Showing papers on "Competence (human resources) published in 2010"

Competency-based medical education: theory to practice.

Abstract: Although competency-based medical education (CBME) has attracted renewed interest in recent years among educators and policy-makers in the health care professions, there is little agreement on many aspects of this paradigm. We convened a unique partnership – the International CBME Collaborators – to examine conceptual issues and current debates in CBME. We engaged in a multi-stage group process and held a consensus conference with the aim of reviewing the scholarly literature of competency-based medical education, identifying controversies in need of clarification, proposing definitions and concepts that could be useful to educators across many jurisdictions, and exploring future directions for this approach to preparing health professionals. In this paper, we describe the evolution of CBME from the outcomes movement in the 20th century to a renewed approach that, focused on accountability and curricular outcomes and organized around competencies, promotes greater learner-centredness and de-emphasizes time-based curricular design. In this paradigm, competence and related terms are redefined to emphasize their multi-dimensional, dynamic, developmental, and contextual nature. CBME therefore has significant implications for the planning of medical curricula and will have an important impact in reshaping the enterprise of medical education. We elaborate on this emerging CBME approach and its related concepts, and invite medical educators everywhere to enter into further dialogue about the promise and the potential perils of competency-based medical curricula for the 21st century.

Fundamental movement skills in children and adolescents: review of associated health benefits

Abstract: The mastery of fundamental movement skills (FMS) has been purported as contributing to children's physical, cognitive and social development and is thought to provide the foundation for an active lifestyle. Commonly developed in childhood and subsequently refined into context- and sport-specific skills, they include locomotor (e.g. running and hopping), manipulative or object control (e.g. catching and throwing) and stability (e.g. balancing and twisting) skills. The rationale for promoting the development of FMS in childhood relies on the existence of evidence on the current or future benefits associated with the acquisition of FMS proficiency. The objective of this systematic review was to examine the relationship between FMS competency and potential health benefits in children and adolescents. Benefits were defined in terms of psychological, physiological and behavioural outcomes that can impact public health. A systematic search of six electronic databases (EMBASE, OVID MEDLINE, PsycINFO, PubMed, Scopus and SportDiscus®) was conducted on 22 June 2009. Included studies were cross-sectional, longitudinal or experimental studies involving healthy children or adolescents (aged 3-18 years) that quantitatively analysed the relationship between FMS competency and potential benefits. The search identified 21 articles examining the relationship between FMS competency and eight potential benefits (i.e. global self-concept, perceived physical competence, cardio-respiratory fitness [CRF], muscular fitness, weight status, flexibility, physical activity and reduced sedentary behaviour). We found strong evidence for a positive association between FMS competency and physical activity in children and adolescents. There was also a positive relationship between FMS competency and CRF and an inverse association between FMS competency and weight status. Due to an inadequate number of studies, the relationship between FMS competency and the remaining benefits was classified as uncertain. More longitudinal and intervention research examining the relationship between FMS competency and potential psychological, physiological and behavioural outcomes in children and adolescents is recommended.

Capturing autonomy, competence, and relatedness at work: Construction and initial validation of the Work-related Basic Need Satisfaction scale

Abstract: The satisfaction of the basic psychological needs for autonomy, competence, and relatedness, as defined in Self-Determination Theory, has been identified as an important predictor of individuals' optimal functioning in various life domains. The study of work-related need satisfaction seems, however, hampered by the lack of a validated measure. To assist future research, the present study aimed to develop and validate a Work-related Basic Need Satisfaction scale (W-BNS). Using four Dutch-speaking samples, evidence was found for the three-factor structure of the scale, the discriminant validity, and the reliability of the three need satisfaction subscales as well as their criterion-related and predictive validity. The W-BNS may therefore be considered as a promising tool for future research and practice.

