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The Australian Credentialled Diabetes Educator (CDE) registered trademark signifies quality care and education to those with diabetes. A review of the Australian Diabetes Educators Association (ADEA) CDE pathway was undertaken to ensure the quality of the CDE credential. The purpose of this study was to examine perceptions of the diabetes education workforce on the current pathway for educating and qualifying CDEs for practice. Stakeholders (e.g. CDEs, students, supervisors, course coordinators) were invited via the ADEA email, e-newsletter and Facebook to complete a 34-item online survey exploring their perceptions of the pathway, focusing on the requisite graduate certificate and subsequent credentialling requirements. Most (80%) of the 319 respondents were CDEs, 15% were CDEs in training and 12% were supervisors or employers. Half of participants (46%) indicated that graduate certificate course alumni were somewhat or very unprepared to take on the role of a diabetes educator (DE) prior to undertaking credentialling to become a CDE. Seventy-one percent of participants indicated more, and a greater variety, of clinical experiences are necessary within the course. Participants recommended formal assessment of competence within the clinical setting. Fifty-four percent of participants disagreed or were unsure that the subsequent credentialling pathway equips CDEs well for practice, indicating it is too onerous, and supported a more streamlined pathway. Findings highlight the need for education and skills-based training beyond the graduate certificate, and assessment of competence in conducting core diabetes skills to better equip CDEs for their role. [ABSTRACT FROM AUTHOR]

In the context of the international climate emergency, it is essential to develop and research active and participatory learning initiatives in the university context that provide solutions based on environmental education for sustainability. This can be done through pedagogical approaches that integrate sustainability into the educational curriculum, with the aim of promoting the formation of an active and committed citizenship. The main objective of this research is to promote the design of socio-educational itineraries by groups of university students to evaluate sustainability and climate emergency. The design of these itineraries should lead to participatory learning and the acquisition of competences by the students. A mixed QUAL(quan) design was applied through a qualitative research workshop and a content analysis of the student-designed itineraries. The descriptive results show the profile and main characteristics of the designed pathways. The qualitative analyses have allowed the construction of comprehensive category systems and diagrams capable of explaining the relationships between the competences developed and the proposals for improving sustainability on the university campus. The main conclusion is that the design of environmental education itineraries plays a key role in helping groups of university students to learn about sustainability, to evaluate it and to make proposals for tackling the climate emergency on the university campus. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

Computer-based simulation is utilised across various educational fields, employing diverse technologies to facilitate practical understanding of content and the acquisition of skills that can help close the gap between theory and practice. The possibility of providing scenarios that resemble on-the-job tasks, enables instructors to both train and assess the trainee's comprehension of the tasks at hand. The practices as well as the technologies for the assessment of simulation-based training vary across disciplines. Our motivation is to address quality procedures from a cross-discipline perspective. There seems to be a lack of scientific investigation that takes one step back from the specific application and investigates how assessment instruments can be developed to fit training outcomes regardless of the professional discipline. This scoping literature review on empirical studies aims to do so by exploring how competency is assessed with computer-based simulation. Objectives to achieve this are: (1) apply established training research theory to structure a decomposition of assessment instruments; to (2) review approaches to assessments factored over this structure; and (3) discuss quality procedures taken in the creation of the reported instruments and then propose an approach to assessment instrumentation that can be applied independent of discipline, with the range of current technology, and for any focal outcome competency. By reviewing a spectrum of fields, we capture reported assessment practices across a range of currently employed technologies. This literature review combines the methods of a scoping review with the qualities of a systematic literature review while keeping to conventional reporting guidelines. This allowed us to provide insight into current approaches and research designs that applied measurements in the range from automated assessment to observer rating of simulation-based training in professional work settings. This study found that all reviewed studies measured skill-based outcomes with some variation and that there is more theoretical and empirical work to be done to close the gap on quality instrumentation and its validity evidence. Our contribution to the field of training research is the operationalized component structure and the synthesised approach to instrumentation that could offer researchers and practitioners guidance and inspiration to develop and conduct quality assessments in competency development. [ABSTRACT FROM AUTHOR]

Abstract The Australian Credentialled Diabetes Educator (CDE) registered trademark signifies quality care and education to those with diabetes. A review of the Australian Diabetes Educators Association (ADEA) CDE pathway was undertaken to ensure the quality of the CDE credential. The purpose of this study was to examine perceptions of the diabetes education workforce on the current pathway for educating and qualifying CDEs for practice. Stakeholders (e.g. CDEs, students, supervisors, course coordinators) were invited via the ADEA email, e-newsletter and Facebook to complete a 34-item online survey exploring their perceptions of the pathway, focusing on the requisite graduate certificate and subsequent credentialling requirements. Most (80%) of the 319 respondents were CDEs, 15% were CDEs in training and 12% were supervisors or employers. Half of participants (46%) indicated that graduate certificate course alumni were somewhat or very unprepared to take on the role of a diabetes educator (DE) prior to undertaking credentialling to become a CDE. Seventy-one percent of participants indicated more, and a greater variety, of clinical experiences are necessary within the course. Participants recommended formal assessment of competence within the clinical setting. Fifty-four percent of participants disagreed or were unsure that the subsequent credentialling pathway equips CDEs well for practice, indicating it is too onerous, and supported a more streamlined pathway. Findings highlight the need for education and skills-based training beyond the graduate certificate, and assessment of competence in conducting core diabetes skills to better equip CDEs for their role.

This study examines the impact of project-based learning (pbl) models on assessing and enhancing the creative thinking competencies of pre-service teachers. recognizing creativity as a crucial skill for educators in the 21st century, the research addresses the gap in teacher education programs regarding effective methods for fostering and evaluating creative abilities. a mixed-methods research design was implemented, involving 150 pre-service teachers from various universities who participated in a pbl intervention over one academic semester. data were collected using standardized creative thinking assessments, observational checklists, and reflective journals. quantitative results indicated a significant improvement in creative thinking scores postintervention, while qualitative findings revealed increased engagement and innovative problemsolving skills among participants. the study concludes that integrating pbl models into teacher education curricula can effectively enhance creative competencies, preparing future educators to foster creativity in their own classrooms. these findings have important implications for curriculum developers and policymakers aiming to modernize teacher training programs. [ABSTRACT FROM AUTHOR]

