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.

The Influence of Teachers’ Knowledge on Student Learning in Middle School Physical Science Classrooms

Abstract: This study examines the relationship between teacher knowledge and student learning for 9,556 students of 181 middle school physical science teachers. Assessment instruments based on the National Science Education Standards with 20 items in common were administered several times during the school year to both students and their teachers. For items that had a very popular wrong answer, the teachers who could identify this misconception had larger classroom gains, much larger than if the teachers knew only the correct answer. On items on which students did not exhibit misconceptions, teacher subject matter knowledge alone accounted for higher student gains. This finding suggests that a teacher’s ability to identify students’ most common wrong answer on multiple-choice items, a form of pedagogical content knowledge, is an additional measure of science teacher competence.

Patterns of motivation beliefs: Combining achievement goal and expectancy-value perspectives

Abstract: A person-centered approach integrated achievement goal and expectancy-value perspectives and identified patterns of mastery and performance-achievement goals (developing vs. demonstrating competence), task values (beliefs about interest, utility, importance, or opportunity costs), and competence beliefs. Cluster analysis classified 1,870 students (primarily Vietnamese and Latino) taught by 40 teachers in 148 math classrooms in 7 urban middle schools. Seven patterns were identified. In one adaptive pattern, students reported moderate interest in math and a sole focus on mastery goals of developing competence, supporting a traditional perspective on how goals operate. In another, students focused on both developing and demonstrating competence, supporting a multiple goals perspective. Achievement and affect did not differ significantly between these 2 groups, though both fared better than a 3rd cluster focused also on avoiding the demonstration of incompetence. Across all clusters, cost value differentiated more- and less-adaptive patterns of motivation. Integrating goal and value constructs improved prediction of affect and achievement and indicated that linear models may mask complex interactions.

Confronting "culture" in medicine's "culture of no culture"

Abstract: The author presents reflections from medical anthropology on the institutional culture of medicine and medical education, which sees itself as a "culture of no culture" and which systematically tends to foster static and essentialist conceptions of "culture" as applied to patients. Even though requirements designed to address cultural competence are increasingly incorporated into medical school curricula, medical students as a group may be forgiven for failing to take these very seriously as long as they perceive that they are quite distinct from the real competence that they need to acquire. To change this situation will require challenging the tendency to assume that "real" and "cultural" must be mutually exclusive terms. Physicians' medical knowledge is no less cultural for being real, just as patients' lived experiences and perspectives are no less real for being cultural. Whether this lesson can be effectively conveyed within existing curricular frameworks remains an open question. Cultural competence curricula will, perhaps, achieve their greatest success if and when they put themselves out of business-if and when, that is, medical competence itself is transformed to such a degree that it is no longer possible to imagine it as not also being "cultural."

Monkey see, monkey do: a critique of the competency model in graduate medical education

Abstract: Background Graduate medical education in the UK is in danger of being subsumed in a minimalist discourse of competency. Argument While accepting that competence in a doctor is a sine qua non, the author criticises the construction of a graduate and specialist medical education based solely upon a competency model. Many competency models follow the concepts of either academic competence or operational competence, both of which have lately been subject to criticism. Conclusion The author discusses the need for replacing such criterion-referenced models in favour of a model that engages the higher order competence, performance and understanding which represent professional practice at its best.