in one form or another, for various public interests. Overall, we find that transforming barriers into enablers of action on climate change must include critical engagement with planning theory and education. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
9. Burn Care and Surgical Exposure amongst Canadian Plastic Surgery Residents: Recommendations for Transitioning to a Competency-Based Medical Education Model.
- Author
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Shih, Jessica G, Quong, Whitney L, Knox, Aaron D C, Zhygan, Nick, Courtemanche, Douglas J, Brown, Mitchell H, and Fish, Joel S
- Subjects
PLASTIC surgery ,OUTCOME-based education ,MEDICAL education ,GRADUATE medical education ,CORE competencies ,RESIDENTS (Medicine) ,OPERATIVE surgery ,BURNS & scalds ,CURRICULUM ,RETROSPECTIVE studies ,INTERNSHIP programs ,CLINICAL competence - Abstract
With the ongoing implementation of a competency-based medical education (CMBE) model for residency programs in North America, emphasis on the duration of training has been refocused onto ability and competence. This study aims to determine the exposure of burn-related core procedural competencies (CPCs) in Canadian Plastic Surgery Residents in order to enhance curricular development and help define its goals. A retrospective review of burn-related resident case logs encompassing all 10 English-speaking plastic surgery residency programs from 2004 to 2014 was performed, including analysis of personal competence scores and resident role by Postgraduate Year (PGY)-year. Case logs of a total of 55 graduating plastic surgery residents were included in the study. Overall, 4033 procedures in burn and burn-related care were logged, accounting for 6.8% of all procedures logged. On average, each resident logged 73 burn procedures, 99% of which were CPCs. The most frequently performed procedure was harvest and application of autograft, allograft, or xenograft, while emergent procedures such as escharotomy and compartment release were performed on average less than one time per resident. Personal competence scores as well as role of the resident (surgical responsibility) increased as PGY-year progressed during residency. Canadian plastic surgery residency programs provide adequate exposure to the majority of the scope of burn care and surgery. However, infrequently encountered but critical procedures such as escharotomy and fasciotomy may require supplementation through dedicated educational opportunities. CMBE should identify these gaps in learning through facilitation of resident competency evaluation. With consideration for the amount of exposure to burn-related CPCs as identified, plastic surgery residency programs can work toward achieving competency in all aspects of burn care and surgery prior to the completion of residency. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
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10. Competency-based education in general surgery: Are Canadian residents ready?
- Author
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Gauvin, Gabrielle, Hay, Kathryn, Hopman, Wilma, Hurton, Scott, Lim, Stephanie, Zevin, Boris, Jalink, Diederick, and Nanji, Sulaiman
- Subjects
OUTCOME-based education ,EDUCATIONAL accountability ,CORE competencies ,INTERNET surveys ,RESIDENTS ,SURGICAL education - Abstract
Summary: Competency-based education (CBE) is currently being implemented by the Royal College of Physicians and Surgeons of Canada across all residency programs. This shift away from time-based residency is proposed to be the answer to maximize training opportunity in the era of work hour restrictions and growing concerns regarding accountability in medical education. A Web-based survey was conducted to obtain feedback from Canadian general surgery residents on their experience and perception of competence within core procedures, as well as attitudes toward CBE. A total of 244 residents completed the survey. For most procedures, more than 50% of residents felt they could perform the procedure with no guidance after completing 11-30 cases. Generally, residents were welcoming of CBE; however, medium-sized programs reported some concerns regarding inadequate exposure to cases and risk of training less well-rounded surgeons. This is valuable resident feedback for programs to consider during the implementation process. [ABSTRACT FROM AUTHOR]- Published
- 2021
- Full Text
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11. Identifying the Priority Topics for the Assessment of Competence in Care of the Elderly.
- Author
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Charles, Lesley A., Frank, Chris C., Allen, Tim, Lozanovska, Tatjana, Arcand, Marcel, Feldman, Sidney, Lam, Robert E., Mehta, Pravinsagar G., and Mangal, Nadia Y.
- Subjects
ABILITY ,ELDER care ,DELPHI method ,MEETINGS ,ONLINE information services ,GENERAL practitioners ,SURVEYS ,TRAINING ,NATIONAL competency-based educational tests - Abstract
Background With Canada's senior population increasing, there is greater demand for family physicians with enhanced skills in Care of the Elderly (COE). The College of Family Physicians Canada (CFPC) has introduced Certificates of Added Competence (CACs), one being in COE. Our objective is to summarize the process used to determine the Priority Topics for the assessment of competence in COE. Methods A modified Delphi technique was used, with online surveys and face-to-face meetings. The Working Group (WG) of six physicians acted as the nominal group, and a larger group of randomly selected practitioners from across Canada acted as the Validation Group (VG). The WG, and then the VG, completed electronic write-in surveys that asked them to identify the Priority Topics. Responses were compiled, coded, and tabulated to identify the topics and to calculate the frequencies of their selection. The WG used face-toface meetings and iterative discussion to decide on the final topic names. Results The correlation between the initial Priority Topic list identified by the VG and that identified by the WG is 0.6793. The final list has 18 Priority Topics. Conclusion Defining the required competencies is a first step to establishing national standards in COE. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
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12. Bioethics Consultation Practices and Procedures: A Survey of a Large Canadian Community of Practice.
- Author
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Greenberg, R., Anstey, K., Macri, R., Heesters, A., Bean, S., and Zlotnik Shaul, R.