Background: As healthcare increasingly integrates digital technologies, it is crucial to ensure that medical professionals possess robust digital competencies to maximize the benefits of these technologies. Mastering fundamental digital skills is essential before engaging with more complex digital health technologies. This study aimed to assess the general digital competencies of doctors in Chișinău, Moldova, and to identify specific areas needing improvement, thereby providing a foundation for tailored educational programs. Materials and Methods: In April 2024, data were collected using the My DigiSkills tool, a self-assessment online questionnaire developed under the European Commission's DigCompSAT project by ALL DIGITAL. This cross-sectional study involved resident doctors and specialists and from various medical institutions in Chișinău, who self-assessed their digital competence levels across five areas: Information and Data Literacy, Communication and Collaboration, Digital Content Creation, Safety, and Problem Solving. Upon completing the questionnaire, participants received their results via email and subsequently forwarded the results to the researchers. Results: The study revealed that over 50% of doctors in Chișinău demonstrated advanced skills in information and data literacy and communication. However, significant deficiencies were found in digital safety, with only 19% showing advanced skills in this area. Younger doctors generally exhibited higher digital competence levels. The results highlight the urgent need for customized training initiatives to address these gaps and enhance digital competencies among medical professionals. Conclusions: The study underscores the necessity for tailored educational programs to improve digital competencies, particularly in digital safety, because data privacy and security are paramount in the medical context.

The assessment of gas exchange under varying ambient and metabolic conditions is an important and fundamental investigation of respiratory function. The gold standard is an arterial blood gas (ABG) sample; however, the procedure is not universally performed by medical scientists, is not standardised, and is typically taught by a subjective Halsted 'see one, do one' approach. The Australian and New Zealand Society of Respiratory Science recognised the need to create an ABG position statement that includes the required pre‐requisite education, an evidence‐based procedure and the minimum reporting and competency assessment requirements. This position statement aims to minimise patient discomfort, to improve puncture success rate and reduce the potential for sample handling and analysis error. Importantly, this position statement translates to all relevant health professionals, including medical officers, scientists, nursing staff and allied health. [ABSTRACT FROM AUTHOR]

Background: Nursing education is moving toward competency-based education and assessment. Nurse educators will need to adopt strategies to develop and measure competence. Purpose: The purpose of this study was to determine if screen-based virtual patient simulation is an effective strategy to assist learners in developing competencies and subcompetencies required in nursing practice. Methods: Thirteen questions (6 assessment and clinical reasoning focused, 4 clinical judgment focused, 3 attitude and socialization to nursing focused), aligned with the competencies of the American Association of Colleges of Nursing Essentials, were developed for a pre-/posttest design to evaluate student competency development. Results: Senior nursing students (n = 52) participated; 1-tailed paired t test identified 12 of 13 items as statistically significant. Posttest scores were greater than pretest scores. Conclusions: The change in mean scores from pre- to posttest suggests screen-based virtual patient simulation scenarios improve learners' competence in addressing the patient's physical and psychological comfort and decreased caregiver biases. [ABSTRACT FROM AUTHOR]

Introduction: The World Organisation for Animal Health (WOAH) Day 1 Competencies for Graduating Veterinarians provide a standard framework to guide Veterinary Educational Establishments (VEEs) in improving their veterinary public health and population medicine curricula. However, pursuing a curriculum revision to incorporate these standards may be daunting, especially for institutions with limited resources or experience. This manuscript describes a methodology for targeted curriculum revision specifically focused on the WOAH Day 1 Competencies. Phases of the AID-1 process: The Assessment and Implementation of WOAH Day 1 Competencies (AID-1C) is a six-step, cyclical, collaborative methodology that encompasses a series of tools and processes that help a VEE to evaluate their curriculum, identify and prioritize gaps, and develop and implement an action plan based on the results. The six phases of the AID-1C process include: (1) Assessment of the proficiency of the VEE's graduates in Day 1 Competencies using a structured Evaluation Tool; (2) A systematic curricular review and evaluation; (3) Identification and prioritization of interventions through a group problem-solving and prioritization exercise called Focus Forward; (4) Design and development of interventions to address identified gaps; (5) Curricular implementation; and (6) Monitoring and evaluation. The AID-1C methodology relies upon active involvement of senior students, recent graduates, faculty, instructional staff, and employers throughout the process. Conclusion: The AID-1C methodology provides a systematic, participatory, collaborative approach that simplifies the planning and execution of the curricular revision, making a complex process more manageable. This enables VEEs to improve their curricula, while moving toward harmonization with WOAH standards. The result is a curriculum that allows a VEE to train well-rounded and competent veterinarians, with the requisite skills to support the veterinary services in their country. [ABSTRACT FROM AUTHOR]

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 level of competency or improvement in performance after training surgical skills. More research is needed to establish its validity and usefulness as an assessment tool. [ABSTRACT FROM AUTHOR]

The object of the study is the method for assessing the level of digital competencies of higher education teachers. Teachers with a high level of digital competencies can create more interactive, interesting and more effective learning materials, which has a positive impact on education quality. The ability to ensure the continuity and quality of the educational process in remote conditions is relevant. To improve the qualification level of teachers, it is necessary to form a measuring system of indicators. A method for calculating the potential for changing the digital competency level was developed and trajectories of forming digital competencies of higher education teachers based on the project-vector methodology were formed. The method was implemented and verified as part of the state project in the Republic of Kazakhstan with the participation of the Higher Education Development National Center and Astana IT University. Testing of 62 teachers of Astana IT University, Karaganda Buketov University and Toraighyrov University was taken as a basis. The analysis involved measuring the achievement of their competency level in four categories: didactic, design, monitoring, and personal. The results obtained allow a systematic approach to the process of assessing and forming the competencies of higher education teachers. The result obtained is due to integrating the project-vector management methodology into the process of digital competency assessment. The value of the method is the possibility of using it both personally by teachers to track the level of competency achievement, and by the management of higher educational institutions for motivation and when signing contracts. In the future, the results of the pilot project are planned to be distributed to other higher education institutions in the Republic of Kazakhstan. And then extend its results to higher education institutions in Central Asia and Eastern Europe. [ABSTRACT FROM AUTHOR]

Abstract Background The integration of Objective Structured Clinical Examinations (OSCEs) within the professional pharmacy program, contributes to assessing the readiness of pharmacy students for Advanced Pharmacy Practice Experiences (APPEs) and real-world practice. Methods In a study conducted at an Accreditation Council for Pharmacy Education (ACPE)-accredited Doctor of Pharmacy professional degree program, 69 students in their second professional year (P2) were engaged in OSCEs. These comprised 3 stations: best possible medication history, patient education, and healthcare provider communication. These stations were aligned with Entrustable Professional Activities (EPAs) and Ability Statements (AS). The assessment aimed to evaluate pharmacy students’ competencies in key areas such as ethical and legal behaviors, general communication skills, and interprofessional collaboration. Results The formulation of the OSCE stations highlighted the importance of aligning the learning objectives of the different stations with EPAs and AS. The evaluation of students’ ethical and legal behaviors, the interprofessional general communication, and collaboration showed average scores of 82.6%, 88.3%, 89.3%, respectively. Student performance on communication-related statements exceeded 80% in all 3 stations. A significant difference (p

