Developing a global core competency framework for clinical research

This paper describes a unique learning outcome process for the assessment of an undergraduate course in AIS. Learning expectations targeted for assessment are the “functional competencies” promulgated in the AICPA's Core Competency Framework for Entry into the Accounting Profession (Framework) (1999). This paper first frames the importance of assessment for motivating faculty to foster “continuous improvement” in student learning, as well as demonstrating accountability to public officials, accreditation bodies, and university administrators. The paper then focuses on a specific example (case study) of AIS course assessment. Evidence of student learning is observed, albeit imperfectly, through triangulation of multiple direct measurements, supplemented by indirect measures such as student self-assessments. Results indicate that students became more competent in certain functional competencies and also reflect that the expected emphasis on certain competencies to be gained in the AIS course required modification to the assessment plan. AIS instructors were also able to leverage assessment information for improving the consistency of course content and pedagogy in future semesters. Triangulation, therefore, provides evidence that the AIS course achieved its student learning goals while meeting departmental objectives, including successfully supporting the AACSB's maintenance of accreditation review for the College of Business.

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An instructional assignment for student engagement in auditing class: Student movies and the AICPA Core Competency Framework

Journal of Accounting Education ◽

10.1016/j.jaccedu.2012.08.003 ◽

2012 ◽

Vol 30 (2) ◽

pp. 248-266 ◽

Cited By ~ 5

Author(s):

Gail Kaciuba

Keyword(s):

Student Engagement ◽

Core Competency ◽

Competency Framework

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Developing Broad Business Perspective Competencies By Partnering With Practitioners

College Teaching Methods & Styles Journal (CTMS) ◽

10.19030/ctms.v2i1.5251 ◽

2011 ◽

Vol 2 (1) ◽

pp. 39

Author(s):

Richard Cummings ◽

Mark W. Miller

Keyword(s):

21St Century ◽

Core Competencies ◽

Core Competency ◽

Specific Model ◽

Student Feedback ◽

Competency Framework ◽

Accounting Profession ◽

Business Perspective

The CPA Vision Project - 2011 and Beyond) is a blueprint for the accounting profession of the 21st Century. From this visioning process the AICPA Core Competency Framework for Entry into the Accounting Profession (1999) was developed. It is from this framework that accounting educators are invited to adjust curriculum to provide students with the opportunity to develop these functional, personal, and broad business perspective core competencies so that students can meet the accounting profession challenges of the 21st century. This paper provides a specific model for developing broad business perspective competencies by partnering with a practitioner. Although using professionals in the classroom is not a new idea, this paper offers a unique perspective of the process by juxtaposing the perspectives of the academic and the practitioner in the processes of developing the partnership, planning the classroom event (which includes developing the broad business perspective competencies), designing and collecting student feedback, and evaluating the results of the classroom event and partnership.

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Emergency medical services core competencies: a Delphi study

Australasian Journal of Paramedicine ◽

10.33151/ajp.16.688 ◽

2019 ◽

Vol 16 ◽

Author(s):

Talal AlShammari ◽

Paul Jennings ◽

Brett Williams

Keyword(s):

Saudi Arabia ◽

Emergency Medical Services ◽

Delphi Study ◽

Core Competencies ◽

Core Competency ◽

Competency Framework ◽

Medical Services ◽

Rapid Improvement ◽

Emergency Medical ◽

Ems Education

IntroductionThe emergency medical services (EMS) education in Saudi Arabia has evolved considerably during the past decade and this rapid improvement has seen a disparity of educational approaches. Therefore, a core competency framework which aligns with the requirements of Saudi EMS education should be identified and accommodated. The aim of this study was to obtain professional group consensus on the desirable core competencies for EMS Bachelor degree graduates in Saudi Arabia in order to develop a core competency framework for Saudi Arabian EMS.MethodsA two-round Delphi method using a quantitative survey with a purposeful sampling technique of expert information-rich participants was used. The instrument comprised 40 core competency statements (rated on a 1-10 Likert scale, with 1 being ‘not important at all’ and 10 being ‘extremely important’) and an open-ended question. An international systematic scoping review and local national review informed the items in this study.ResultsAt the end of the second round, the response rate was 70%, and the sample demonstrated diversity in terms of qualifications, expertise and discipline. All core competencies achieved a majority and stability in the first and second rounds. Core competency items achieved the 75% consensus requirement.ConclusionThis study provided consensus on 41 core competencies specific to Saudi EMS industry requirements. However, the findings do not represent a definitive blueprint model for alignment into EMS curricula. Further research and statistical modelling for the core competencies are highly recommended.

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A Delphi Approach to Developing a Core Competency Framework for Registered Nurses in Karnataka, India

Journal of Health and Allied Sciences NU ◽

10.1055/s-0040-1708746 ◽

2018 ◽

Vol 08 (02) ◽

pp. 003-007

Author(s):

Hemalatha R. ◽

B.S. Shakuntala

Keyword(s):

Nursing Practice ◽

Core Competency ◽

Competency Framework ◽

Performance Criteria ◽

Ethical Framework ◽

Practice Research ◽

Nursing Graduates ◽

Human Beings ◽

Entry Level ◽

Delphi Approach

AbstractThis paper describes the results of a modified Delphi approach to gain consensus on a core competency framework for entry level nursing graduates in Karnataka. Based on extensive review of literature, A series of semi structured questionnaires were mailed to fifteen experts from nursing education and Practice and after refining and validating the competency statements consensus in core competency framework emerged consisting of nine distinct Domains - Valuing Human Beings, Professional Nursing Practice, Communication and Interpersonal Relationship, Professional, Legal and Ethical framework, Knowledge and application of knowledge, collaborative therapeutic Practice, Research Utilization , Management of Nursing Services, Professional Advancement with accompanying competency elements and Performance Criteria. . This core competency framework based on the Indian Nursing Council's Standards of Nursing Practice was developed as a benchmark to outline the minimum entry level competencies for new nursing graduates. This study finds potential value in standardising the Competencies to be acquired for nursing graduates and also setting the path forward for a Competency Based Assessment.

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