Development and use of a computerized system to track the competency development of family medicine residents: analysis of the convergence between system proposals and assessor decisions

In recent decades, a number of training environments have moved toward program approaches targeting the development of competencies. Because of their complexity, monitoring the development of those competencies is a considerable challenge. Our hypothesis is that a computerized system could help overcome this challenge if it is well accepted by its users. We first summarize the context surrounding the implementation of such approaches. Next, we present a computerized assessment system established in the Family Medicine Residency Program of Laval University (Québec, Canada) that we have developed for tracking the development of residents’ competencies. We then present the analysis of interactions between the system and users and the various proposals that were made to improve the system and longitudinal tracking of the development of the targeted competencies. We consider that this research provides useful guidelines for the computerized monitoring of learners' competencies development and for the design of such systems.

Disinformation and multiliteracy: A systematic review of the literature

Disinformation is a serious problem for democratic systems in open societies. It is a global phenomenon that must be studied from different approaches and the educational dimension is one of the most relevant. It is necessary to know what educational models have been developed to empower citizens against disinformation. A systematic review of the literature (2011-2020), following the PRISMA protocol, was carried out by analyzing articles (n=76) extracted from three databases (Wos, Scopus and ERIC). Reference management and text mining software was used to data analyse. Eight research questions were answered on the conceptual framework, bibliometrics characteristics and pedagogical dimension. From the results of the content analysis emerges a vision of the role of multiliteracies in educational research and the problem of disinformation: media and information literacies are the most relevant and news and data literacies are incorporated. The need to adopt interdisciplinary approaches is confirmed. From the results of the educational dimension, three pedagogical approaches are identified: strategies for competencies development; focused on content and education for citizenship. Workshops and lesson plans are the most common teaching practices. The development of critical thinking, experiences in the co-construction of knowledge, and the values of civic education are fundamental against disinformation. El problema de la desinformación es una amenaza para los sistemas democráticos. Es un fenómeno global que debe ser abordado desde múltiples perspectivas, siendo la pedagógica una de las más relevantes y, por ello, es necesario conocer qué modelos didácticos se han desarrollado para empoderar a la ciudadanía ante la desinformación. Se llevó a cabo una revisión sistemática de la literatura (2011-2020) bajo el protocolo PRISMA y se analizaron artículos de investigación (n=76) extraídos de tres bases de datos (Wos, Scopus y ERIC). El análisis fue realizado con apoyo de gestores bibliográficos y de minería de textos. Se da respuesta a ocho preguntas de investigación sobre el marco conceptual, las características documentales y la dimensión pedagógica. El análisis documental ofrece una visión del papel de las alfabetizaciones múltiples en la investigación educativa sobre el fenómeno de la desinformación, destacando la relevancia de la «alfabetización mediática» y la «informacional», así como la emergencia de la «alfabetización en noticias» y en «datos». Se evidencia la necesidad de adoptar enfoques interdisciplinares. Con relación a los resultados educativos, se identifican tres enfoques pedagógicos: estrategias competenciales, centrado en contenidos y educación para la ciudadanía. Las prácticas de enseñanza más frecuentes son la realización de talleres y el diseño de programaciones didácticas. El desarrollo del pensamiento crítico, las experiencias en co-construcción de conocimientos y los valores de la educación cívica son fundamentales contra la desinformación.

Enhancing Students’ Green Ethic-Based Problem Solving Skills in English for Tourism Subject Course

This study aims to examine the development of students' core competencies in learning English for Tourism at Tourism Department Politeknik Negeri Bali, where the main product is a green ethical-based measurement instrument for Core Competencies Practices of Problem Solving Skills. Two types of instruments have been created and designed and then used to assess the level of Development in the teaching and learning process for students and lecturers. The results of the Students' Report trial show that overall the instrument is suitable for widespread use. Confirmatory factor analysis results also show the validity of the sub constructs for each main construct. The results of the level of development of Core Competencies show that the minimum development of students' Core Competencies is above 4.2. This means that the development of student Core Competencies has been achieved. For this reason, the Core Competencies development model must maintain to be developed, tested and finally implemented.