Entrepreneurial competencies: a literature review and development agenda

Abstract: Purpose – Entrepreneurial competencies are seen as important to business growth and success. The purpose of this paper is therefore to undertake a literature review of research on entrepreneurial competence in order to: provide an integrated account of contributions relating to entrepreneurial competencies by different authors working in different countries and different industry sectors and at different points in time; and, develop an agenda for future research, and practice in relation to entrepreneurial competencies.Design/methodology/approach – The article starts with a review of the development of the concept of competence, with particular reference to its use in the context of management competencies. It then draws together views on the notion of entrepreneurial competence before exploring and summarising research on the link between entrepreneurial competencies and business performance and growth. A core section then compares the models of entrepreneurial competencies cited in the literature, and o...

The role of assessment in competency-based medical education

Abstract: Competency-based medical education (CBME), by definition, necessitates a robust and multifaceted assessment system. Assessment and the judgments or evaluations that arise from it are important at the level of the trainee, the program, and the public. When designing an assessment system for CBME, medical education leaders must attend to the context of the multiple settings where clinical training occurs. CBME further requires assessment processes that are more continuous and frequent, criterion-based, developmental, work-based where possible, use assessment methods and tools that meet minimum requirements for quality, use both quantitative and qualitative measures and methods, and involve the wisdom of group process in making judgments about trainee progress. Like all changes in medical education, CBME is a work in progress. Given the importance of assessment and evaluation for CBME, the medical education community will need more collaborative research to address several major challenges in assessment, including ‘‘best practices’’ in the context of systems and institutional culture and how to best to train faculty to be better evaluators. Finally, we must remember that expertise, not competence, is the ultimate goal. CBME does not end with graduation from a training program, but should represent a career that includes ongoing assessment.

Nonprofits are seen as warm and for-profits as competent: Firm stereotypes matter

Abstract: Consumers use warmth and competence, two fundamental dimensions that govern social judgments of people, to form perceptions of firms. Three experiments showed that consumers perceive nonprofits as being warmer than for‐profits but as less competent. Further, consumers are less willing to buy a product made by a nonprofit than a for‐profit because of their perception that the firm lacks competence. Consequently, when perceived competence of a nonprofit is boosted through subtle cues that connote credibility, discrepancies in willingness to buy disappear. In fact, when consumers perceive high levels of competence and warmth, they feel admiration for the firm—which translates to consumers’ increased desire to buy. This work highlights the importance of consumer stereotypes about nonprofit and for‐profit companies that, at baseline, come with opposing advantages and disadvantages but that can be altered.

Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web

Abstract: Research in the area of educational technology has claimed that Web technology has driven online pedagogy such that teachers need to know how to use Web technology to assist their teaching. This study provides a framework for understanding teachers’ Technological Pedagogical Content Knowledge-Web (TPCK-W), while integrating Web technology into their pedagogical practice. Furthermore, contemporary educational researchers have highlighted the significance of teachers’ self-efficacy, conceptualized as the teachers’ perceptions of their own competence at teaching, and related to instructional strategies as well as teaching effectiveness. The major purpose of this study was to investigate teachers’ perceived self-efficacy in terms of their TPCK-W. This study aimed to develop a new questionnaire, namely the Technological Pedagogical Content Knowledge-Web (TPCK-W) Survey to explore teachers’ self-efficacy in terms of their TPCK-W, and additionally to assess their attitudes toward Web-based instruction. The participants in this study were 558 teachers from elementary school to high school level in Taiwan. Both exploratory and confirmatory factor analyses indicated that the TPCK-W survey developed in this study has satisfactory validity and reliability characteristics. The results indicate a lack of general knowledge about Web-related pedagogy amongst the teachers surveyed. The correlations between teachers’ self-efficacy in terms of their TPCK-W, their attitudes regarding Web-based instruction, and their background variables were also examined. Correlations were found between self-efficacy and positive attitudes to web-based instruction. Older and more experienced teachers were found to have lower levels of self-efficacy with respect to TPCK-W, though teachers with more experience of using the web (including for instruction) had higher levels of self-efficacy with respect to TPCK-W.

The process of empowerment: A model for use in research and practice.

