scholarly journals The Validation of the Instrument for Developing a Competency-Based Training Model for Academic Supervision

2020 ◽  
Author(s):  
Erpidawati ◽  
Nurhizrah Gistituati ◽  
Sufyarma Marsidin ◽  
Yahya
Keyword(s):  
Training Model ◽  
Competency Based

scholarly journals The Development of Competency-Based Training Model for Studio Operational Techniques About Problem Based Learning for Camera Operator Instructors

2021 ◽  
Vol 5 (7) ◽  
pp. 54-61
Author(s):  
Ezrian . ◽  
Nizwardi Jalinus ◽  
Jamaris Jamna
Keyword(s):  
Training Programs ◽  
Problem Based Learning ◽  
Training Model ◽  
Lesson Plans ◽  
Learning Design ◽  
Development Research ◽  
Research Product ◽  
Competency Based

This development research is aimed to develop training procedures that can help participants implement the results of the training in their respective assignments. Validation is carried out by experts in education by providing a questionnaire to fill out. This method was chosen so that the validator can provide conclusions (invalid, less valid, quite valid, valid, and very valid) directly on each part of the research product which includes competency-based training guides, training programs, lesson plans, and problem-based learning design modules for studio operational instructor, camera operator subject.

scholarly journals Delivering on the promise of competency based medical education – an institutional approach

2019 ◽  
Vol 10 (1) ◽  
pp. e28-38 ◽  
Author(s):  
Damon Dagnone ◽  
Denise Stockley ◽  
Leslie Flynn ◽  
Rylan Egan ◽  
Richard Van Wylick ◽  
...  
Keyword(s):  
Medical Education ◽  
Diffusion Of Innovation ◽  
Training Model ◽  
Residency Education ◽  
Transformative Change ◽  
Competency Based Medical Education ◽  
Professional Activities ◽  
Competency Based ◽  
Institutional Vision ◽  
Proactive Measures

The Royal College of Physicians and Surgeons of Canada (RCPSC) adopted a plan to transform, over a seven-year horizon (2014-2021), residency education across all specialties to competency-based medical education (CBME) curriculum models. The RCPSC plan recommended implementing a more responsive and accountable training model with four discrete stages of training, explicit, specialty specific entrustable professional activities, with associated milestones, and a programmatic approach to assessment across residency education. Embracing this vision, the leadership at Queen’s University (in Kingston, Ontario, Canada) applied for and was granted special permission by the RCPSC to embark on an accelerated institutional path. Over a three-year period, Queen’s took CBME from concept to reality through the development and implementation of acomprehensive strategic plan. This perspective paper describes Queen’s University’s approach of creating a shared institutional vision, outlines the process of developing a centralized CBME executive team and twenty-nine CBME program teams, and summarizes proactive measures to ensure program readiness for launch. In so doing, Queen’s created a community of support and CBME expertise that reinforces shared values including fostering co-production, cultivating responsive leadership, emphasizing diffusion of innovation, and adopting a systems-based approach to transformative change. 

scholarly journals The competency-based training model for vocational high school teachers from electrical expertise programs

2018 ◽  
Vol 8 (3) ◽  
pp. 313
Author(s):  
Muhammad Nasir Malik ◽  
S. Soenarto ◽  
FX. Sudarsono
Keyword(s):  
High School ◽  
High School Teachers ◽  
Data Gathering ◽  
Training Model ◽  
Vocational High School ◽  
School Teachers ◽  
Competency Based ◽  
Level Of Knowledge ◽  
Training Activities

The study was to generate a valid, practical and effective competence-based training model for the electricity program vocational high school teachers. The type of the study was research and development that referred to the development stages proposed by Plomp. The data gathering instrument for the study consisted of: (1) validation sheet; (2) observation sheet; and (3) response questionnaire for the training participants and the trainers. In order to measure the level of reliability and the level of agreement consistency among the raters, the researcher implemented the Cohen’s Kappa coefficient statistics has a minimum value of ≥ 0.70. The subjects of the study were the electricity program vocational high school teachers in the City of Makassar and the Regency of Gowa totaling 22 people. The results of the study were as follows: (1) the training model had fulfilled the criteria of validity so that the model might be implemented for the training activities of electricity program vocational high school teachers; (2) the training model had fulfilled the criteria of practicality that were measured from the level of model stage (syntax) implementation; (3) the training model had fulfilled the criteria of effectiveness that had the following indicators: (a) the level of knowledge and understanding exposed by the training participants, (b) the level of teaching skills exposed by the training participants, (c) the quality of training participants’ portfolio and (d) the response of the training participants and the trainers.

