How might clinical pharmacists use a profession developed competency based self-assessment tool to direct their professional development?

This paper introduces the innovative model FieldTransFormation360 and its aim to help educational leaders in assessing their personal mastery. Moreover, it presents empirical findings from its first exploratory applicationin an Austrian leadership framework. In a first conceptual part, the theoretical underpinnings and the context of the origin of the model are outlined with reference to similar approaches in the area of school leadership. In the following part, the application of the model is introduced through the explanation of the methodology and how the model is turned into a self-assessment instrument. Insights into the results of its exploratoryapplication in the Austrian Leadership Academy are presented in the empirical part. Its first application serves as the consolidation and validation of FieldTransFormation360 as a meaningful self-assessment tool for the professional development of school leaders. The results of the exploratory approach with participants in the Austrian Leadership Academy suggest that the model and its instrument can be regarded as a robust assessment tool for the development of a deeper understanding about the transformative power through personal and professional development in the lived experience of educational leadership.

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PENTINGNYA RUBRIK PENILAIAN DALAM PENGUKURAN KEJUJURAN PESERTA DIDIK

Edukasi: Jurnal Pendidikan ◽

10.31571/edukasi.v19i1.2364 ◽

2021 ◽

Vol 19 (1) ◽

pp. 161

Author(s):

Suwarno Suwarno ◽

Candra Aeni

Keyword(s):

High School ◽

Rating Scale ◽

Assessment Tool ◽

Peer Assessment ◽

Attitude Assessment ◽

Self Assessment ◽

Social Attitude ◽

Expected Performance ◽

Competency Based

AbstrakPengembangan Kurikulum 2013 berbasis kompetensi diharapkan dapat meningkatkan kualitas peserta didik. Penilaian bertujuan untuk menilai perilaku peserta didik di dalam maupun di luar pembelajaran. Tujuan penulisan artikel untuk menguraikan pentingnya rubrik penilaian dalam pengukuran kejujuran peserta didik di SMA. Apabila efektivitas pengajaran kejujuran dapat dilakukan, maka akan menjadi landasan yang kuat untuk bangsa. Kejujuran merupakan salah satu sikap sosial. Penilaian kejujuran dapat dilakukan menggunakan observasi, penilaian diri, penilaian teman sejawat, serta jurnal. Instrumen yang digunakan pada jurnal berupa catatan pendidik. Sedangkan untuk observasi, penilaian diri, dan penilaian antarpeserta didik menggunakan instrumen berupa daftar cek atau skala penilaian yang disertai rubrik. Rubrik adalah alat penilaian yang memiliki deskripsi kinerja yang diharapkan setiap kriteria untuk mencapai nilai tertentu. Rubrik bisa analitik, holistik maupun keduanya yang dikombinasikan. Rubrik bermanfaat bagi peserta didik dan juga pendidik. AbstractCompetency-based 2013 curriculum development hopes to improve the quality of students, The assessment aims to assess the behavior of students inside and outside of learning. The purpose of this article was to describe the importance of assessment rubrics in measuring the honesty of students in high school. If the effectiveness of teaching honesty can be carried out, it will create a strong foundation for the nation. Honesty is a social attitude. Assessment of honesty can be done using observation, self-assessment, peer assessment, and journals. The instrument used in the journal was in the form of educator notes. As for observation, self-assessment, and assessment among students using instruments in the form of a checklist or rating scale accompanied by a rubric. A rubric is an assessment tool that has a description of the expected performance of each criterion to achieve a certain value. Rubrics can be analytical, holistic, or both. A rubric is useful for students and educators.

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WEB-BASED 5-DIMENSIONAL ELECTRONIC PORTFOLIO (5DEP) AS A COMPETENCY-BASED ASSESSMENT TOOL IN POST-GRADUATE MEDICAL TRAINING

International Journal of Medicine and Medical Research ◽

10.11603/ijmmr.2413-6077.2020.1.11504 ◽

2020 ◽

Vol 6 (1) ◽

pp. 81-87

Author(s):

Z. Bokhua ◽

K. Chelidze ◽

K. Ebralidze

Keyword(s):

