In competency-based education, it is important to frequently evaluate the degree of competency achieved by establishing and specifying competency levels. To self-appraise one's own competency level, one needs a simple, clear, and accurate description for each competency level. This study aimed at developing competency stages that can be used in surveys and conceptualizing clear and precise competency level descriptions. In this paper, the author intends to conceptualize a simple competency level description through a literature review. The author modified the most widely quoted competency level models-Dreyfus' Five-stage Model and Miller's Pyramid-and classified competency levels into the following: The Modified Dreyfus Model comprises absolute beginner, beginner, advanced beginner, competent, proficient, and expert, while the Modified Miller Model uses the levels of knows little, knows and knows how, exercised does, selected does, experienced does, and intuitive does. The author also provided a simple and clear description of competency levels. The precise description of competency levels developed in this study is expected to be useful in determining one's competency level in surveys.
Competency-Based Education ; Intention ; Korea

Multiple challenges are faced by educators and trainees. These challenges are multidimensional and pertain to a scenario in which trainees have to become in a short period of time competent technical neurosurgeons, while at the same time conscious of economic and professional factors that will influence their practice. It is the duty of societies and leading educators to come together in developing continental methods of training aimed towards “organised learning”. The goal should strictly be the education of our residents, not just the utilisation of their manpower for a number of years.
Certification ; Competency-Based Education ; Neurosurgery ; education

China ; Competency-Based Education ; Education, Medical ; methods ; trends

Recently, there has been active reformation of higher education. This trend has resulted in competency-based education (CBE) in many universities around the world, and dentistry education is no exception. However, it is necessary to keep in mind that CBE is both attractive and has its limitations. In particular, higher education is facing the obstacle of preparing students to survive in a supercomplex world in which nothing can be taken for granted. In addition, the frame of understanding and action lacks stability. In these circumstances, competency-based dentistry curriculum (CBDC) needs to be reestablished to deal with the changes and challenges of a supercomplex world. The purpose of this study is to explore alternatives to current CBDC practices, specifically based on an ‘ontological approach.’ To achieve this purpose, the importance of the ontological approach in the development of higher education curriculum in the future was examined. Then, the actual status and characteristics of CBDC in the present situation were investigated. Lastly, the development of CBCD based on an ontological approach in dentistry education was suggested.
Competency-Based Education ; Curriculum ; Dentistry ; Education ; Financing, Organized ; Humans

BACKGROUND: Recently, competency-based education has been reorganized in the dental hygiene curriculum. In education, non-cognitive factors are emphasized. Grit, the non-cognitive ability to persevere to achieve an individual’s long-term goals, is emerging. This study aims to identify the degree of grit and core competencies in students and to investigate the relationship between them and the factors that affect these core competencies. METHODS: This study was conducted using 350 dental hygiene students who were randomly assigned a structured questionnaire to complete. The final analysis included 321 students. The survey contents evaluated grit, core competencies, and general characteristics. The difference in the degree of grit and core competencies in conjunction with the general characteristics of the subjects was analyzed using the t-test/Mann Whitney U-test and the ANOVA/Kruskal-Wallis H test. Multiple regression analysis was then conducted to determine the factors affecting the core competencies of the subjects. RESULTS: The difference of ‘grit’ according to general characteristics was statistically significant in ‘major satisfaction’, ‘relationship’, ‘perceived academic achievement’, ‘grade point average (GPA)’. The difference in ‘core competency’ according to general characteristics was statistically significant in ‘grade’, ‘department selection’, ‘major satisfaction’, ‘relationship’, ‘perceived academic achievement’, ‘GPA’. Among the sub-areas of ‘grit’, ‘perseverance of effort’ showed a high correlation with ‘core competency’ and was statistically significant. As a result of regression analysis, ‘major satisfaction’, ‘perceived academic achievement’ and ‘grit’ of dental hygiene students had a statistically significant influence on ‘core competency’. Meanwhile, ‘GPA’ was not seen to be statistically significant in ‘core competency’. CONCLUSION: Grit, a non-cognitive factor, had a statistically significant effect on core competency, while the effects on GPA, a cognitive factor, were not statistically significant. Among the sub-factors of grit, ‘perseverance of effort’ had a statistically significant effect on ‘problem-solving competency’ and ‘academic competency’, which are ‘core competency’ sub factors.
Competency-Based Education ; Curriculum ; Education ; Humans ; Oral Hygiene

