A Competency Based Assessment Approach to Training and Job Performance in the Field of Chemical Dependency

Competency based education is an innovative educational model which can be utilized for training and evaluating alcohol and drug abuse personnel. Basic to this approach is a process of identification and measurement of knowledge and skills associated with the tasks performed by practitioners in the field. An identification and assessment process is described in this paper in reference to the development and implementation of a competency based bachelor's degree program for students majoring in alcohol and drug abuse related areas. Additional applications of a competency based model in areas of licensing, accreditation, funding and evaluation is also suggested.

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Imaging with ultrasound in physical therapy: What is the PT’s scope of practice? A competency-based educational model and training recommendations

British Journal of Sports Medicine ◽

10.1136/bjsports-2018-100193 ◽

2019 ◽

Vol 53 (23) ◽

pp. 1447-1453 ◽

Cited By ~ 6

Author(s):

Jackie L Whittaker ◽

Richard Ellis ◽

Paul William Hodges ◽

Cliona OSullivan ◽

Julie Hides ◽

...

Keyword(s):

Physical Therapy ◽

Physical Therapists ◽

Scope Of Practice ◽

Current Status ◽

Educational Model ◽

Competency Based Education ◽

Regulatory Bodies ◽

Competency Based ◽

Education Model ◽

And Training

Physical therapists employ ultrasound (US) imaging technology for a broad range of clinical and research purposes. Despite this, few physical therapy regulatory bodies guide the use of US imaging, and there are limited continuing education opportunities for physical therapists to become proficient in using US within their professional scope of practice. Here, we (i) outline the current status of US use by physical therapists; (ii) define and describe four broad categories of physical therapy US applications (ie, rehabilitation, diagnostic, intervention and research US); (iii) discuss how US use relates to the scope of high value physical therapy practice and (iv) propose a broad framework for a competency-based education model for training physical therapists in US. This paper only discusses US imaging—not ‘therapeutic’ US. Thus, ‘imaging’ is implicit anywhere the term ‘ultrasound’ is used.

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The Application of Competency-Based Education to Consultation-Liaison Psychiatry: II. Intervention Knowledge and Skills

The International Journal of Psychiatry in Medicine ◽

10.2190/j5tu-3bgl-r52a-4xuf ◽

1977 ◽

Vol 7 (4) ◽

pp. 309-320 ◽

Cited By ~ 10

Author(s):

Jeffrey L. Houpt ◽

Harvey M. Weinstein ◽

Michael L. Russell

Keyword(s):

Clinical Intervention ◽

Clinical Situation ◽

Pharmacological Intervention ◽

Liaison Psychiatry ◽

Knowledge And Skills ◽

Psychiatric Residents ◽

Competency Based Education ◽

Competency Based ◽

Consultation Liaison Psychiatry

Although psychological and pharmacological intervention is an important aspect of the treatment of patients seen in consultation on medical and surgical wards, little attention has been directed to the method of training psychiatric residents in these areas. In this paper, the authors continue the application of the competency-based model of training to the problems of clinical intervention. Behavioral objectives are presented as a focus for residency supervision and their application to a clinical situation is illustrated. The objectives are designed to consider the activities of the consulting psychiatrist as he relates to the patient as well as other members of the treatment milieu.

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Competency based training in Irish psychiatry

Irish Journal of Psychological Medicine ◽

10.1017/s0790966700000203 ◽

2009 ◽

Vol 26 (2) ◽

pp. 50-53

Author(s):

Izu Nwachukwu

Keyword(s):

Postgraduate Training ◽

Educational Model ◽

Specific Knowledge ◽

Knowledge And Skills ◽

Training Models ◽

Global Context ◽

Traditional Training ◽

Recent Developments ◽

Competency Based ◽

Traditional Approaches

AbstractThe goal of undertaking postgraduate training in psychiatry is to become a competent specialist, and the educational model under which one is trained and assessed is crucial in achieving this goal. Over the years, traditional training models have emphasised what trainees know, over a given period of time, with outcomes assessed mainly by simple recall of knowledge. While these traditional approaches have met with varying levels of success, they are less than optimal when the goal is to train individuals to perform specific, job-related skills. This recognition has led to a global move towards competency based training models where the focus of training and assessment is the mastery of specific knowledge and skills as well as the conduct of the doctor in day-to-day clinical situations. In this article, a general overview of competency-based training in psychiatry is followed by a review of recent developments in Ireland in a global context.

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The Content of the Discipline “Material and Technical Support of Physical Culture and Sports” in Accordance with the Requirements of the Federal State Educational Standard 3++ in the Direction of 49.03.04 “Sport”

Standards and Monitoring in Education ◽

10.12737/1998-1740-2020-39-43 ◽

2020 ◽

Vol 8 (2) ◽

pp. 39-43

Author(s):

S. Zubarev ◽

G. Shul'gin ◽

A. Furaev

Keyword(s):

Physical Education ◽

Technical Support ◽

Bachelor's Degree ◽

Professional Standards ◽

Federal State ◽

Physical Culture ◽

Knowledge And Skills ◽

Educational Standard ◽

Competency Based ◽

State Educational

In the article authors propose the developed content of the discipline “Material and technical support of physical education and sports”. The application of the developed content will contribute to the development of knowledge and skills of bachelor’s degree students in sports, in accordance with the direction of training 49.03.04 “Sport”, recently approved by the Ministry of Science and Higher Education, particularly, in the fi eld of maintenance and operation of sports buildings and facilities. The structure and content of the disciplines “Material and technical support of physical education and sports” are proposed in accordance with the competency-based requirements of the Federal State Educational Standard 3 ++ for the direction of training 49.03.04 “Sport”. Authors recommended labor functions and indicators of achievement, in accordance with the professional standards “Coach” and “Instructor-Methodist”.

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