Nursing students' integration of theoretical knowledge and practical abilities is facilitated by their practice of nursing skills in a clinical environment. A key role of preceptors is to assess the learning goals that nursing students must meet while participating in clinical practice. Consequently, the purpose of this study was to explore the current evidence in relation to competency assessment and assessment approaches, and the willingness of preceptors for assessing nursing students' competency in a clinical setting. The scoping review used the five-stage methodological framework that was developed by Arksey and O'Malley, as well as the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews. Relevant studies were searched by applying a comprehensive literature search strategy up to April 2024 across the following databases: CINAHL, OVID MEDLINE, EMBASE, and PUBMED. A total of 11,297 studies published between 2000 and April 2024 were revealed, and 38 were eligible for inclusion, which the research team categorised into three main themes: definitions of competence, tools for assessing competence and preceptors' and mentors' viewpoints in relation to the assessment of nursing students' competence. This review established that there are a multitude of quantitative instruments available to assess clinical competence; however, a lack of consistency among assessment instruments and approaches between countries and higher education institutions is prevalent. Existing research evidence suggests that the preceptors carried out the assessment process clinically and they found difficulties in documenting assessment. The assessing of nursing students' competency and the complexity of assessment is a concern for educators and mentors worldwide. The main concern centers around issues such as the interpretation of competence and complex measurement tools. [ABSTRACT FROM AUTHOR]

Traditional assessment methods often fail to provide a robust evaluation of the multifaceted knowledge and skills involved in modern computing competencies. This paper proposes a learning analytics model that utilizes data on students' interactions within digital programming environments to map competency development. Machine learning classifiers identify patterns in student process data that serve as evidence of skill proficiency. The model aims to generate fine-grained and multidimensional insights into competency attainment grounded in authentic student work. A pilot implementation of the model in an introductory programming course provides preliminary support for the validity and utility of the approach. With further research, data-driven learning analytics models show strong potential to transform computing assessment toward more meaningful representations of complex skills. [ABSTRACT FROM AUTHOR]

Background: The integration of Objective Structured Clinical Examinations (OSCEs) within the professional pharmacy program, contributes to assessing the readiness of pharmacy students for Advanced Pharmacy Practice Experiences (APPEs) and real-world practice. Methods: In a study conducted at an Accreditation Council for Pharmacy Education (ACPE)-accredited Doctor of Pharmacy professional degree program, 69 students in their second professional year (P2) were engaged in OSCEs. These comprised 3 stations: best possible medication history, patient education, and healthcare provider communication. These stations were aligned with Entrustable Professional Activities (EPAs) and Ability Statements (AS). The assessment aimed to evaluate pharmacy students' competencies in key areas such as ethical and legal behaviors, general communication skills, and interprofessional collaboration. Results: The formulation of the OSCE stations highlighted the importance of aligning the learning objectives of the different stations with EPAs and AS. The evaluation of students' ethical and legal behaviors, the interprofessional general communication, and collaboration showed average scores of 82.6%, 88.3%, 89.3%, respectively. Student performance on communication-related statements exceeded 80% in all 3 stations. A significant difference (p < 0.0001) was found between the scores of the observer and the SP evaluator in stations 1 and 2 while comparable results (p = 0.426) were shown between the observer and the HCP evaluator in station 3. Additionally, a discrepancy among the observers' assessments was detected across the 3 stations. The study shed light on challenges encountered during OSCEs implementation, including faculty involvement, resource constraints, and the necessity for consistent evaluation criteria. Conclusions: This study highlights the importance of refining OSCEs to align with EPAs and AS, ensuring a reliable assessment of pharmacy students' clinical competencies and their preparedness for professional practice. It emphasizes the ongoing efforts needed to enhance the structure, content, and delivery of OSCEs in pharmacy education. The findings serve as a catalyst for addressing identified challenges and advancing the effectiveness of OSCEs in accurately evaluating students' clinical readiness. [ABSTRACT FROM AUTHOR]

Background: As healthcare increasingly integrates digital technologies, it is crucial to ensure that medical professionals possess robust digital competencies to maximize the benefits of these technologies. Mastering fundamental digital skills is essential before engaging with more complex digital health technologies. This study aimed to assess the general digital competencies of doctors in Chișinău, Moldova, and to identify specific areas needing improvement, thereby providing a foundation for tailored educational programs. Materials and Methods: In April 2024, data were collected using the My DigiSkills tool, a self-assessment online questionnaire developed under the European Commission's DigCompSAT project by ALL DIGITAL. This cross-sectional study involved resident doctors and specialists and from various medical institutions in Chișinău, who self-assessed their digital competence levels across five areas: Information and Data Literacy, Communication and Collaboration, Digital Content Creation, Safety, and Problem Solving. Upon completing the questionnaire, participants received their results via email and subsequently forwarded the results to the researchers. Results: The study revealed that over 50% of doctors in Chișinău demonstrated advanced skills in information and data literacy and communication. However, significant deficiencies were found in digital safety, with only 19% showing advanced skills in this area. Younger doctors generally exhibited higher digital competence levels. The results highlight the urgent need for customized training initiatives to address these gaps and enhance digital competencies among medical professionals. Conclusions: The study underscores the necessity for tailored educational programs to improve digital competencies, particularly in digital safety, because data privacy and security are paramount in the medical context. [ABSTRACT FROM AUTHOR]

