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Accurate and reliable assessment of clinical competencies in clinical psychology training requires the use of a range of assessment methods. In addition to traditional written assignments, exams, and clinical supervisor ratings, there is a growing recognition that objective and structured performance-based exams are also required. The objective structured clinical examination (OSCE) is a well-established assessment method that involves a series of assessment stations in which students perform structured clinical tasks, mostly with simulated patients (SPs), while being independently rated by examiners. Several clinical psychology programmes in Australia have started conducting OSCE but descriptions of clinical psychology OSCE are lacking. In this paper, we describe the OSCE in four universities. Challenges, limitations, and practical issues of this form of assessment, in addition to similarities and differences between OSCE are explored. To promote best practice in the assessment of clinical competencies, we offer seven tips to clinical psychology trainers on setting up an OSCE for their programme. The OSCE has the potential to improve the reliability, validity and authenticity of competency assessments in clinical psychology programmes. We hope these OSCE descriptions and tips will encourage programmes to introduce the OSCE and spur further research into this form of assessment. [ABSTRACT FROM AUTHOR]

Knowledge-practice competency building was developed and evaluated through the use of the Centers for Disease Control and Prevention (CDC) training of trainers (TOT) framework utilizing subject matter experts (SMEs) as master trainers to create a pool of trained trainers who then implement the needed training of industry (TOI). The efficacy of the tested framework indicated that the results of the TOT and TOI competency self-evaluations, before and immediately after the respective training, improved from deficient to basic competency ratings of participants. The walk-through audit conducted by the trained trainers attested to their capability to identify compliance indicators for Halal, HACCP, and its prerequisite programs during the audit in the provision and service of food in games and accommodation sites of the 2019 SEA Games. The learnings established in the building of knowledge-practice competency during the 2019 SEA Games were recommended to be a useful case study in the formulation of a best practice for general sports event management that requires the implementation of the Halal-Hazard Analysis Critical Control Point Food Safety System (HHACCP FSS). [ABSTRACT FROM AUTHOR]

Currently, BIM implementation in domestic FAB construction projects is in such an early stage that they are benchmarking the BIM implementation method applied in the conventional building sector. As such, in order to enhance the usability of BIM in FAB construction projects, it is necessary to have a correct understanding of FAB construction and to apply BIM in accordance with the characteristics of FAB. This requires defining critical BIM competencies needed by the participants of FAB construction projects in undertaking their tasks as well as identifying their current level of competency possessed. Accordingly, this study defined and presented BIM competencies that reflect the characteristics of FAB through the analysis of typical tasks related to FAB construction projects. For this, project participants from three FAB construction project sites in Korea (where BIM was implemented) were recruited, and a survey was conducted on their status of competency level. Moreover, a comparative analysis was conducted focusing on the correlations between their career characteristics ('Construction project experience', 'BIM-based construction project experience', 'FAB construction project experience', 'BIM-based FAB construction project experience' and 'Overall project experiences') and their current level of BIM competencies. As a result, high correlations were found between BIM competencies and BIM-based FAB construction project experience for the owner group, whereas competency items related to BIM-based construction project experience showed high correlations for the designer group. [ABSTRACT FROM AUTHOR]

Public health projects carried out by non-government organisations (NGOs) are considered a critical contributor in the provision of health services to rural population in India. But there is clear lack of documented evidence that describes the capacity and competency of the NGO project managers to successfully design and implement a new project. This article presents findings of an exploratory case study using outreach model of family planning service delivery as an example to understand the steps and actions taken by senior managers throughout the project's life cycle and competencies required by them to execute the project. Focus group discussion followed by paper-based survey using sections of Management Competency Assessment Tool was conducted with senior managers of the chosen NGO. The results indicate that the strategies developed by the NGO managers are consistent with the existing literature on project management. However, not all managers have the same level of confidence in demonstrating the competencies of (a) knowledge of healthcare environment; (b) evidence informed decision making; and (c) interpersonal, communication qualities and relationship management. The organisation needs to invest in human resource development using mixed approach of providing training, team building activities, mentoring, and support. [ABSTRACT FROM AUTHOR]

