scispace - formally typeset
Search or ask a question
Topic

Competence (human resources)

About: Competence (human resources) is a research topic. Over the lifetime, 53557 publications have been published within this topic receiving 988884 citations. The topic is also known as: competence (human resources) & Competency.


Papers
More filters
Journal ArticleDOI
TL;DR: The author explores the implications of both time-based and outcomes-based models for medical education reform and proposes an integration of their best features.
Abstract: One hundred years after Abraham Flexner released his report Medical Education in the United States and Canada, the spirit of reform is alive again. Reports in the United States and Canada have called for significant changes to medical education that will allow doctors to adapt to complex environments, work in teams, and meet a wide range of social needs. These reports call for clear educational outcomes but also for a flexible, individualized approach to learning. Whether or not change will result has much to do with the alignment between what is proposed and the nature of current societal discourses about how medical education should be conducted. Currently, two powerful and competing models of competence development are operating at odds with one another. The traditional one is time-based (a "tea-steeping" model, in which the student "steeps" in an educational program for a historically determined fixed time period to become a successful practitioner). This model directs attention to processes such as admission and curriculum design. The newer one is outcomes-based (an "i-Doc" model, a name suggested by the Apple i-Pod that infers that medical schools and residencies, like factories, can produce highly desirable products adapted to user needs and desires). This model focuses more on the functional capabilities of the end product (the graduate student, resident, or practicing physician). The author explores the implications of both time-based and outcomes-based models for medical education reform and proposes an integration of their best features.

177 citations

Journal ArticleDOI
TL;DR: This study is the first research to be reported in Australia, which has simultaneously compared both students' and educators' perceptions and the first to replicate Mogan and Knox's seminal work.
Abstract: Background . This study is a replication of research undertaken by Mogan and Knox in 1987, which investigated and described characteristics of ‘best’ and ‘worst’ clinical educators. They developed and used an instrument known as the Nursing Clinical Teacher Effectiveness Inventory (NCTEI), a 48 item checklist that describes discrete characteristics clustered into five subscales or categories: teaching ability; interpersonal relationships, personality traits, nursing competence and evaluation. The tool has since been used in several countries including Greece, Hong Kong, Israel and North America and is the instrument most frequently used to identify effective clinical teaching characteristics of clinical educators. Aim . The aim of the present study was to administer the NCTEI to undergraduate nursing students and clinical educators in a school of nursing at an Australian university to explore the perceived characteristics of effective clinical educators as rated by students and educators, and the significant differences and commonalities between these perceptions. Findings . Results indicate that the category of Interpersonal Relationships was the most highly valued characteristic rated by both Australian students and clinical educators, and both groups (students and educators) ranked the subset of personality as the lowest amongst five categories. In common with Mogan and Knox, this study found that students who had not been exposed to real clinical situations prior to commencing nursing studies ranked items related to interpersonal relationships more highly than students who had previous nursing experience. Although there were no statistically significant differences in the two groups, students were more concerned with evaluation while clinical educators were more concerned with nursing competence. Conclusion. This study is the first research to be reported in Australia, which has simultaneously compared both students' and educators' perceptions and the first to replicateMogan and Knox's seminal work. Findings point to the need forclinicaleducators tovalue interpersonal relationships with students as well as clinical competence.

176 citations

Journal Article
TL;DR: TransComp as mentioned in this paper is a longitudinal study which explores the development of translation competence in 12 students of translation over a period of three years and compares it to that of 10 professional translators.
Abstract: The first part of this article gives a short survey of how translation competence and its acquisition have been modelled so far and of what we know from expertise research about the cognitive processes involved in expert performance. Drawing on this, a model of translation competence is presented as a framework of reference for the research project TransComp, a longitudinal study which explores the development of translation competence in 12 students of translation over a period of three years and compares it to that of 10 professional translators. The model will be used to generate hypotheses to be verified in TransComp. In the second part of the article, the design of TransComp, the research questions asked, and the methods of measuring those features which are assumed to be indicators of central sub-competences of translation competence will be presented. The article concludes with information on the availability of the materials used for the study and the data collected in TransComp.

176 citations

Journal ArticleDOI
TL;DR: The reliability and validity of evaluating motivational interviewing fidelity are demonstrated and the combination of expert-led workshops followed by program-based clinical supervision may be an effective method for disseminating motivational interviewing in community treatment programs are suggested.

176 citations


Network Information
Related Topics (5)
Curriculum
177.5K papers, 2.3M citations
92% related
Qualitative research
39.9K papers, 2.3M citations
91% related
Psychological intervention
82.6K papers, 2.6M citations
85% related
Health care
342.1K papers, 7.2M citations
84% related
Higher education
244.3K papers, 3.5M citations
83% related
Performance
Metrics
No. of papers in the topic in previous years
YearPapers
20242
20237,039
202215,191
20213,301
20204,067
20193,818