Abstract: In this article, we propose a model of the process of empowerment. The notion of empowerment is compelling and much employed across many subfields inside and outside of psychology, but the lack of consistency in the ways prior literature has defined it is an obstacle to meaningful synthesis of findings and consistent application in practice. Our empowerment process model builds on prior work in taking the following steps: articulating empowerment as an iterative process, identifying core elements of that process, and defining the process in a way that is practically useful to both researchers and practitioners with terms that are easily communicated and applied. The components of the model are personally meaningful and power-oriented goals, self-efficacy, knowledge, competence, action, and impact. Individuals move through the process with respect to particular goals, doubling back repeatedly as experience promotes reflection. We make specific recommendations for research and practice and discuss applications to social justice.

The action competence approach and the ‘new’ discourses of education for sustainable development, competence and quality criteria

Abstract: Action competence has been a key concept in educational circles in Denmark since the 1980s. This paper explores the relationship between the action competence approach and recent discourses of education for sustainable development (ESD), competence and quality criteria. First we argue that action competence is an educational ideal, referring to the German notion of ‘Bildung’ and that the very essence of action competence can be derived from the notion of ‘action’. Second we emphasise that a particular focus must be put on education, when ESD is seen through the lens of the action competence approach. Next we suggest that the interpretation of ‘competence’ differs substantially in this approach from those connected to individualistic‐oriented Human Resource Management theory, while some similarities and differences can be found in relation to subject‐oriented notions of competence and the Organization for Economic Cooperation and Development‐promoted DeSeCo (Definition and Selection of Competencies) perspe...

Special Education Teacher Quality and Preparation: Exposing Foundations, Constructing a New Model:

Abstract: The authors trace changes in conceptions of special education teacher quality and preparation in response to developments in special education research, policy, and practice. This developmental arc is a backdrop for understanding contemporary special education practice and charting future directions for preparing special education teachers. Federal policy, and recent research on teaching and learning, and the response-to-intervention (RTI) movement require a shift in thinking about how to prepare quality special education teachers and the expertise they need to be effective. To function effectively in RTI and fulfill federal highly qualified teacher requirements, special education teachers must master an increasingly complex knowledge base and sophisticated repertoire of instructional practices. The authors contend that preservice preparation is inadequate for this purpose and that preparation for special education teaching should build upon an existing knowledge base and demonstrated competence in classr...

Medical competence: The interplay between individual ability and the health care environment

Abstract: Competency-based education in the health care professions has become a prominent approach to postgraduate training in Canada, the Netherlands, the United Kingdom, the United States, and many other countries. Competency frameworks devised at national and international levels have been well received, and in many cases mandated, by governing bodies. However, the teaching and assessment of competencies pose questions of practicality, validity, and reliability. In this article we propose that competence and competencies be approached in the context of the particular clinical environment, such that the assessment of competence is tied to a trainee’s performance of essential clinical activities that define the profession. Competence is implicit in the eventual entrustment of trainees to perform these professional activities. Competencies and ‘‘entrustable professional activities’’ (EPAs) relate to each other as two dimensions of a grid in which each EPA can be mapped back to a number of competencies. This backward visioning from EPAs to competencies is proposed as a guide to curriculum planning and assessment. The authors discuss experiences with this conceptual model in research, curriculum development and learner assessment.

Improving Retention, Confidence, And Competence of New Graduate Nurses: Results from a 10-Year Longitudinal Database

Abstract: Developing competent and confident new graduate nurses who remain with their hospitals is a major challenge. A structured evidence-based RN residency was developed and implemented in hospitals across the United States. Outcomes data were collected from over 6000 new graduate nurses who completed the RN residency over a 10-year period. The results indicate an accelerated increase in competence and self-confidence and a significant decrease in turnover intent and actual turnover. This study provides persuasive evidence that both new graduate nurses and their organizations benefit from the implementation of a structured, clinical immersion RN residency.

High-fidelity nursing simulation: impact on student self-confidence and clinical competence.