Teaching multilingual learners in content classrooms is still a challenge for most teachers due to the fact that teacher education is still lacking consistent concepts in this area. Hence, opportunities to learn in teacher education programs need to be examined with regard to content, structure and format. This study deals with the question whether the competencies needed to teach multilingual learners are actually learnable through opportunities to learn in university classes. Three different class formats were examined: 100% online via an e-learning platform, 100% face-to-face, and a blended learning version (50% online, 50% face-to-face). The learning outcome was measured in a pre-post-design on the basis of the level of competency concerning teaching multilingual learners (DaZKom). First results indicate that the competencies to teach multilingual learners increase through the opportunities to learn we offered. Furthermore, the study shows that all three class formats resulted in an increase in competency. The study reaches the conclusion that further opportunities to learn are needed for teachers to be adequately prepared to facilitate multilingual learners in content classrooms.

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. [ABSTRACT FROM AUTHOR]

Supplemental digital content is available in the text. Background: Time goals have not been tested as a component of nursing competence. Methods: Using a known-groups approach, a multisite study was performed on prelicensure nursing students (novices) and experienced nurses (experts) who participated in 2 simulations of patient deterioration with time goals. Video capture was achieved with an eye tracker. Results: While all novices did not achieve the time goals in both simulations, there was a significant improvement between the 2 simulations (P =.04). Experts were more successful in achieving the time-to-task goals in both simulations (44% and 95%, respectively). Statistical significance was found between the novice and expert groups in achieving the time goal for both simulations (P <.01). Conclusions: This study was able to differentiate the expert group as being more proficient in a timed assessment, although the novices showed improvement between 2 simulations. This illustrates an opportunity for skill development among novices in managing patient deterioration amenable to time as an objective assessment. [ABSTRACT FROM AUTHOR]

Introduction: There is a dearth of evidence evaluating postlicensure high-stakes physician competency assessment programs. Our purpose was to contribute to this evidence by evaluating a high-stakes assessment for assessor inter-rater reliability and the relationship between performance on individual assessment components and overall performance. We did so to determine if the assessment tools identify specific competency needs of the assessed physicians and contribute to our understanding of physician dyscompetence more broadly. Method: Four assessors independently reviewed 102 video-recorded assessments and scored physicians on seven assessment components and overall performance. Inter-rater reliability was measured using intraclass correlation coefficients using a multiple rater, consistency, two-way random effect model. Analysis of variance with least-significant difference post-hoc analyses examined if the mean component scores differed significantly by quartile ranges of overall performance. Linear regression analysis determined the extent to which each component score was associated with overall performance. Results: Intraclass correlation coefficients ranged between 0.756 and 0.876 for all components scored and was highest for overall performance. Regression indicated that individual component scores were positively associated with overall performance. Levels of variation in component scores were significantly different across quartile ranges with higher variability in poorer performers. Discussion: High-stake assessments can be conducted reliably and identify performance gaps of potentially dyscompetent physicians. Physicians who performed well tended to do so in all aspects evaluated, whereas those who performed poorly demonstrated areas of strength and weakness. Understanding that dyscompetence rarely means a complete or catastrophic lapse competence is vital to understanding how educational needs change through a physician's career. [ABSTRACT FROM AUTHOR]

Small and Medium-Sized Enterprises (SMEs) are of major importance to developing countries. SMEs are the main drivers to strengthen society in sustaining economic growth and development. Governments provide various support programs to improve their industrial power and to increase the number of enterprises in the market. The enterprises must be assessed and suitable funds should be provided to those in need, to achieve an effective support program in the most efficient way.This requires implementing an assessment methodology based on a predefined set of scientific criteria. The current literature is comprehensive enough to assess the healthiness of the enterprises concerning strategic, technologic, financial as well as intellectual competencies but on the other hand, it lacks of an assessment model. This study aims to introduce a general framework for sustaining an effective assessment methodology for SMEs to eliminate this gap. The proposed model measures five different types of competencies such as Technological Competency, Strategic Competency, Financial Competency, Intellectual Competency, R&D and Innovation Competency. These competencies are to put forth the conditions in which the enterprises are running accurately. A real-life case study is conducted to ensure the baseline of the model to be implemented. The governmental organizations may utilize the model for sustaining their support role effectively to SMEs. [ABSTRACT FROM AUTHOR]