Exploring implementation of a nationwide requirement to increase physical activity in the curriculum in Danish public schools: a mixed methods study

Background In 2014, the Danish Government introduced a wide-ranging school reform that applied to all public schools in Denmark. A distinctive feature of the reform was that it became mandatory to implement an average of 45 min of daily physical activity within the curriculum. Using the RE-AIM framework as an evaluation tool, the objective of the current study was to evaluate the reach, effectiveness, adoption, implementation, and maintenance of mandatory physical activity within the curriculum at ten Danish schools. Methods A complementary mixed-methods approach using accelerometers, questionnaires, and semi-structured interviews was conducted. A total of 10 schools were invited to participate, including 846 students, 76 teachers, and 10 school managers on various levels. Students were invited to wear an accelerometer for seven consecutive days. Teachers were invited to participate in a questionnaire, and school managers were encouraged to take part in a semi-structured interview. Results Results showed that, on average, 45.2% of the students were active at least 45 min daily within the curriculum. Teacher and school management interest in physical activity, competencies development, and shared decision-making were identified as central factors for adoption of the requirement. Scheduling physical activity within scheduels and collaborations with external parties were found to influence implementation. Finally, internal coordination, motivated school staff, and school management priority were identified as central factors for maintenance. Conclusions This study provides an evaluation on a nationwide physical activity requirement in Danish public schools. When introducing a wide-ranging nation-wide requirement on physical activity within the curriculum, school managers need to prioritize and support the implementation process. Teachers need to be involved in the decision processes in order to ensure motivation and local ownership. The study also highlights the benefits of an internal coordinator as well as development of a shared strategy among schools, municipalities, and other stakeholders in order to succeed with the implementation.

ENHANCING HEALTHCARE THROUGH THE DEVELOPMENT OF MANAGERIAL COMPETENCIES OF THE HEALTHCARE LEADERS

The study aims at diagnosing the managerial competencies of the medical managers as well as practical tools for their development in order to enhance healthcare in crisis and under unstable conditions. The authors suggest a methodical approach to form a profile of the managerial competencies of the heads of medical facilities, which is based on the use of the method of expert evaluations and provides for the three stages: preparatory (within which the scientific and methodological basis for analysis is formed), evaluatory (which involves diagnosis of the managerial competencies of the medical managers in the context of three groups: instrumental, interpersonal and systemic), and recommendatory (which provides practical tools for the development of the medical institution head’s competencies in order to enhance healthcare in crisis and under unstable conditions). To form the basis of the study a questionnaire was created, which lists managerial competencies in terms of three groups: instrumental, interpersonal and systemic. The survey was conducted among the heads of medical institutions, their departments and the chief nurses of the healthcare institutions in Precarpathia. The article substantiates that nowadays it is not enough for a medical institution manager to have only a high level of knowledge on medicines, but also be aware of the elements of financial management, strategic planning and marketing, risk and conflict management, high-rate readiness for change and teamwork. The study of managerial competencies of the supervising physicians allowed to create profiles of the managerial competencies of the actual and future medical managers, to offer practical tools for their managerial competencies development, taking account of the need to work in crisis and under unpredictable conditions. Keywords: medical care, heads of medical institutions, managerial competencies, instability. JEL Classification M12, M14, I10 Formulas: 0; fig.: 1; tabl.: 5; bibl.: 15.

Pre-service Teachers’ Perceptions of Professional Standards and their Integration into Pre-service Training: A Comparative Study of Australia and Pakistan

This paper critically analyses 52 Australian and 68 Pakistani pre-service teachers’ (PST) perceptions of professional standards for teachers enabling the comparison of teacher preparation in the two countries. A multivariate analysis of variance tested the hypothesis that an integrated standards-based teacher preparation program was more effective for professional skills and competencies development than a non-integrated one. While the Australian PSTs undertaking a standards-integrated curriculum reported significantly higher levels of professional preparation in ten areas of professional Standards, their Pakistani counterparts - who were not exposed to such curriculum - reported inadequate preparation. The findings have implications for teacher educators and policy makers involved in the development of pre-service teacher programs.

Practice-oriented Approach to Development of Leadership Competencies of Honors Students: the Project «The Territory of Intellectual and Liberal Inventions»

This article presents the results of the study dedicated to the development of leadership competencies of the students with high academic achievements based on the practice-oriented approach. The authors of the paper reveal the features of the development of leadership competencies of Honors College students based on a practice-oriented approach, present the theoretical justification and description of the project «The Territory of Intellectual and Liberal Inventions», develop the specific character of gamification of the process of development leadership competencies among students of the Honors College. The main methods of this study were a review of theoretical works devoted to leadership and leadership competencies, circumstances of the educational environment of the Honors College, and theory and practice of gamification; a survey of Siberian Federal University Honors students; substantiation, description and creating of the project «The Territory of Intellectual and Liberal Inventions»; a design of a gamification model of student leadership competencies’ development process; a pilot experiment of this model, an analysis of the experiment results. The results of the conducted research reveal that the development of leadership competencies among gifted students based on a practice-oriented approach is actually and widely discussed by the educational community. The use of gamification allows intensifying the passing of the studied process. The materials of this article may be essential and beneficial for the researchers of development of leadership competencies, as well as for comparative studies in the field of teaching gifted students