Abstract: Development of safe nursing practice in entry-level nursing students requires special consideration from nurse educators. The paucity of data supporting high-fidelity patient simulation effectiveness in this population informed the development of a quasi-experimental, quantitative study of the relationship between simulation and student self-confidence and clinical competence. Moreover, the study reports a novel approach to measuring self-confidence and competence of entry-level nursing students. Fifty-three baccalaureate students, enrolled in either a traditional or simulation-enhanced laboratory, participated during their first clinical rotation. Student self-confidence and faculty perception of student clinical competence were measured using selected scale items of the Lasater Clinical Judgment Rubric. The results indicated an overall improvement in self-confidence and competence across the semester, however, simulation did not significantly enhance these caring attributes. The study highlights the need for further examination of teaching strategies developed to promote the transfer of self-confidence and competence from the laboratory to the clinical setting.

Transitions and strategic niche management: towards a competence kit for practitioners

Abstract: Structural problems in modern societies, such as climate change and congestion problems, require 'transitions' towards a more susTWNnable fulfilment of social needs. Recent research shows that experimenting in niches is crucial for learning about social challenges and stimulating transitions. Through a series of 'transition experiments' in different niches, social innovations can be improved and eventually replace dominant practice. This article reviews the literature on transitions and strategic niche management and argues that it has a strong analytical core, but less effort has been made to develop a managerial perspective. The authors aim to contribute to such perspective by developing a 'competence kit': a learning module that provides practitioners (e.g., policy makers, companies, intermediary organisations and NGO's) that are involved in transition experiments with an analytical framework, guidelines and tools and recognisable examples. The results from the first workshop with practitioners to explore potential applications of the competence kit are promising. Copyright © 2010 Inderscience Enterprises Ltd.

Competences for Sustainable Development and Sustainability: Significance and Challenges for ESD.

Abstract: Purpose – The purpose of this paper is to draw attention of the education for sustainable development (ESD) community to recent discussions on competence approaches and to examine the adequacy of a competence‐based model as the means of achieving educational and societal transformation towards sustainability. The paper analyses and highlights some important aspects of case studies of the contributing authors to the special issue.Design/methodology/approach – The paper is based on the review of relevant literature and reflections on the articles that constitute this special issue. It also reflects the authors' observations through their extensive interactions with theoreticians, practitioners and policy makers on ESD in the context of the United Nations decade of education for sustainable development (DESD) and higher education for sustainable development (HESD).Findings – The paper recognises a highly complex nature of the conceptualizations of competences for SD and their articulation in educational prog...

Exploring person-centredness: a qualitative meta-synthesis of four studies

Abstract: Person-centredness as a concept is becoming more prominent and increasingly central within some research literature, approaches to practice and as a guiding principle within some health and social care policy. Despite the increasing body of literature into person-centred nursing (PCN), there continues to be a ‘siloed’ approach to its study, with few studies integrating perspectives from across nursing specialties. The purpose of this paper is to present the results of a study undertaken to explore if the secondary analysis of findings from four different and unrelated research studies (that did not have the main aim of researching person-centredness) could inform our understanding of person-centred nursing. A qualitative meta-synthesis was undertaken of the data derived from the four unrelated research studies undertaken with different client groups with long-term health conditions. A hermeneutic and interpretative approach was used to guide the analysis of data and framed within a particular person-centred nursing framework. Findings suggest ‘professional competence’ (where competence is understood more broadly than technical competence) and knowing ‘self’ are important prerequisites for person-centred nursing. Characteristics of the care environment were also found to be critical. Despite the existence of expressed person-centred values, care processes largely remained routinised, ritualistic and affording few opportunities for the formation of meaningful relationships. Person-centred nursing needs to be understood in a broader context than the immediate nurse–patient/family relationship. The person-centred nursing framework has utility in helping to understand the dynamics of the components of person-centredness and overcoming the siloed nature of many current perspectives.