Extensive research has already been done on visual inspection as well as on the effect of different factors on human inspection performance. However, a method should be developed to measure their inspection skill based on influencing factors. This study contributes to the literature by proposing a competency assessment model based on the influencing factors that can classify human labour into its respective skill levels. From the literature review, the influencing factors of visual inspection are listed and divided into five observed variables. A team of experts selected the significant factors with respect to the textile and clothing industry. The analytical hierarchy process is used to measure their respective weights so as to calculate the inspection performance in terms of a competency score. A numerical example is presented and the model proposed successfully determined the competency score, and inspectors are classified into their respective skill levels according to the well-defined cut-off values. This study enables organisations to classify available human labour into its skill levels and utilise them according to their capacity. [ABSTRACT FROM AUTHOR]

Graduating competent veterinarians with the appropriate knowledge and skills to support and strengthen their country's National Veterinary Services is a key priority for veterinary institutions globally. The World Organisation for Animal Health (WOAH) developed a set of Day 1 Competencies that should be expected of every veterinary graduate. Veterinary schools need to be able to assess the coverage of these competencies in their curriculum and determine the level of proficiency of their graduates. This article describes the iterative design and development process used to create a semi-quantitative, competency-based assessment survey. The Evaluation Tool for WOAH Day 1 Graduating Veterinarian Competencies is used as part of a stepwise process to systematically assess a veterinary curriculum regarding these competencies. This tool was developed and tested at the University of Gondar College of Veterinary Medicine and Animal Sciences in Ethiopia. The Evaluation Tool was successful in systematically collecting, measuring, and analyzing the perceptions of faculty, senior veterinary students, recent graduates, and external stakeholders about the level of proficiency of graduates in all 19 WOAH Day 1 Competencies. It was specifically designed to be used in conjunction with curriculum mapping to provide a full picture of how effectively these competencies were taught and identify gaps that needed to be addressed. This tool, the supporting resources, and the methodology are now globally accessible to all veterinary institutions, enabling them to revise and update their curricula and, ultimately, improve the training of the future veterinary workforce to support veterinary services in their respective countries.

Objective: Despite its ubiquity in the certification process among surgical specialties, there is little data regarding oral board delivery across various procedural fields. In this study we sought to determine the specifics of oral board exam administration across surgical disciplines with the goal of highlighting common practices, differences, and areas of innovation. This comparative analysis might further serve to identify unifying principles that undergird the oral board examination process across specialties., Design: A standardized questionnaire was developed that included domains of exam structure/administration, content development, exam prerequisites, information about examiners, scoring, pass/failure rates, and emerging technologies. Between December 2022 and February 2023 structured interviews were conducted to discuss specifics of various oral board exams. Interview answers were compared between various specialties to extrapolate themes and to highlight innovative or emerging techniques among individual boards., Setting: Interviews were conducted virtually., Participants: Executive members of 9 procedural medical boards including anesthesiology, neurosurgery, obstetrics, and gynecology, ophthalmology, orthopaedic surgery, otolaryngology-head and neck surgery, plastic surgery, general surgery, and urology RESULTS: Common themes include assessment of pre-, intra- and postoperative care; all testing involved candidate examination by multiple examiners and psychometricians were used by all organizations. Important differences included virtual versus in person administration (3 out of 9), inclusion and discussion of candidates' case logs as part of the exam (4 out of 9), formal assessment of professionalism (4 out of 9), and inclusion of an objective structured clinical examination (2 out of 9)., Conclusions: While there are common themes and practices in the oral board delivery process between various surgical fields, and important differences continue to exist. Ongoing efforts to standardize exam administration and determine best practices are needed to ensure oral board exams continue to effectively establish that candidates meet the qualifications required for board certification., (Copyright © 2024 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.)

The rapid development of new technologies requires a new set of skills from all users in operating, using, and maintaining digitised environments. Curriculum design in the field of Information and Communication Technologies (ICT) undergoes a rapid change as technological achievements do influence education. The aim of the article was to present research results on the mappings of learning outcomes to taxonomies to evolve from requirement-based assessment to competency-based assessment. The research was carried out on the problem-based learning (PBL) module. The article presents a novel PBL model design with activities and evaluation schema. The developed model could be used to guide the curricula design of information technologies for generic competencies, and to foster skills essential for the future ICT sector.