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BIOETHICS ,BIOETHICISTS ,CORE competencies ,INDUSTRIAL surveys - Abstract
The literature fails to reflect general agreement over the nature of the services and procedures provided by bioethicists, and the training and core competencies this work requires. If bioethicists are to define their activities in a consistent way, it makes sense to look for common ground in shared communities of practice. We report results of a survey of the services and procedures among bioethicists affiliated with the University of Toronto Joint Centre for Bioethics (JCB). This is the largest group of bioethicists working in healthcare organizations in Canada. The results suggest there are many common services and procedures of JCB bioethicists. This survey can serve as a baseline for further exploration of the work of JCB bioethicists. Common practices exist with respect to the domains of practice, individual reporting relationships, service availability within business hours and the education and training of the bioethicist. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
13. Accounting Students, Library Use, and Information Competence: Evidence From Course Syllabi and Professional Accounting Association Competency Maps.
- Author
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Lowry, Linda
- Subjects
LIBRARY use studies ,ACCOUNTING students ,LIBRARIES & students ,CORE competencies ,ACCOUNTING standards ,ACCOUNTING education ,PROFESSIONAL education ,LIBRARIES & education - Abstract
A syllabus study was conducted to gain insight into the library use expectations of faculty for undergraduate accounting students. The findings were compared to the professional competencies articulated by Canadian professional accounting association competency maps, and there was an expectations gap. All three competency maps referred to a set of professional skills that, when mapped to the Association of College and Research Libraries’ (ACRL) Information Literacy Competency Standards for Higher Education, were equivalent to information competence, yet the majority of courses taught required very little library use. This study contributes to the literature as the first to map the ACRL's standards to Canadian professional accounting association competencies. [ABSTRACT FROM PUBLISHER]
- Published
- 2012
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14. The Functioning of Hospital Ethics Committees: A Multiple-Case Study of Four Canadian Committees.
- Author
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Gaudine, Alice, Lamb, Marianne, LeFort, Sandra, and Thorne, Linda
- Subjects
CASE studies ,MEDICAL ethics ,CORPORATE culture ,CORE competencies - Abstract
A multiple-case study of four hospital ethics committees in Canada was conducted and data collected included interviews with key informants, observation of committee meetings and ethics-related hospital documents, such as policies and committee minutes. We compared the hospital committees in terms of their structure, functioning and perceptions of key informants and found variation in the dimensions of empowerment, organizational culture of ethics, breadth of ethics mandate, achievements, dynamism, and expertise. [ABSTRACT FROM AUTHOR]
- Published
- 2011
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15. An Examination of Canadian Social Work Program Curriculum and The Addiction Core Competencies.
- Author
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Graves, Greg, Csiernik, Rick, Foy, Jaime, and Cesar, Joseph
- Subjects
SUBSTANCE abuse ,SOCIAL work education ,CORE competencies ,ADDICTIONS ,SCHOOLS of social work ,ELECTIVE system (Higher education) ,UNDERGRADUATE programs ,GRADUATE education ,EDUCATION - Abstract
The Canadian Centre on Substance Abuse, in conjunction with key Canadian stakeholders, has developed a guideline outlining 18 core competencies for those working with clients with addiction issues. The curriculum of Canada's 35 faculties and schools of social work were examined using the core competencies to determine the extent of addiction education received by undergraduate and graduate social work students. All social work addiction courses were elective offerings, although faculty teaching in this area did express a desire to shift the focus of addiction studies away from elective to core course offerings. The majority of competency-based education at the faculties and schools of social work is taught at a generalist level, and graduate schools of social work teach fewer core addiction competencies than undergraduate. Although competency-based education is generally viewed positively and adopted at faculties and schools of social work, only one third of addiction courses matched with the 18 core competencies developed through the auspices of the Canadian Centre on Substance Abuse. [ABSTRACT FROM AUTHOR]
- Published
- 2009
- Full Text
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16. The implications of core competencies for psychiatric education and practice in the US.
- Author
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Scheiber, Stephen C, Kramer, Thomas AM, Adamowski, Susan E, and Kramer, Thomas A M
- Subjects
CONTINUING medical education ,PSYCHIATRY ,CORE competencies ,MEDICAL education standards ,COMPARATIVE studies ,INTERNSHIP programs ,RESEARCH methodology ,MEDICAL cooperation ,MEDICAL education ,RESEARCH ,CERTIFICATION ,JOB performance ,EVALUATION research - Abstract
Physician competence is a universal concern, one that Canada and the US have addressed in differing, but also in similar, ways. Focusing on the roles physicians play, the Royal College of Physicians and Surgeons of Canada (RCPSC) has implemented a uniform procedure for developing and assessing competencies. The US does not have a parallel body but has instead different organizations responsible for different phases of medical education from residency through practice. These groups are working with 6 categories of core competencies to be used for assessment purposes. The categories are patient care, medical knowledge, interpersonal and communication skills, practice-based learning and improvement, professionalism, and systems-based practice. This article presents the US core competencies for psychiatric practice as they are currently being implemented through the American Board of Psychiatry and Neurology, Inc. [ABSTRACT FROM AUTHOR]
- Published
- 2003
- Full Text
- View/download PDF
17. The Competencies of Regions--Canada's Clusters in Biotechnology.
- Author
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Niosi, Jorge and Bas, Tomas G.
- Subjects
BIOTECHNOLOGY industries ,CORE competencies - Abstract
Examines the relative competencies of regions in biotechnology and the role of the National Research Council laboratories and university research in Canada. Characteristics of Canadian clusters in biotechnology; History of biotechnology in Canada; Analysis of technical competencies of dedicated biotechnology firms.
- Published
- 2001
- Full Text
- View/download PDF
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