Internal Medicine ◽

Professional Development ◽

Medical Education ◽

Assessment Tool ◽

Electronic Portfolio ◽

Assessment Tools ◽

Assessment Instrument ◽

First Year ◽

Web Based ◽

Competency Based

Background. New challenges of permanently changing context of healthcare system requires new methods of medical education and new assessment tools, as well. Competency-based Medical Education (CBME), framework which has been adopted as a new approach in medical education, needs appropriate assessment tool such as portfolio. Portfolio is learner-centered assessment instrument which evaluates learner’s progression towards outcomes and enables both residents and teachers to engage in a process of learning through assessment. Objective. In this paper we aim to share our successful experience of an effective use of web-based 5-Dimensional Electronic Portfolio (5DeP) as an assessment tool in the Pilot Group. Methods. Pilot Group of sixteen residents (six first year residents of Obstetrics/Gynecology and ten first year residents of Internal Medicine. Tbilisi State Medical University Institute of Postgraduate Medical Education and Continuous Professional Development) and twelve mentors (four Obstetrics/Gynecology mentor and eight Internal Medicine mentors) reported some feedback about 5-Dimensional Electronic Portfolio (5DeP) as a new assessment tool. Results. Feedback about 5-Dimensional Electronic Portfolio (5DeP) as a new assessment tool from mentors and students demonstrated efficiency of the program. It enables assessment within a framework of transparent and declared criteria and learning objectives; provides a model for lifelong learning and continuing professional development; increases competence in a wider context with benefits to both professional and personal roles; improves organizing skills. Conclusions. 5DeP have been recognized as an extremely effective assessment tool.

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Developing and validating a self-assessment tool for health promotion competencies with training participants in Austria

Health Promotion International ◽

10.1093/heapro/daaa073 ◽

2020 ◽

Author(s):

Gert Lang

Keyword(s):

Professional Development ◽

Health Promotion ◽

Structural Equation ◽

Structural Equation Models ◽

Assessment Tool ◽

Workplace Health Promotion ◽

Core Competencies ◽

Background Information ◽

Self Assessment ◽

Training Courses

Abstract A key objective of health promotion capacity building and professional development programmes is to enhance competencies in the workforce or training participants. The goal of this study was to investigate and validate the psychometric properties of a recently developed self-assessment tool, based on ‘The CompHP core competencies framework for health promotion’, to establish whether it is suitable for evaluating training. The tool was employed in 2018 to evaluate two different programmes, with 584 participants submitting their assessment and evaluation of 77 different health promotion training courses in a paper and pencil questionnaire. Longitudinal data were available for 148 participants in the programme for workplace health promotion because they completed an online questionnaire beforehand. The reliability and validity of the assessment tool were tested in several confirmatory factor analyses and structural equation models. Structurally, there was a significant increase in health promotion competencies when comparing measurements before and after training. Furthermore, participants were shown to have different levels of competencies due to their prior knowledge, the format of the course or the professional development programme attended but not based on gender, age or sector. The results justify the creation of an overall scale to assess core health promotion competencies that are suitable for evaluating training courses. However, various methodological issues need to be considered in future applications including decisions about the design of the study (e.g. pre–post test, control groups), type of measurements (e.g. general and specific instrument, background information) and depth of analysis (e.g. confirmatory model and invariance testing).

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The potential of a self-assessment tool to identify healthcare professionals’ strengths and areas in need of professional development to aid effective facilitation of group-based, person-centered diabetes education

BMC Medical Education ◽

10.1186/s12909-017-1003-3 ◽

2017 ◽

Vol 17 (1) ◽

Cited By ~ 4

Author(s):

Vibeke Stenov ◽

Gitte Wind ◽

Timothy Skinner ◽

Susanne Reventlow ◽

Nana Folmann Hempler

Keyword(s):

Professional Development ◽

Healthcare Professionals ◽

Assessment Tool ◽

Diabetes Education ◽

Self Assessment

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A Pilot Project on the Use of a Competency Based Self-Assessment Tool for Dietetic Interns and the Implications for Skill Development in the Clinical Supervised Practicum

Journal of the American Dietetic Association ◽

10.1016/j.jada.2008.06.160 ◽

2008 ◽

Vol 108 (9) ◽

pp. A65

Author(s):

R.A. Looney ◽

P.A. Carroll ◽

B. Boateng

Keyword(s):

Assessment Tool ◽

Skill Development ◽

Pilot Project ◽

Self Assessment ◽

Competency Based ◽

Dietetic Interns

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Testing a self-assessment tool for HP competencies with participants of training courses in Austria

European Journal of Public Health ◽

10.1093/eurpub/ckaa165.1050 ◽

2020 ◽

Vol 30 (Supplement_5) ◽

Author(s):

G Lang

Keyword(s):