Background: Assessing competencies or program learning outcomes in educational programs is often a leadership challenge. This case study reports medical education program's efforts to document undergraduate competency attainment using a pre-post, third-party, objective testing service that allows for inter-university comparison, a testing service that is being adopted by some certification and accrediting bodies. Methods: Students completed a pre-test after program acceptance and a post-test at the end of the last didactic semester (1.5 years later) just prior to their required internships. Scores and subscores were evaluated using t-tests (Holm-adjusted p-values). MANOVA models of sub-competency difference scores were also evaluated. Results: Results indicate competency improvement for each of the 12 areas based on the n = 55 student sample, (p <.001 for all scores). These improvements were independent of ethnicity, age, gender, and grades. The average student improved by 12.85 points (95% CI of 10.52 to 15.18) with the largest improvements in strategic planning and leadership competency areas (21.30 and 18.33 percentage points, respectively). Conclusions: The third-party pre-post has some face validity given that student performance improved after completing a related curriculum as would be expected. Congruent with earlier studies, we find that repeated testing helps document competency attainment and that a single method for assessment is insufficient. We further document limitations of this 3d-party exam. [ABSTRACT FROM AUTHOR]

Although simulations in social work have been increasingly used for educational purposes, the use of simulations for program assessment has not been extensively explored. This pilot study explored the use of standardized simulations as an option for observing undergraduate social work student competence in a simulated setting and using the results for program assessment. The findings indicate that simulations have the potential to be a viable option for program assessment, and the results can be useful to inform and improve teaching and curriculum updates. Simulations provide programs with opportunities to assess a range of observable student behaviors in a holistic manner. However, there are areas where the simulation process can be improved to ensure it is valid and reliable for program assessment. Suggestions for social work programs considering the incorporation of simulations into their program assessment process are discussed. [ABSTRACT FROM AUTHOR]

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

Aim: To appraise and synthesize evidence of empirical studies reporting assessment of new graduate nurses' clinical competence in clinical settings. Design: Mixed methods systematic review. Data sources: The search strategy included keywords relevant to: new graduate nurse; clinical competence; and competence assessment. The searched literature databases included CINAHL, MEDLINE, Embase, PsycINFO and Web of Science. The search was limited to full‐text papers in English or French, published between 2010 –September 2019. Review Methods: Inclusion criteria were: 1) empirical studies; 2) detailed method and complete results sections; 3) competence assessment in clinical settings; and 4) new graduate nurses (≤24 months). Two independent reviewers screened eligible papers, extracted data and used the Mixed Methods Appraisal Tool framework for quality appraisal. Divergences were solved through discussion. Results: About 42 papers were included in this review: quantitative (N = 31), qualitative (N = 7) and mixed methods (N = 4). Findings suggest that new graduate nurses exhibit a good or adequate level of competence. Longitudinal studies show a significant increase in competence from 0–6 months, but findings are inconsistent from 6‐12 months. Conclusion: There are a multitude of quantitative tools available to measure clinical competence. This suggests a need for a review of their rigor. Impact: No recent reviews comprehensively synthesized the findings from new graduate nurses' clinical competence. This review has found that new graduate nurses' competence has been mostly assessed as good, despite the expectation that they should be more competent. Longitudinal studies did not always show a significant increase in competence. These findings can help nurse educators in providing more support to new graduate nurses throughout the transition period or design improved transition programme. This review also identified quantitative tools and qualitative methods that can be used for competence assessment. [ABSTRACT FROM AUTHOR]

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

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. [ABSTRACT FROM AUTHOR]