Mobile Communication and Civic Life: Linking Patterns of Use to Civic and Political Engagement

Abstract: This study employed the uses and gratifications approach to investigate how patterns of mobilephoneusearelinkedtocivicandpoliticalinvolvement.Findingsrevealthatuseofthe technology for information exchange and recreation are positive predictors of participation in civic life, however associations are moderated by mobile communication competence. Notably, individuals who report higher levels of comfort with mobile telephony and use it for information exchange tend to be more civically and politically engaged than those who report less comfort with the technology. These findings shed new light on the positive role of mobile communication in civil society, while highlighting competence as an emergent dimension of the so-called ‘‘second-level’’ digital divide, which has traditionally focused on computer skills.

Identification of competencies for professionals in open innovation teams

Abstract: In the open innovation management literature, it is widely acknowledged that individuals play a crucial role in collaborative knowledge creation processes. However, the literature tends not to explore the human side of open innovation teams. The present article therefore examines the competencies that professionals need for working in open innovation teams (specific but not necessarily unique to open innovation) and to cope with the challenges they face. A qualitative study consisting of explorative interviews and focus group discussions was conducted, resulting in a competence profile for open innovation professionals. The profile adds a new perspective to the field of open innovation management by focusing on how individuals involved in open innovation teams can enhance open innovation success. It reveals, among other things, how professionals can generate new knowledge, build trust, and deal with low reciprocal commitment in open innovation teams. Especially, brokering solutions and being socially competent seem to be important for open innovation professionals. Companies should focus on these competencies when supporting their professionals in open innovation teams.

Undergraduate medical research: the student perspective.

Abstract: Background: Research training is essential in a modern undergraduate medical curriculum. Our evaluation aimed to (a) gauge students’ awareness of research activities, (b) compare students’ perceptions of their transferable and research-specific skills competencies, (c) determine students’ motivation for research and (d) obtain students’ personal views on doing research. Methods: Undergraduate medical students (N=317) completed a research skills questionnaire developed by the Centre for Excellence in Teaching and Learning in Applied Undergraduate Research Skills (CETLAURS) at Reading University. The questionnaire assessed students’ transferable skills, research-specific skills (e.g., study design, data collection and data analysis), research experience and attitude and motivation towards doing research. Results: The majority of students are motivated to pursue research. Graduate entrants and male students appear to be the most confident regarding their research skills competencies. Although all students recognise the role of research in medical practice, many are unaware of the medical research activities or successes within their university. Of those who report no interest in a career incorporating research, a common perception was that researchers are isolated from patients and clinical practice. Discussion: Students have a narrow definition of research and what it entails. An explanation for why research competence does not align more closely with research motivation is derived from students’ lack of understanding of the concept of translational research, as well as a lack of awareness of the research activity being undertaken by their teachers and mentors. We plan to address this with specific research awareness initiatives. Keywords: undergraduate; research skills; translational research; training; scholarly activity programmes (Published: 10 September 2010) Citation: Medical Education Online 2010, 15: 5212 - DOI: 10.3402/meo.v15i0.5212

The gain spiral of resources and work engagement: Sustaining a positive worklife

Abstract: People try to acquire resources at work which they value such as autonomy, social relationships, and feedback about their performance. These job resources are functional in achieving work goals and may stimulate personal growth, learning, and development. As such, job resources initiate a motivational process that may lead to work engagement and positive organizational outcomes, including enhanced performance (Bakker & Demerouti, 2008; Schaufeli & Bakker, 2004). This premise is consistent with traditional motivational approaches such as job characteristics theory (Hackman & Oldham, 1980) and self-determination theory (Ryan & Deci, 2000). According to the former approach, particular job characteristics such as skill variety, autonomy, and feedback have motivating potential and indirectly predict positive outcomes like intrinsic motivation (a concept closely related to work engagement), through the activation of positive psychological states. In a somewhat similar vein, self-determination theory posits that job resources are motivating because they fulfill basic human needs, such as the needs for autonomy, competence, and relatedness. Consequently, work contexts that provide resources such as job control (autonomy), feedback (competence), and social support (relatedness) would enhance well-being and increase intrinsic satisfaction at work (Ryan & Frederick, 1997).