Introduction: Endoscopy is a major part of surgical training. Accreditation Council for Graduate Medical Education (ACGME) has set standards regarding the minimum volume of endoscopy cases required for graduation. However, there is paucity of high-quality data on the number of cases that most surgical graduates perform. Methods: We conducted a retrospective analysis of operative case logs of all general surgery residents graduating from ACGME-accredited programs from 2010 to 2023. Data on mean number of endoscopy cases, including mean in each subcategory, were retrieved. Mann–Kendall trend test was used to investigate trends in endoscopy experience. Results: Between 2010 and 2023, the mean overall endoscopy procedures per resident remained stable, with 129.5 in 2010 and 132.1 in 2023 (t = 0.429; p-value = 0.037). The majority of these cases were performed as surgeon junior (76.6% in 2010; 80.9% in 2023), while the remaining cases were logged as surgeon chief. The most substantial contribution to the overall volume was from flexible colonoscopy (mean: 64.1 in 2010 and 67.2 in 2023). The volume for colonoscopy remained fairly stable (t = 0.429; p-value = 0.036). This was followed by esophagogastroduodenoscopy (mean: 35.3 in 2010 and 35.5 in 2023), which saw a significant increase in volume (t = 0.890; p-value ≤ 0.001). There was a significant increase in the number of overall upper endoscopic procedures (t = 0.791; p-value ≤ 0.001), while lower endoscopic procedures did not change significantly (t = 0.319; p-value = 0.125). The procedural volume for endoscopic retrograde cholangiography, sigmoidoscopy, cystoscopy/ureteroscopy, laryngoscopy, and bronchoscopy decreased significantly (p-value < 0.05 for all). Conclusion: The overall endoscopy volume for general surgery residents has largely remained stable, with a minor increase in esophagogastroduodenoscopy and no change in colonoscopy. Future research should investigate whether simulation-based exercises can bridge the gap between procedural volume and learning curve requirements for endoscopy. [ABSTRACT FROM AUTHOR]

According to the European classification of skills, competencies, qualifications, and occupations (ESCO), transversal knowledge, skills, and competencies are pertinent to a wide array of occupations and sectors. Transversal knowledge, skills, and competencies are the foundational elements for developing the "hard" skills and competencies necessary for success in the labor market. In this paper, we introduce an online platform for assessing the attainment of transversal and soft skills. This tool allows us to define levels of competency acquisition and measure students' development. The use of these competency levels helps improve the understanding of these skills and the evaluation process. The tool also enhances coordination among courses and teachers. The evaluation process can be established on three different levels: self-evaluation, peer evaluation, and teacher assessment. Developers, students, and teachers have assessed the tool has been developed following a lifecycle of evolutionary prototypes with successive refinements. [ABSTRACT FROM AUTHOR]

Addressing the issue of how automating the quantitative assessment of competencies through a competency assessment document came to remove the assessment process from the descriptive side and an attempt to propose a new model aligned with modern management requirements. Competency assessment is considered one of the most important indicators for managing competencies in organizations, as it offers valuable insights into the strengths and weaknesses of human resources, which is essential for strategic planning. Organizations are actively seeking a cost-effective and accurate system, aiming to minimize the impact of subjective biases in the evaluation process. Additionally, there is a need for a solution that facilitates swift assessment of a large workforce, ultimately reducing overall costs. To meet these requirements, the current study employs Fuzzy Logic and Artificial Intelligence mechanism to develop a contemporary and precise evaluation model. The study, which analyzed competency assessment data from the Algerian SEROR Company, showcased the possibility of creating a sophisticated quantitative model for competency evaluation using Fuzzy Logic and Artificial Intelligence Mechanism. The results imply that the institution has the potential to embrace a cutting-edge and forward-thinking approach, enhancing objectivity, particularly in dealing with complex systems. Developing a quantitative competency evaluation model requires a comprehensive database that includes relevant factors in the evaluation process, encompassing details about each employee's position, skills, knowledge and experience. The research emphasizes that creating a quantitative model through Fuzzy Logic and Artificial Intelligence Mechanism is highly achievable, with the applied study indicating an 85% success rate for the model.

Abstract Background Peritoneal dialysis (PD)-related infections, such as peritonitis, exit site, and tunnel infections, substantially impair the sustainability of PD. Accordingly, PD-related infection is the top-priority research outcome for patients and caregivers. While PD nurse trainers teach patients to perform their own PD, PD training curricula are not standardized or informed by an evidentiary base and may offer a potential approach to prevent PD infections. The Targeted Education ApproaCH to improve Peritoneal Dialysis outcomes (TEACH-PD) trial evaluates whether a standardized training curriculum for PD nurse trainers and incident PD patients based on the International Society for Peritoneal Dialysis (ISPD) guidelines reduces PD-related infections compared to usual training practices. Methods The TEACH-PD trial is a registry-based, pragmatic, open-label, multi-center, binational, cluster-randomized controlled trial. TEACH-PD will recruit adults aged 18 years or older who have not previously undergone PD training at 42 PD treatment units (clusters) in Australia and New Zealand (ANZ) between July 2019 and June 2023. Clusters will be randomized 1:1 to standardized TEACH-PD training curriculum or usual training practice. The primary trial outcome is the time to the first occurrence of any PD-related infection (exit site infection, tunnel infection, or peritonitis). The secondary trial outcomes are the individual components of the primary outcome, infection-associated catheter removal, transfer to hemodialysis (greater than 30 days and 180 days), quality of life, hospitalization, all-cause death, a composite of transfer to hemodialysis or all-cause death, and cost-effectiveness. Participants are followed for a minimum of 12 months with a targeted average follow-up period of 2 years. Participant and outcome data are collected from the ANZ Dialysis and Transplant Registry (ANZDATA) and the New Zealand Peritoneal Dialysis (NZPD) Registry. This protocol follows the Standard Protocol Items: Recommendations for Interventional Trials (SPIRIT) guidelines. Discussion TEACH-PD is a registry-based, cluster-randomized pragmatic trial that aims to provide high-certainty evidence about whether an ISPD guideline-informed standardized PD training curriculum for PD nurse trainers and adult patients prevents PD-related infections. Trial registration ClinicalTrials.gov NCT03816111. Registered on 24 January 2019.

Abstract Background This is a cohort pilot study of senior emergency medicine residents and residency-trained emergency medicine registrars practicing in an urban tertiary academic hospital in Guyana in South America. The primary aim was to assess the effectiveness of the current adapted residency ultrasound training curriculum and guide future ultrasound-specific continuing medical education. Ultrasound image acquisition, interpretation, and integration of ultrasound findings into clinical medical decision-making competency were assessed in a multimodal fashion: a written assessment and a practical assessment. Methods This was a cross-sectional cohort pilot study of senior emergency medicine residents and registrars (residency graduates) practicing in Guyana, a low-middle-income country. Ultrasound image acquisition and interpretation competency were assessed in a multimodal fashion: a written assessment and a practical assessment. The results will be reported as simple percentages. Participants will be deemed competent if the combined score is greater than 80% on the assessment. Results All senior residents and graduates of the residency program were competent in the core point-of-care ultrasound applications. The senior residents averaged 89% proficiency, and the residency graduates subdivided based on years since graduation averaged 87–100% proficiency. The more experienced providers performed better on the practical portion of the evaluation. Evaluating the composite analysis of all the participants revealed the Extended Focused Assessment with Sonography in Trauma (EFAST) exam (96%) and cardiac exam (93%) were done with the most proficiency. Conclusion The assessment results of this pilot study suggest that the current residency ultrasound training curriculum adapted to the resources available is associated with sustained competency after graduation. There was minor attrition of knowledge amongst the senior physicians, but all senior residents and all participating residency graduates were competent in the core ultrasound applications.