This paper looks at the results of an audit conducted by the Royal College of Pathology Australasia, Key Incident Monitoring and Management Systems (RCPAQAP KIMMS). The audit was provided in Survey Monkey to 100 RCPAQAP participants in Australia and was open for the duration of August 2018. The aim was to look at the process used to assess competency, how often it is assessed, who undergoes assessment, who conducts the assessment and how formal the assessments are. Responders were also asked to comment on any audits they had performed to check compliance with the organisations competency assessment policy. The audit looked at 6 levels of staff: executive, pathologists, laboratory staff, collection staff, couriers and administrators. While the response rate was poor (estimated to cover 22 % of routine medical laboratories), the demographics indicate that they represent a reasonable cross section of the Australian medical laboratory landscape. The results show that 71 % of respondents do an audit for compliance with their competency assessment policy, only 41 % stated that they were "somewhat" compliant and 58 % are not compliant. [ABSTRACT FROM AUTHOR]

An electronic tool, the Competency Assessment Tool (CAT), was developed in order to guide interdisciplinary teams through clinical competency assessment.Objectives: To support the implementation and perpetuation of the CAT, the objectives were: 1) document health and social service professionals' needs in order to support the use of the CAT; 2) identify the facilitating factors and those hindering the implementation of the CAT in a healthcare establishment; 3) identify strategies favoring the use of the CAT.Participants: Health and social service professionals and doctors were recruited.Methods: A qualitative study was realized by conducting focus groups with health and social service professionals and individual interviews with doctors.Results: The results allowed us to bring to light the CAT's advantages, the issues associated with its implementation (facilitators and obstacles) and the needs to support its use. A number of avenues of intervention were identified and could be put in place to encourage the use of the CAT.Conclusion: This study will support the implementation of the CAT and ultimately, this will allow for the assurance that the decisions taken on the need for protection of vulnerable individuals will be just, rigorous and the fruit of a concerted ethical reflection. [ABSTRACT FROM AUTHOR]

AIM The purpose of the study was to evaluate the validity of the Clinical Simulation Competency Assessment Tool (ClinSimCAT). BACKGROUND The 2011 Future of Nursing report encouraged nursing programs to move toward a competency-based approach to education. As no tool was found to holistically evaluate nursing student competency in clinical and simulation settings, we developed the ClinSimCAT based on the Institute of Medicine recommended competencies. METHOD A Delphi study with three rounds was conducted. A national sample of nursing education and simulation leaders was used to achieve consensus about the competencies. RESULTS The process resulted in a set of 20 competencies across eight domains (patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, informatics, professionalism, and systems-based practice). CONCLUSION The ClinSimCAT has demonstrated evidence of content validity and can be used for evaluation of clinical and simulation across a variety of undergraduate nursing courses. [ABSTRACT FROM AUTHOR]

Background: With the implementation of Competency-based medical education, many medical schools worldwide are introducing targeted tools to assess progress and mastery achievement of competencies. Objective: Describe the co-building process used to develop de Clinical Rotation Assessment Form (CRAF) in family medicine. This form contains an Entrustable Professional Activity (EPA) and the competencies required. Methods: A working group was mandated to conduct the development work and worked in partnership with 18 Local Program Directors (LPD) in the university clinics where training is carried out. A list of EPAs was initially developed and validated via survey. Subsequently, in a day-long workshop, 47 participants (educators and LPDs) described the mastery levels to observe in residents for each EPA. Results: The work led to development of the CRAF and a Marking guide that supports assessment of 11 EPAs and 7 competencies. EPA assessment is premised on entrustment conferred by educators according to resident's progress. Five levels of "entrustment to delegate responsibility" (NiCDeR) were defined for the main competencies implicated in each EPA. Conclusion: The new CRAF and the Marking guide were validated by the LPDs in each of the University Family Medicine Clinics, which facilitated their introduction and implementation in the training sites. Clear and precise expectations also helped to achieve desired results. Co-building of the CRAF allowed for enhanced validity and relevance of the tool and favored uptake by the clinical-educators. [ABSTRACT FROM AUTHOR]