The development of ESD-related competencies in supportive institutional frameworks

Abstract: Although Education for Sustainable Development (ESD) is a matter of global importance, the requirements and needs of people differ according to their regional circumstances. (Not only) in Germany—in keeping with the increasingly international focus of “output” evaluations—one dominant educational debate has centred on effective ways of mapping and understanding pupils’ competencies. This article provides a Model of Competence for ESD in the formal education sector. This model aims to inform the organisation of teaching and to help assess the learning outcomes of pupils who have received instruction in issues relating to ESD. The competence model was developed and extended in connection with two German federal state innovation programmes which aimed to implement the concept of ESD in schools across the country.

Psychological empowerment, job insecurity and employee engagement

Abstract: Orientation: The psychological empowerment of employees might affect their engagement. However, psychological empowerment and employee engagement might also be influenced by job insecurity. Research purposes: The objective of this study was to examine the relationship between psychological empowerment, job insecurity and employee engagement. Motivation for the study: Employee engagement results in positive individual and organisational outcomes and research information about the antecedents will provide valuable information for the purposes of diagnosis and intervention. Research design, approach and method: A correlational design was used. Survey design was conducted among 442 employees in a government and a manufacturing organisation. The measuring instruments included the Psychological Empowerment Questionnaire, the Job Insecurity Inventory, and the Utrecht Work Engagement Scale. Main findings: Statistically significant relationships were found between psychological empowerment, job insecurity and employee engagement. A multivariate analysis of variance showed that affective job insecurity had a main effect on three dimensions of psychological empowerment (viz. competence, meaning and impact) and on employee engagement. Affective job insecurity moderated the effect of psychological empowerment on employee engagement. Practical implications: The implication of the results is that interventions that focus on the psychological empowerment of employees (viz. meaningfulness, competence, self-determination and impact) will contribute to the engagement (vigour, dedication and absorption) of employees. If job insecurity is high, it is crucial to attend to the psychological empowerment of employees. Contribution: This study contributes to knowledge about the conditions that precede employee engagement, and shows that the dimensions of psychological empowerment (namely experienced meaningfulness, competence, impact and self-determination) play an important role in this regard.

The Participation Divide Among “Online Experts”: Experience, Skills and Psychological Factors as Predictors of College Students' Web Content Creation

Abstract: This study explored factors that predict online content creation among college students. A Web-based survey revealed that there are differences by gender, race, and age even among this wired group. Drawing from literature on technology adoption, the digital divide, and self-determination theory, this study found that psychological factors–perceived competence and both extrinsic and intrinsic motivations–predict content creation. Among the experience variables, having a computer in the students' own room is associated with content creation when controlling for all other factors. The gender divide disappears when experience, skills, perceived competence, and intrinsic motivation are considered. Finally, a new racial gap emerged; whites are less likely than minorities to participate in the Web even after controlling for all other variables. An earlier version of this paper received an award in the Jung-Sook Lee Student Paper Competition of the Communication and Technology Division, Association for Education in Journalism and Mass Communication annual conference, Boston, August, 2009. The author would like to thank Sebastian Valenzuela and Dr. Paula Poindexter for their helpful comments.

Mirroring, Gestaltswitching and Transformative Social Learning: stepping stones for developing sustainability competence

Abstract: Purpose – The purpose of this paper is to identify components and educational design principles for strengthening sustainability competence in and through higher education.Design/methodology/approach – This is a conceptual paper that uses an exemplary autobiographical empirical case study in order to illustrate and support a line of reasoning.Findings – A number of “Gestalts” of mind‐sets of sustainability competence and key elements of the learning processes needed for developing such competence have been identified.Originality/value – This is one of the first papers to consider sustainability competence from a transformative social learning perspective. The value of the paper lies in its potential to help teachers of university courses in re‐designing their educational processes with sustainability competence in mind.