IntroductionThe World Organisation for Animal Health (WOAH) Day 1 Competencies for Graduating Veterinarians provide a standard framework to guide Veterinary Educational Establishments (VEEs) in improving their veterinary public health and population medicine curricula. However, pursuing a curriculum revision to incorporate these standards may be daunting, especially for institutions with limited resources or experience. This manuscript describes a methodology for targeted curriculum revision specifically focused on the WOAH Day 1 Competencies.Phases of the AID-1 processThe Assessment and Implementation of WOAH Day 1 Competencies (AID-1C) is a six-step, cyclical, collaborative methodology that encompasses a series of tools and processes that help a VEE to evaluate their curriculum, identify and prioritize gaps, and develop and implement an action plan based on the results. The six phases of the AID-1C process include: (1) Assessment of the proficiency of the VEE’s graduates in Day 1 Competencies using a structured Evaluation Tool; (2) A systematic curricular review and evaluation; (3) Identification and prioritization of interventions through a group problem-solving and prioritization exercise called Focus Forward; (4) Design and development of interventions to address identified gaps; (5) Curricular implementation; and (6) Monitoring and evaluation. The AID-1C methodology relies upon active involvement of senior students, recent graduates, faculty, instructional staff, and employers throughout the process.ConclusionThe AID-1C methodology provides a systematic, participatory, collaborative approach that simplifies the planning and execution of the curricular revision, making a complex process more manageable. This enables VEEs to improve their curricula, while moving toward harmonization with WOAH standards. The result is a curriculum that allows a VEE to train well-rounded and competent veterinarians, with the requisite skills to support the veterinary services in their country.

Comparison is an important geographic method and a common task in geography education. Mastering comparison is a complex competency and written comparisons are challenging tasks both for students and assessors. As yet, however, there is no set test for evaluating comparison competency nor tool for enhancing it. Moreover, little is known about university students' and prospective teachers' comparison performances and writing strategies for comparison texts. Therefore, in this study, we present an assessment tool aiming to evaluate comparison competency and assess comparison text structures. This tool can also be used as a possible scaffold to teach comparison competency. In order to evaluate the reliability and validity of the assessment tool, we tested it on a sample of 17 future geography teachers from a German university. Results showed that students possessed low levels of comparison competency, although they performed better in content-related aspects. Students utilized only a few of the available comparative text structures. Finally, results from the two parts of the assessment were positively correlated, linking comparison competency to the quality of the text structure. This shows that higher education geography programs should include content on comparison text structures when teaching comparison competency to help future teachers develop this skill. [ABSTRACT FROM AUTHOR]

Introduction: Human-robot teams are being called upon to accomplish increasingly complex tasks. During execution, the robot may operate at different levels of autonomy (LOAs), ranging from full robotic autonomy to full human control. For any number of reasons, such as changes in the robot's surroundings due to the complexities of operating in dynamic and uncertain environments, degradation and damage to the robot platform, or changes in tasking, adjusting the LOA during operations may be necessary to achieve desired mission outcomes. Thus, a critical challenge is understanding when and how the autonomy should be adjusted. Methods: We frame this problem with respect to the robot's capabilities and limitations, known as robot competency. With this framing, a robot could be granted a level of autonomy in line with its ability to operate with a high degree of competence. First, we propose a Model Quality Assessment metric, which indicates how (un)expected an autonomous robot's observations are compared to its model predictions. Next, we present an Event-Triggered Generalized Outcome Assessment (ET-GOA) algorithm that uses changes in the Model Quality Assessment above a threshold to selectively execute and report a high-level assessment of the robot's competency. We validated the Model Quality Assessment metric and the ET-GOA algorithm in both simulated and live robot navigation scenarios. Results: Our experiments found that the Model Quality Assessment was able to respond to unexpected observations. Additionally, our validation of the full ET-GOA algorithm explored how the computational cost and accuracy of the algorithm was impacted across several Model Quality triggering thresholds and with differing amounts of state perturbations. Discussion: Our experimental results combined with a human-in-the-loop demonstration show that Event-Triggered Generalized Outcome Assessment algorithm can facilitate informed autonomy-adjustment decisions based on a robot's task competency. [ABSTRACT FROM AUTHOR]

In the post-pandemic scenario, a study was conducted at I.E. 50499 Justo Barrionuevo Álvarez in Cusco, Peru, to investigate the relationship between the use of information technologies and digital competencies among teachers. With a sample of 54 teachers, a structured questionnaire was administered to assess their competencies. The results revealed a direct positive correlation between the use of technologies and digital competencies, with a Spearman’s Rho coefficient of 0,877, indicating a significant relationship. Correlations between the use of information technologies and the dimensions of digital competencies ranged from moderate to high. Significant correlations were observed in areas such as problem-solving (Rho=0,457), information and digital literacy (Rho=0,633), and security (Rho=0,743), among others. These findings suggest that, despite limited experience and limited knowledge of digital technologies among teachers in the institution, there is a notable relationship between the use of these technologies and their digital competencies. This study underscores the need for further training in information technologies for teachers in non-modernized urban contexts and for those who are older adults with limited prior experience in the digital domain. Enhancing digital competencies is crucial for adapting to the educational challenges in this new era of education. [ABSTRACT FROM AUTHOR]

Seven knowledge domains were originally defined for the learning health system (LHS) scientist. To assess proficiency in each of these domains, we developed and published an assessment tool for use by emerging LHS scientists and training programs. (LHS, October 2022). In mid‐2022, the AHRQ adopted an eighth LHS knowledge domain, Equity and Justice. The addition of this eighth domain emphasizes the importance and centrality of equity in the LHS and improvement science. To extend our prior LHS competency assessment, we developed a proficiency assessment for the new equity and justice domain. Content experts and trainees iteratively defined, reviewed, and edited the assessment criteria. The items were developed by trainees and experts at one LHS training center with experience conducting research focused on healthcare inequities among marginalized populations. The proficiency assessment criteria for the Equity domain apply the same four levels of mastery: "no exposure," "foundational awareness," "emerging," and "proficient" as were used for original competencies. LHS training programs can use these proficiency criteria to monitor skills among emerging scientists across the eight domains, with particular attention to equity and justice. [ABSTRACT FROM AUTHOR]