Currently, BIM implementation in domestic FAB construction projects is in such an early stage that they are benchmarking the BIM implementation method applied in the conventional building sector. As such, in order to enhance the usability of BIM in FAB construction projects, it is necessary to have a correct understanding of FAB construction and to apply BIM in accordance with the characteristics of FAB. This requires defining critical BIM competencies needed by the participants of FAB construction projects in undertaking their tasks as well as identifying their current level of competency possessed. Accordingly, this study defined and presented BIM competencies that reflect the characteristics of FAB through the analysis of typical tasks related to FAB construction projects. For this, project participants from three FAB construction project sites in Korea (where BIM was implemented) were recruited, and a survey was conducted on their status of competency level. Moreover, a comparative analysis was conducted focusing on the correlations between their career characteristics (‘Construction project experience’, ‘BIM-based construction project experience’, ‘FAB construction project experience’, ‘BIM-based FAB construction project experience’ and ‘Overall project experiences’) and their current level of BIM competencies. As a result, high correlations were found between BIM competencies and BIM-based FAB construction project experience for the owner group, whereas competency items related to BIM-based construction project experience showed high correlations for the designer group.

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. 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.

Introduction. Purpose. The real-world practice of reforming the system of public administration is based on the concept of New Public Management (or Management) - NPM (New Public Management). It is based on the conditions for assuring the transparency of public services, job restructuring to improve the efficiency and reduce costs. The current situation in the field of public service management in Russia is characterized by a number of problems. The purpose of this study is to show the features of the human resources formation, knowledge and competency management in the state civil service of Russia. The objectives of the study are to analyze the current situation in the management of the development of the competence potential of civil servants based on a survey designed for the civil servants and employees of the subordinate institutions, to justify the role of the competency-based approach as an integral part of the staff management system of the organization, to present the main stages of formation of the personnel reserve, identify the requirements for choosing a candidate for public service positions, the effects that can be achieved as a result of an effectively constructed system for managing the program by the civil service personnel reserve. Methods. The article describes the model for improving the management of the civil service reserve. An algorithm for assessing the young specialist’s competency-based model compatibility with the requirements of the workplace on the basis of the Assessment method is presented. Results. The developed procedure for the analysis of competencies allows to avoid mistakes when appointing candidates for a position, and to raise the civil service management system to a completely new level. The practice of applying a competency-based approach to the formation of human resources has shown good results in the European countries, and is actively used by innovative companies in Russia. Discussion. Research is based on the scientific approach for creating a neural network model of recruitment and talent management in solving project tasks based on a specific set of characteristics and competencies.

The modern approaches to the aviation security screeners’ efficiency have been analyzedand, certain drawbacks have been considered. The main drawback is the complexity of ICAO recommendations implementation concerning taking into account of shadow x-ray image complexity factors during preparation and evaluation of prohibited items detection efficiency by aviation security screeners. Х-ray image based factors are the specific properties of the x-ray image that influence the ability to detect prohibited items by aviation security screeners. The most important complexity factors are: geometric characteristics of a prohibited item; view difficulty of prohibited items; superposition of prohibited items byother objects in the bag; bag content complexity; the color similarity of prohibited and usual items in the luggage.The one-dimensional two-parameter IRT model and the related criterion of aviation security screeners’ qualification have been suggested. Within the suggested model the probabilistic detection characteristics of aviation security screeners are considered as functions of such parameters as the difference between level of qualification and level of x-ray images complexity, and also between the aviation security screeners’ responsibility and structure of their professional knowledge. On the basis of the given model it is possible to consider two characteristic functions: first of all, characteristic function of qualification level which describes multi-complexity level of x-ray image interpretation competency of the aviation security screener; secondly, characteristic function of the x-ray image complexity which describes the range of x-ray image interpretation competency of the aviation security screeners having various training levels to interpret the x-ray image of a certain level of complexity. The suggested complex criterion to assess the level of the aviation security screener qualification allows to evaluate his or her competency taking into account not only the average level qualification, but its possible variance. The important feature of implementing IRT models logistic functions is the necessity of preliminary selection of test images. Test x-ray images have to be selected in the ascending order of their complexity taking into consideration the influence of various factors.The suggested model may be applied both in the field of improving of aviation security screeners’ training methods to provide screening procedures, and while solving problems of increasing the efficiency of the screening system functioning.