PURPOSE: This study was conducted to evaluate the effect of open laboratory self-directed practice in improving nursing skill competency. METHODS: This study was a one group posttest only design that examined the competency in basic nursing skills after traditional education and open laboratory self-directed practice. Students participated in traditional education and open laboratory practice through self-study. Whenever practice was done, the item of practice and time were measured and documented. Collected data were analyzed by frequency, percentages, averages and standard deviations, and Pearson correlation coefficients. RESULTS: 1. The average number of students who participated in the open lab self-directed practice was 53.9 (64.2%) and the total number of hours of participation was 1567.5 minutes per year. Each student participated for an average of 29.1 minutes per year. 2. Analysis showed a statistically positive correlation between practical skill and open laboratory self-study (r=0.252, p=0.048).
Competency-Based Education ; Education ; Evaluation Studies as Topic ; Humans ; Nursing*

PURPOSE: The purpose of this study was to examine satisfaction and dissatisfaction factors with the method of testing practice in Fundamentals of Nursing with the students using checklists. METHOD: Subjects were 251 students doing three month practice. Checklists by K Publishing were used to assess skill in measuring blood pressure and sterilized. Measure for satisfaction and dissatisfaction factors were developed by researcher through a literature review. Collected data were processed using SAS. RESULTS: 1. Average score for satisfaction was 3.49+/-0.68 for theoretical subjects of basic nursing, 3.44+/-0.72 for practical subjects and 3.29+/-0.74 for practice. Average score for interest was 3.71+/-0.73. 2. Average score for general satisfaction was 3.52+/-0.56, and the satisfaction factor with the highest score was "It was helpful in improving practical skills after the test"(average 3.78+/-0.78). Average score for general dissatisfaction was 3.13+/-0.59, and dissatisfaction factor with the highest score was "As I did not think deeply, I don't know exactly what mistakes I made"(average 3.41+/-0.94). 3. Students who wanted to study further in the future appeared to be satisfied with practical tests using checklists(F=2.04, p=.038), and students appeared to be dissatisfied with them when they didn't have enough time for practice(F=3.38, p=.010). CONCLUSION: Students' satisfaction was relatively high, particularly as the tests were seen as helpful in improving practical skills after tests.
Arm* ; Blood Pressure* ; Checklist* ; Competency-Based Education ; Education* ; Humans ; Nursing*

PURPOSE: The aim of this study was to assess nurses' evidence-based practice (EBP) beliefs and competencies, and organizational supports to develop EBP. METHODS: A descriptive study was conducted using a survey of clinical nurses at a tertiary hospital in South Korea. RESULTS: The survey was distributed to a total of 1,413 nurses and was completed by 1,318 nurses. There were significant differences in the EBP beliefs and competencies, and the perception of organizational supports among nurses at different educational levels. The EBP beliefs, EBP competencies, and organizational supports had a positive correlation with each other. EBP competencies were the highest in nurses with less than 3-years of clinical experience, and the perception of organization supports were the highest in nurses with more than 10-years of clinical experience. CONCLUSION: The findings suggest that educational programs, training, and organizational supports are recommended for facilitating successful EBP among nurses.
Education ; Evidence-Based Practice ; Korea ; Mental Competency ; Tertiary Care Centers

PURPOSE: The purpose of this study was to develop an integrated nursing practicum education matrix based on the learning outcomes of each stage. METHODS: In this Delphi technique study, 10 experts, consisting of six professors and four nurses, participated in the development of the matrix. The first step was an in-depth review for the composition of the questionnaire and the second step was the Delphi technique. The Delphi survey was conducted two times in order to complete the components of the matrix. The survey data was analyzed for statistical averages and standard deviations to decide the order of priority. RESULTS: According to each stage (i.e. fundamental stage, competent stage, and proficient stage), the matrix was composed of education contents, methods, evaluation methods, and curriculum outcomes. CONCLUSION: The integrated nursing practicum education matrix of Y University was completed. The developed matrix will result in a reduction in the gap between nursing education and clinical practice and an improvement in nursing competency.
Competency-Based Education ; Curriculum ; Delphi Technique ; Education* ; Education, Nursing ; Humans ; Learning* ; Nursing* ; Professional Competence ; Students, Nursing

Competency-Based Education ; Curriculum ; Education, Medical, Graduate ; methods ; Emergency Medicine ; education ; Humans ; Internship and Residency ; methods ; Singapore