Purpose: The expansion of the Hospital Corneal Retrieval Programme (HCRP) and the role of Eye Donation Counsellors (EDCs) have shown promising results in increasing donor cornea availability. To further enhance EDC competency and improve cornea availability for transplantation, the study proposes the Eye Donation Counsellor Skill Evaluation Tool (EDC-�SET). Methods: A competency framework for EDCs and a tool for evaluation of the competency level (EDC-SET) was designed, along with scripts for emulating realistic counselling scenarios. Independent assessors were trained on using EDC-SET and evaluated EDCs participating in role-plays based on the pre-designed scripts. EDCs were briefed a priori on the EDC-SET but not on the role play scripts which were used during evaluation. Results: We piloted the tool at a tertiary eye hospital, and it was found to capture EDC competency reliably. The study evaluated seven EDCs each assessed by two independent assessors. Conformity, kappa, and intraclass correlation coefficient (ICC) values were calculated to estimate the parameter-�wise reliability of the EDC-�SET. The results suggest that the scores from both assessors closely matched for most of the parameters, and overall, their ratings showed moderate agreement. The difficulty level of each parameter as assessed by the two assessors was also calculated. It was observed that most participants found "Initiation of the Case" and "Empathy and Emotional Support" challenging. However, "Body Language," "Cultural Awareness," and "Attentiveness to Family Dynamics" were perceived as relatively easy or not difficult by participants. Conclusion: Evaluation of EDCs using EDC-SET revealed the varying competency levels of EDCs and showed agreement on the evaluation between the assessors. Implementing the EDC-�SET could help standardise the mapping and measurement of the skill set of EDCs, thereby enhancing their performance and reducing corneal blindness in India. [ABSTRACT FROM AUTHOR]

The minimum requirements in maritime education and training (MET) are set by the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW). First established in 1978, the STCW convention standardized educational procedures for seafarers. Since then, it has become the most influential regulatory document for maritime education. The STCW code had major revisions in 1995 and 2010. These amendments were in response to the recognized need to bring the Convention up to date. However, it has been over a decade since the latest amendments came into force, and over the past decade, new educational technologies and digital educational methods have developed significantly. Not only that, but technologies used onboard ships have also advanced considerably. Today, digitalization and the fourth industrial revolution are rapidly reshaping the maritime industry, as well as maritime education. These issues coupled with the disruption caused by the Covid pandemic increased the need for more advanced training tools and methods in MET. Concerns are rising regarding the need for more comprehensive rules that will better reflect today's educational needs and progress in the literature. This paper takes a first step toward addressing these issues by improving the understanding of the currently used advanced teaching methods in MET. This bibliometric review provides developments in the field from the perspective of educators and researchers. As a result, we discovered several narratives and literature gaps in MET. This article reviews the currently investigated subjects and topics, used educational tools and equipment, types of research, and main influencers in MET research. The field is still newly developing, but at a rapid pace. Newly developed tools and methods are increasing, but advances are also constrained because they are made to fit the decade‐old regulations. [ABSTRACT FROM AUTHOR]

Objectives: This research aimed to systematically examine supervisor–trainee differences in assessments of trainee competencies across domains and developmental stages. Methods: Trainees and supervisors (N = 141 dyads) independently rated trainee performance at the end of placements using the Clinical Psychology Competencies Rating Scale. Based on the number of placement hours completed at the time competence was assessed, the 141 trainees were assigned to three developmental levels (61, 42, and 31 in the groups, respectively). Trajectories of 10 different competencies and trainee–supervisor differences for these competencies were examined across three developmental levels. Results: Compared to their supervisor ratings, trainees underestimated their competence during early stages of training, with this discrepancy reducing at Level 2 and reversing into an overestimation at Level 3. Compared to their own ratings for overall competence, trainees rated Relational and Communication, Reflective Practice, and Professionalism domains as relative strengths, and rated their competence on assessment and intervention domains as relative weaknesses. Conclusion: Growth trajectories derived from supervisor assessments were much flatter than trajectories derived from trainee assessments. As predicted by the impostor theory of practitioner development, trainees significantly underestimated their competence early in training. The trend for trainees to overestimate their competence toward the end of their training is a potential concern that warrants further research. [ABSTRACT FROM AUTHOR]

Abstract Background Colonoscopy is difficult to learn. Virtual reality simulation training is helpful, but how and when novices should progress to patient-based training has yet to be established. To date, there is no assessment tool for credentialing novice endoscopists prior to clinical practice. The aim of this study was to develop such an assessment tool based on metrics provided by the simulator. The metrics used for the assessment tool should be able to discriminate between novices, intermediates, and experts and include essential checklist items for patient safety. Methods The validation process was conducted based on the Standards for Educational and Psychological Testing. An expert panel decided upon three essential checklist items for patient safety based on Lawshe’s method: perforation, hazardous tension to the bowel wall, and cecal intubation. A power calculation was performed. In this study, the Simbionix GI Mentor II simulator was used. Metrics with discriminatory ability were identified with variance analysis and combined to form an aggregate score. Based on this score and the essential items, pass/fail standards were set and reliability was tested. Results Twenty-four participants (eight novices, eight intermediates, and eight expert endoscopists) performed two simulated colonoscopies. Four metrics with discriminatory ability were identified. The aggregate score ranged from 4.2 to 51.2 points. Novices had a mean score of 10.00 (SD 5.13), intermediates 24.63 (SD 7.91), and experts 30.72 (SD 11.98). The difference in score between novices and the other two groups was statistically significant (p

Introduction: Human–robot teams are being called upon to accomplish increasingly complex tasks. During execution, the robot may operate at different levels of autonomy (LOAs), ranging from full robotic autonomy to full human control. For any number of reasons, such as changes in the robot’s surroundings due to the complexities of operating in dynamic and uncertain environments, degradation and damage to the robot platform, or changes in tasking, adjusting the LOA during operations may be necessary to achieve desired mission outcomes. Thus, a critical challenge is understanding when and how the autonomy should be adjusted.Methods: We frame this problem with respect to the robot’s capabilities and limitations, known as robot competency. With this framing, a robot could be granted a level of autonomy in line with its ability to operate with a high degree of competence. First, we propose a Model Quality Assessment metric, which indicates how (un)expected an autonomous robot’s observations are compared to its model predictions. Next, we present an Event-Triggered Generalized Outcome Assessment (ET-GOA) algorithm that uses changes in the Model Quality Assessment above a threshold to selectively execute and report a high-level assessment of the robot’s competency. We validated the Model Quality Assessment metric and the ET-GOA algorithm in both simulated and live robot navigation scenarios.Results: Our experiments found that the Model Quality Assessment was able to respond to unexpected observations. Additionally, our validation of the full ET-GOA algorithm explored how the computational cost and accuracy of the algorithm was impacted across several Model Quality triggering thresholds and with differing amounts of state perturbations.Discussion: Our experimental results combined with a human-in-the-loop demonstration show that Event-Triggered Generalized Outcome Assessment algorithm can facilitate informed autonomy-adjustment decisions based on a robot’s task competency.