Catherine Bruen,1 Clarence Kreiter,2 Vincent Wade,3 Teresa Pawlikowska1 1Health Professions Education Centre, Faculty of Medicine and Health Sciences, Royal College of Surgeons in Ireland, Dublin, Ireland; 2Department of Family Medicine, Carver College of Medicine, University of Iowa, Iowa City, Iowa, USA; 3School of Computer Science and Statistics, Faculty of Engineering, Mathematics and Science, Trinity College Dublin, Dublin, Ireland Abstract: Experience with simulated patients supports undergraduate learning of medical consultation skills. Adaptive simulations are being introduced into this environment. The authors investigate whether it can underpin valid and reliable assessment by conducting a generalizability analysis using IT data analytics from the interaction of medical students (in psychiatry) with adaptive simulations to explore the feasibility of adaptive simulations for supporting automated learning and assessment. The generalizability (G) study was focused on two clinically relevant variables: clinical decision points and communication skills. While the G study on the communication skills score yielded low levels of true score variance, the results produced by the decision points, indicating clinical decision-making and confirming user knowledge of the process of the Calgary–Cambridge model of consultation, produced reliability levels similar to what might be expected with rater-based scoring. The findings indicate that adaptive simulations have potential as a teaching and assessment tool for medical consultations. Keywords: medical education, simulation technology, competency assessment, generalizability theory

During last years, several competency management systems (CMSs) have been proposed to support the acquisition, allocation, and improvement of competencies. However, competency information and associated proofs are still not tracked and shared in a trustworthy and immutable way. In this context, blockchain technology provides a prominent manner to keep track of competencies and achievements and to ensure their sharing in a secure and transparent manner. Particularly, given the decentralized nature of immutable and distributed ledgers enabled by blockchain, the potential for using this revolutionary new technology for lifelong competency tracking and assessment is tremendous. In this paper, a functional architecture using smart contracts and blockchain is proposed to support competency tracking and assessment in learning networks. Thus, by implementing the proposed architecture, all the different stakeholders involved can be connected, namely, learners, authors, and assessors. Besides, a full traceability of acquired proofs of competencies and competency profiles is warranted, while ensuring their authenticity and integrity. [ABSTRACT FROM AUTHOR]

The decision on patients' competency to manage their affairs and take care of themselves requires a rigorous evaluation process and consistency among practice settings. Research indicates there is a lack of resources to guide healthcare and social service professionals in the interprofessional decision-making process that such an evaluation requires. A web-based tool, the Competency Assessment Tool (CAT), was designed to assist professionals in that process. The authors conducted a usability study with a beta version of the CAT. The objectives of this study were to: (1) explore what is needed to support its use in community-based and specialized settings; and (2) identify barriers to and facilitators of implementation. A major concern was the perceived onerous nature of the tool. Participants indicated a need for different versions of the tool, depending on the complexity of the evaluation. They want to be directed to areas in the tool based on their field of expertise and want adjustments to functionalities related to collaborative work. This study highlights the importance of the awareness of User Experience (UX) considerations at the outset of the design process, to limit the impact of required modifications and facilitate implementation in the workplace. [ABSTRACT FROM AUTHOR]

Background: The Logan Hospital Pharmacy Department implemented a training framework (TF) for pharmacy technicians. Aim: This study determined whether implementation of a TF for pharmacy technicians improved knowledge and consistency in pharmacy technician ward‐based services in a large secondary teaching hospital. Methods: The study was conducted in two phases. The first phase involved defining competencies and developing a supporting TF. The Competency Handbook for Assistants and Technicians (CHAT) TF consists of observations, case discussions, feedback sessions and education modules. Questionnaires were developed based on the defined competencies to assess the knowledge component of the TF. The second phase of the study saw the implementation of the TF within the department. Practice was observed for each pharmacy technician prior to and following 6–12 months of training against the framework. Results: Implementation of the TF demonstrated an improvement in both knowledge and consistency of practice. Of the 109 competencies developed, 90 were included for statistical analysis. All participants demonstrated a significant (p < 0.05) improvement in the ward‐based clinical support domain, the core component of advanced‐scope practice. Participants also demonstrated improved performance in their everyday duties. Although all participants trended towards overall improvement in the knowledge domain, this did not reach statistical significance. Conclusion: Implementation of the CHAT TF delivered improved pharmacy technician knowledge and fostered greater consistency of practice. The results of this pilot study have created a platform for further research into structured development programs and career advancement pathways for pharmacy technicians within Australia. [ABSTRACT FROM AUTHOR]