scholarly journals A-06 The Culturally Expressive and Responsive (CER) Supervision Model in Neuropsychology

2019 ◽  
Vol 34 (6) ◽  
pp. 865-865
Author(s):  
A Strutt ◽  
B MacDonald ◽  
J Stinson
Keyword(s):  
Training Model ◽  
Professional Relationships ◽  
Culturally Competent ◽  
Demographic Shift ◽  
Developmental Approach ◽  
Supervisory Style ◽  
Call To Action ◽  
Competency Based ◽  
Supervision Model ◽  
Independent Practitioner

Abstract Objective The competency-based movement within neuropsychology training programs has done much to create uniform standards of training and identify the “readiness” of trainees to progress to the next level. However, there is little research regarding best practices for development of a supervisory style. The successful progression from trainee to independent practitioner requires a training model that evolves, allowing for independence and collegiality, which includes knowledge expansion, changes in professional relationships and successful institutional navigation. Culture mediates interactions in the patient-doctor relationship, case conceptualization, and also within and between institutional frameworks; therefore, a supervision model should include a multicultural perspective at its core. Data Selection: An otherwise unrestricted multi-database search for “Neuropsychology Supervision” within the title of peer-reviewed journals yielded six results with publication years spanning 1999-2017. Only three specifically address models of supervision and only one is US-based (Stucky et al., 2010). Given then demographic shift estimated for 2050 (Passel & Cohn, 2008), there is a call to action to increase culturally competent neuropsychological services, including training and strengthening the student pipeline (Mindt Rivera et al., 2010). Data Synthesis: The proposed Model for Neuropsychology Supervision (Stucky et al., 2010) recommends supervision to be individually tailored, with both process-based and developmental approaches. Conclusions There is a strong need for clear supervision models designed specifically for neuropsychology that integrate culture at all levels of training. Authors propose the Culturally Expressive and Responsive (CER) Supervision Model in Neuropsychology. This is a framework for both trainees and professionals that provides a developmental approach integrating culture and the competency-based standards.

Developing a Competency-Based Instructor Training Model of Professional Development

2019 ◽  
pp. 215-236
Author(s):  
Kenneth Browne Elazier
Keyword(s):  
Professional Development ◽  
Training Model ◽  
Instructional Programs ◽  
Faculty Professional Development ◽  
Instructor Training ◽  
Competency Based Education ◽  
Opportunities For Learning ◽  
Competency Based ◽  
Based Instruction

The purpose of this chapter is to provide a set of instructor competencies for faculty professional development when transitioning to competency-based instructional programming. This chapter details considerations when designing and developing a competency-based, instructor training model. A competency-based education (CBE) program ought to have instructors that are competent analyzing, designing, developing, and evaluating competency-based instructional offerings. If the purpose of competency-based instructional programs is to move beyond static and passive, knowledge-only based instruction, then instructors should also be capable of providing dynamic, active knowledge and skill-based opportunities for learning.

scholarly journals Education/Training of Cultural Neuropsychology at the Postdoctoral Residency Level: Integration of a Competency-Based Model into Practice

2019 ◽  
Vol 34 (7) ◽  
pp. 1295-1295
Author(s):  
G Berrios-Siervo ◽  
C Salinas ◽  
J Janusz
Keyword(s):  
Training Model ◽  
Education And Training ◽  
Clinical Neuropsychology ◽  
Knowledge Based ◽  
Basic Competencies ◽  
Competency Based ◽  
Education Training ◽  
Barriers And Challenges ◽  
Research And Education ◽  
And Training

Abstract Objective In recent years, much attention has been focused on the delineation of basic competencies for education and training in clinical neuropsychology. Simultaneously, neuropsychology as a field has recognized the increasing need for the inclusion of cultural neuropsychology practices (AACN Relevance 2050). Method The Clinical Neuropsychology Synarchy (CNS) released a taxonomy for education and training in clinical neuropsychology in 2017, with individual and cultural diversity identified as an essential foundational competency across all specialties. Recommendations from the Education/Training workgroup of the 2017 Cultural Neuropsychology Summit provide initial guidance regarding the training of directors for the inclusion of cultural neuropsychology across the professional lifespan: including clinical, research, and education/training. Based on these recommendations, our program has developed a post-doctoral residency track focused on bilingual/multicultural neuropsychology. Outcomes The process by which our program integrates specific, knowledge-based, and applied competencies in cultural neuropsychology is presented. Discussion Suggestions on how to integrate recommendations into the existing education/training model for postdoctoral residency are provided, as well as a discussion of barriers and challenges in creating such a program.

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