Background: Peritoneal dialysis (PD)-related infections, such as peritonitis, exit site, and tunnel infections, substantially impair the sustainability of PD. Accordingly, PD-related infection is the top-priority research outcome for patients and caregivers. While PD nurse trainers teach patients to perform their own PD, PD training curricula are not standardized or informed by an evidentiary base and may offer a potential approach to prevent PD infections. The Targeted Education ApproaCH to improve Peritoneal Dialysis outcomes (TEACH-PD) trial evaluates whether a standardized training curriculum for PD nurse trainers and incident PD patients based on the International Society for Peritoneal Dialysis (ISPD) guidelines reduces PD-related infections compared to usual training practices. Methods: The TEACH-PD trial is a registry-based, pragmatic, open-label, multi-center, binational, cluster-randomized controlled trial. TEACH-PD will recruit adults aged 18 years or older who have not previously undergone PD training at 42 PD treatment units (clusters) in Australia and New Zealand (ANZ) between July 2019 and June 2023. Clusters will be randomized 1:1 to standardized TEACH-PD training curriculum or usual training practice. The primary trial outcome is the time to the first occurrence of any PD-related infection (exit site infection, tunnel infection, or peritonitis). The secondary trial outcomes are the individual components of the primary outcome, infection-associated catheter removal, transfer to hemodialysis (greater than 30 days and 180 days), quality of life, hospitalization, all-cause death, a composite of transfer to hemodialysis or all-cause death, and cost-effectiveness. Participants are followed for a minimum of 12 months with a targeted average follow-up period of 2 years. Participant and outcome data are collected from the ANZ Dialysis and Transplant Registry (ANZDATA) and the New Zealand Peritoneal Dialysis (NZPD) Registry. This protocol follows the Standard Protocol Items: Recommendations for Interventional Trials (SPIRIT) guidelines. Discussion: TEACH-PD is a registry-based, cluster-randomized pragmatic trial that aims to provide high-certainty evidence about whether an ISPD guideline-informed standardized PD training curriculum for PD nurse trainers and adult patients prevents PD-related infections. Trial registration: ClinicalTrials.gov NCT03816111. Registered on 24 January 2019. [ABSTRACT FROM AUTHOR]

There is a paucity of information concerning normative reference ranges on standardized measures of profession-wide competencies for the purpose of conducting formative assessments. The present study draws from a convenience sample to provide developmental (first/second half of training year) normative data for use in formative assessments of individual trainees and program-level quality improvement processes. Data reveal the anticipated pattern of competency scores generally improving across any given training year, with the strongest gains in competencies tied to assessment, supervision, and advocacy. A secondary aim, which emerged after study launch, was to evaluate whether training disruptions due an infectious viral pandemic (COVID-19) exerted demonstrable impacts at the aggregate level on trainee competency development. This sample of doctoral trainees evidenced no pandemic-associated suppression of Competency attainment. Rather, this sample of trainees evidenced growth in focal competencies tied to policy creation, systemschange, management structure, and leadership. Training implications are discussed. [ABSTRACT FROM AUTHOR]

Addressing the issue of how automating the quantitative assessment of competencies through a competency assessment document came to remove the assessment process from the descriptive side and an attempt to propose a new model aligned with modern management requirements. Competency assessment is considered one of the most important indicators for managing competencies in organizations, as it offers valuable insights into the strengths and weaknesses of human resources, which is essential for strategic planning. Organizations are actively seeking a cost-effective and accurate system, aiming to minimize the impact of subjective biases in the evaluation process. Additionally, there is a need for a solution that facilitates swift assessment of a large workforce, ultimately reducing overall costs. To meet these requirements, the current study employs Fuzzy Logic and Artificial Intelligence mechanism to develop a contemporary and precise evaluation model. The study, which analyzed competency assessment data from the Algerian SEROR Company, showcased the possibility of creating a sophisticated quantitative model for competency evaluation using Fuzzy Logic and Artificial Intelligence Mechanism. The results imply that the institution has the potential to embrace a cutting-edge and forward-thinking approach, enhancing objectivity, particularly in dealing with complex systems. Developing a quantitative competency evaluation model requires a comprehensive database that includes relevant factors in the evaluation process, encompassing details about each employee's position, skills, knowledge and experience. The research emphasizes that creating a quantitative model through Fuzzy Logic and Artificial Intelligence Mechanism is highly achievable, with the applied study indicating an 85% success rate for the model. [ABSTRACT FROM AUTHOR]

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Background: This is a cohort pilot study of senior emergency medicine residents and residency-trained emergency medicine registrars practicing in an urban tertiary academic hospital in Guyana in South America. The primary aim was to assess the effectiveness of the current adapted residency ultrasound training curriculum and guide future ultrasound-specific continuing medical education. Ultrasound image acquisition, interpretation, and integration of ultrasound findings into clinical medical decision-making competency were assessed in a multimodal fashion: a written assessment and a practical assessment. Methods: This was a cross-sectional cohort pilot study of senior emergency medicine residents and registrars (residency graduates) practicing in Guyana, a low-middle-income country. Ultrasound image acquisition and interpretation competency were assessed in a multimodal fashion: a written assessment and a practical assessment. The results will be reported as simple percentages. Participants will be deemed competent if the combined score is greater than 80% on the assessment. Results: All senior residents and graduates of the residency program were competent in the core point-of-care ultrasound applications. The senior residents averaged 89% proficiency, and the residency graduates subdivided based on years since graduation averaged 87–100% proficiency. The more experienced providers performed better on the practical portion of the evaluation. Evaluating the composite analysis of all the participants revealed the Extended Focused Assessment with Sonography in Trauma (EFAST) exam (96%) and cardiac exam (93%) were done with the most proficiency. Conclusion: The assessment results of this pilot study suggest that the current residency ultrasound training curriculum adapted to the resources available is associated with sustained competency after graduation. There was minor attrition of knowledge amongst the senior physicians, but all senior residents and all participating residency graduates were competent in the core ultrasound applications. [ABSTRACT FROM AUTHOR]