BELF competence as business knowledge of internationally operating business professionals

Abstract: Business English as a lingua franca (BELF) has come to dominate as the shared code used to “get work done” in international business. In this article, the authors explore internationally operating business professionals’ perceptions of BELF communication and its “success” at work, based on selected data from an online survey (N = 987) and in-depth interviews (N = 27) conducted in European multinational companies. The findings show that BELF can be characterized as a simplified, hybridized, and highly dynamic communication code. BELF competence calls for clarity and accuracy of content (rather than linguistic correctness) and knowledge of business-specific vocabulary and genre conventions (rather than only “general” English). In addition, because BELF interactions take place with nonnative speakers (NNSs) from a variety of cultural backgrounds, the relational orientation is perceived as integral for BELF competence. In sum, BELF competence can be considered an essential component of business knowledge requ...

Job requirements compared to medical school education: differences between graduates from problem-based learning and conventional curricula

Abstract: Background: Problem-based Learning (PBL) has been suggested as a key educational method of knowledge acquisition to improve medical education. We sought to evaluate the differences in medical school education between graduates from PBL-based and conventional curricula and to what extent these curricula fit job requirements. Methods: Graduates from all German medical schools who graduated between 1996 and 2002 were eligible for this study. Graduates self-assessed nine competencies as required at their day-to-day work and as taught in medical school on a 6-point Likert scale. Results were compared between graduates from a PBL-based curriculum (University Witten/Herdecke) and conventional curricula. Results: Three schools were excluded because of low response rates. Baseline demographics between graduates of the PBL-based curriculum (n = 101, 49% female) and the conventional curricula (n = 4720, 49% female) were similar. No major differences were observed regarding job requirements with priorities for “Independent learning/ working” and “Practical medical skills”. All competencies were rated to be better taught in PBL-based curriculum compared to the conventional curricula (all p < 0.001), except for “Medical knowledge” and “Research competence”. Comparing competencies required at work and taught in medical school, PBL was associated with benefits in “Interdisciplinary thinking” (Δ + 0.88), “Independent learning/working” (Δ + 0.57), “Psycho-social competence” (Δ + 0.56), “Teamwork” (Δ + 0.39) and “Problem-solving skills” (Δ + 0.36), whereas “Research competence” (Δ - 1.23) and “Business competence” (Δ - 1.44) in the PBL-based curriculum needed improvement. Conclusion: Among medical graduates in Germany, PBL demonstrated benefits with regard to competencies which were highly required in the job of physicians. Research and business competence deserve closer attention in future curricular development. Background The framework of medical education has always been a controversial subject. In 1899, Sir William Osler claimed that the complex and growing structure of medical knowledge was associated with difficulties in imparting the necessary skill set for a well-trained physician. Osler concluded that one way to overcome this issue may be

Are ‘digital natives’ really digitally competent?—A study on Chinese teenagers

Abstract: Literature review has found that despite the considerable attention focused on ‘digital natives’, few studies have carefully investigated the characteristics of this group. The purpose of this study is to contribute to the debate on digital natives by providing a ‘piece of evidence’ on the digital competence status of a group of Chinese teenagers (ninth grade students) randomly selected from the Jiangdong District in Ningbo City, Zhejiang Province. An Instant Digital Competence Assessment (iDCA) tool, developed by a research group from the University of Florence, was adopted as the measurement tool for the study. Quantitative research was employed and the research design for the study was descriptive in nature. Data analysis results found that the majority of the participating ninth grade students (n = 317) had personal computers (PCs) and the Internet available at home and the average period of time owing a PC was about 5 years. The iDCA results indicated that (1) participants’ overall performance in the iDCA was just ‘pass’ rather than ‘good’ or ‘excellent’, which might imply that digital natives in China are not necessarily digitally competent; (2) there were big disparities among participants as regards their digital competence; (3) participants’ digital competence differed depending on their schools and their ages; (4) participants’ digital competence was not significantly influenced by such factors as having a PC or not, having the Internet or not at home, frequency of computers and Internet use. On the basis of the findings, the study concluded by highlighting the role of education in improving teenagers’ digital competence and by recommending the development of well-designed teaching and learning materials for the Chinese K-12 school system.