Assessment Tool ◽

Core Competencies ◽

Empirical Studies ◽

Reliability And Validity ◽

International Standards ◽

Online Questionnaire ◽

Self Assessment ◽

High Quality ◽

Training Courses ◽

Training Programmes

Abstract Background High quality health promotion (HP) depends on a competent workforce for which professional development programmes for practitioners are essential. The “CompHP Core Competencies Framework in HP” defines crucial competency domains but a recent review concluded that the implementation and use of the framework is lacking. The aim was to develop and validate a self-assessment tool for HP competencies, which should help evaluate training courses. Methods A brief self-assessment tool was employed in 2018 in Austria. 584 participants of 77 training courses submitted their post-course assessment (paper-pencil, RR = 78.1%). In addition, longitudinal data are available for 148 participants who filled in a pre-course online questionnaire. Measurement reliability and validity was tested by single factor, bifactor, multigroup, and multilevel CFA. A SEM proved for predictive and concurrent validity, controlling gender and age. Results A bifactor model (X2/df=3.69, RMSEA=.07, CFI=.95, sRMR=.07) showed superior results with a strong general CompHP factor (FL>.65, wH=.90, ECV=.85), configurally invariant for two training programmes. On course level, there was only minimal variance between trainings (ICC<.08). Structurally, there was a significant increase in HP competencies when comparing pre- and post-course measurements (b=.33, p<.01). Participants showed different levels of competencies due to prior knowledge (b=.38, p<.001) and course format (b=.16, p<.06). The total scale had good properties (m = 49.8, sd = 10.3, 95%-CI: 49.0-50.7) and discriminated between groups (eg by training length). Conclusions The results justify the creation of an overall scale to assess core HP competencies. It is recommended to use the scale for evaluating training courses. The work compensates for the lack of empirical studies on the CompHP concept and facilitates a broader empirical application of a uniform competency framework for HP in accordance with international standards in HP and public health. Key messages The self-assessment tool provides a good and compact foundation for assessing HP competencies. It provides a basis for holistic, high quality and sustainable capacity building or development in HP.

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Beijing Friendship Hospital Osteoporosis Self-Assessment Tool for Elderly Male (BFH-OSTM) vs Fracture Risk Assessment Tool (FRAX) for identifying painful new osteoporotic vertebral fractures in older Chinese men: a cross-sectional study

BMC Musculoskeletal Disorders ◽

10.1186/s12891-021-04476-2 ◽

2021 ◽

Vol 22 (1) ◽

Author(s):

Ning An ◽

Ji Sheng Lin ◽

Qi Fei

Keyword(s):

Assessment Tool ◽

Roc Curves ◽

Cross Sectional Study ◽

Self Assessment ◽

Cross Sectional ◽

Fracture Group ◽

Friendship Hospital ◽

Fracture Risk Assessment Tool ◽

Older Chinese ◽

Sensitivity Specificity

Abstract Background To compare the validation of four tools for identifying painful new osteoporotic vertebral compression fractures (PNOVCFs) in older Chinese men: bone mineral density (BMD), Asian osteoporosis self-assessment tool (OSTA), World Health Organization fracture risk assessment tool (FRAX) (without BMD) and Beijing Friendship Hospital Osteoporosis Self-Assessment Tool (BFH-OSTM). Methods A cross sectional study was conducted from 2013 to 2019. A total of 846 men aged ≥50 were included and were divided into two groups: Fracture Group (patients with PNOVCFs underwent percutaneous vertebroplasty surgery) and Non-Fracture Group (community dwelled subjects for healthy examination). All subjects accepted a dual-energy X-ray BMD test and a structured questionnaire. The results of BMD, OSTA, FRAX and BFH-OSTM scores were assessed and receiver-operating characteristic (ROC) curves were generated to compare the validity of four tools for identifying PNOVCFs. Optimal cutoff points, sensitivity, specificity, and areas under the ROC curves (AUCs) were determined. Results There were significant differences including BMD T score (femoral neck, total hip and L1-L4), OSTA, FRAX and BFH-OSTM scores between Fracture group and Non-fracture group. Compared to BMD and OSTA, BFH-OSTM and FRAX had better predictive value, the sensitivity, specificity and AUC value are 0.841, 81.29%, 70.67% and 0.796, 74.85%, 78.52%, respectively. Compared with FRAX, the BFH-OSTM has a better AUC value. Conclusions Both BFH-OSTM and FRAX can be used to identify POVCFs, However, BFH-OSTM model may be a more simple and effective tool to identify the risk of POVCFs in Chinese elderly men.

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