Abstract Background The assessment of pharmacy students’ readiness to begin the education of an advanced pharmacy practice experience (APPE) in clinical pharmacy settings continues to gain increasing attention. This study aimed to develop an objective structured clinical examination (OSCE) in the core domains acquired through an introductory pharmacy practice experience (IPPE), for evaluating its appropriateness as a tool of assessing clinical pharmacist competency for APPEs in Korean pharmacy students throughout a pilot study. Methods OSCE’s core competency domains and case scenarios were developed through a literature review, ideation by researchers, and external experts’ consensus by a Delphi method. A prospective single-arm pilot test was conducted to implement the OSCE for Korean pharmacy students who completed a 60-h course of in-class simulation IPPE. Their competencies were assessed by four assessors in each OSCE station with a pass-fail grading system accompanied by a scoring rubric. Results OSCE competency areas including patient counseling, provision of drug information, over-the-counter (OTC) counseling, and pharmaceutical care services were developed with four interactive and one non-interactive cases. Twenty pharmacy students participated in the OSCE pilot test, and their competencies were evaluated by 20 assessors. The performance rate was the lowest in the area of patient counseling for a respiratory inhaler (32.1%) and the highest (79.7%) in OTC counseling for constipation. The students had an average performance rate of 60.4% in their communication skills. Most participants agreed on the appropriateness, necessity, and effectiveness of the OSCE in evaluating pharmacy students’ clinical performance and communication skills. Conclusions The OSCE model can be used to assess pharmacy students’ readiness for off-campus clinical pharmacy practice experience. Our pilot study suggests the necessity of conducting an OSCE domain-based adjustment of difficulty levels, and strengthening simulation-based IPPE education.

Background: It is expected that graduates of healthcare management have the necessary skills to perform various managerial and administrative positions. This study was carried out with the aim of designing and compiling an evaluation framework for students based on educational standards in the internship period. Materials &Methods: The current study was conducted in four phases: In the first phase, in order to identify the problem and assess the needs, the existing curriculum and topics were examined, as well as the studies conducted in this field. In the second phase, the perspective of the stakeholders was used to complete and modify the initial framework. In the third phase, worksheets for registering internship learning activities were prepared for students and a checklist of educational and learning objectives, personal and management skills, and skills for developing professional qualifications was compiled. Finally, a specialized panel was used to determine the type of formative and final exams. Results: The problems and challenges of internships can be investigated in 4 areas: inappropriate planning of the course, faculty, group - professors and hospital. In designing the evaluation tool, 9 criteria were taken into consideration. Also, tests designed in a compilation framework were used as formative tests and reasoning tests were used as final tests. Conclusion: The compiled framework can be used as a valid and comprehensive tool to evaluate the practical competence and capabilities of healthcare management students during the internship period.

Resumen: Introducción: los procesos de educación superior han migrado de una enseñanza centrada en el docente a una centrada en el estudiante y en el aprendizaje. Las prácticas profesionales se han visto en la necesidad de adecuar la docencia y los métodos de enseñanza, tanto como la planificación curricular y la evaluación. En lo que respecta a la evaluación, en el marco del modelo educativo de la Universidad Católica de Temuco, emerge la evaluación por competencias. Esto ha traído consigo desafíos como la generación de nuevos instrumentos de evaluación. Material y métodos: el objetivo de la investigación fue diseñar y explorar las propiedades psicométricas de una escala de percepciones de docentes sobre la práctica de estudiantes de la Facultad de Ciencias de la Salud de la Universidad Católica de Temuco, a través de un análisis factorial exploratorio. Resultados: el análisis de las propiedades psicométricas de la escala arroja 2 dimensiones con adecuados índices de ajuste, denominadas competencias genéricas, compuestas por el trabajo colaborativo y la interculturalidad e, competencias específicas, integrada por la gestión, evaluación e intervención. Conclusión: se recomienda avanzar en examinar el comportamiento de la escala en distintas universidades. Abstract: Introduction: Higher education processes have shifted from teacher-centered teaching to student-centered and learning-centered approaches. Professional practices have needed to adapt teaching methods, curriculum planning, and evaluation accordingly. Regarding evaluation, within the Educational Model of the Catholic University of Temuco, competency-based evaluation has emerged. This has brought about challenges such as the generation of new evaluation instruments. Materials and methods: The aim of the research was to design and explore the psychometric properties of a scale of perception of the teachers in the practice of students in the Faculty of Health Sciences at UCT, through exploratory factor analysis. Results: Analysis of the psychometric properties of the scale resulted in two dimensions with adequate fit indexes, called generic competencies, made up of collaborative work and interculturality and specific competencies, made up of management, evaluation and intervention. Conclusions: It is recommended to further examine the behavior of the scale in different universities.

Purpose: To evaluate course directors' feedback on the assessment methods used during the coronavirus disease 2019 (COVID‐19) pandemic and identify effective approaches for future assessments in dental education. Methods: Course directors at the US dental schools were surveyed for changes in assessments implemented during the early stages of the pandemic (March–July 2020) using the Qualtrics platform. The survey questions addressed assessment methods utilized in didactic, preclinical, and clinical arenas pre‐COVID‐19 (before March 2020) and during the early phase of the pandemic (between March and July 2020) and identified any sustained changes in assessments post‐COVID‐19. Of the 295 responses for the type of courses directed, 48%, 22%, and 30% responses were for didactic, pre‐clinical, and clinical assessments, respectively. Chi‐square tests and 95% confidence intervals were used to assess quantitative differences. Results: Computer‐based un‐proctored and remote– proctored assessments increased whereas paper‐based in‐person proctored assessments decreased during an early pandemic. For pre‐clinical and clinical courses, objective‐structured clinical exams and case‐based assessments increased whereas, for didactic courses, the number of presentations, short‐answer, and multiple‐choice questions‐based assessments increased. Specimen‐based assessments and patient‐based encounters decreased significantly in didactic and clinical courses, respectively. Manikin‐based exams increased in clinical but not in pre‐clinical courses. Survey respondents disagreed that alternative assessments helped students learn better, resulted in better course evaluations, or were an equivalent replacement for pre‐COVID‐19 assessments. Interestingly, 49% of respondents indicated a likelihood of continuing alternative assessments whereas 36% were unlikely and 15% were neutral. Conclusions: A combination of effective pre‐pandemic and innovative alternative assessments developed during the pandemic may be the new normal in the dental education curriculum. [ABSTRACT FROM AUTHOR]