PURPOSE: This paper is a report of a concept analysis of 'quality of pediatric nursing care'. METHODS: Rodgers's evolutionary method of concept analysis was used. Data were collected from published literature related to quality of pediatric nursing care. RESULTS: Quality of pediatric nursing care was identified with three dimensions and seven attributes: 1) nurse's character: technical competence, interpersonal competence, 2) nurse's activities: developmentally appropriate care, attentiveness, entertainment, 3) nurse-parent interaction: nurse-parent partnership, emotional support. Antecedents of quality of pediatric nursing care were 'child and parent's expectation about pediatric nursing care', 'previous caring experience of pediatric nurses'. Consequences of quality of pediatric nursing care were 'meet child and parent's needs' and 'better health outcomes.' CONCLUSION: 'Quality of pediatric nursing care' is a core concept in pediatric nursing practice. Appropriate instruments to operationalize the concept need to be developed.
Child ; Humans ; Nurse-Patient Relations ; Nurses/psychology ; Pediatric Nursing/*standards ; Professional Competence ; *Quality of Health Care

Entering into medical schools is the most difficult yet most prestigious among all of the undergraduate university departments. Most of the medical students in Japan come from the Mathematics/Physicochemical Science track, while a few are from the Humanities/Social Science track. However, to meet the needs of the Japanese society, medical students need to learn core competencies, such as professionalism, humanism, and ethics. Issues with regard to these competencies among medical students have recently become a widespread serious concern to medical educators and the general public in Japan. In this article, we suggest that the introduction of a new medical school system, by reforming the admission criteria, can be an effective measure for meeting the current needs of the Japanese society.
Education, Medical, Undergraduate ; organization & administration ; Humans ; Japan ; Professional Competence ; standards ; School Admission Criteria

China ; Clinical Competence ; Educational Measurement ; Employment ; Guidelines as Topic ; Humans ; Licensure, Dental ; Professional Practice ; Surgery, Oral ; standards

China ; Clinical Competence ; Educational Measurement ; Employment ; Guidelines as Topic ; Humans ; Licensure, Dental ; Professional Practice ; Surgery, Oral ; standards

China ; Clinical Competence ; Educational Measurement ; Employment ; Guidelines as Topic ; Humans ; Licensure, Dental ; Oral Medicine ; standards ; Professional Practice

China ; Clinical Competence ; Educational Measurement ; Employment ; Guidelines as Topic ; Humans ; Licensure, Dental ; Preventive Dentistry ; standards ; Professional Practice

OBJECTIVE: To evaluate outstanding and ordinary persons from personal characteristics using competency as the important criteria, which is the future direction of medical education reform. METHODS: We carried on a behavior event interview about famous doctors of old traditional Chinese medicine, compiled competency dictionary, proceed control prediction test. SPSS and AMOS were used to be data analysis tools on statistics. We adopted the model of peer assessment and contrast to carry out empirical research. RESULTS: This project has carried on exploratory factor analysis and confirmatory factor analysis, established a "5A" competency model which include moral ability, thinking ability, communication ability, learning and practical ability. CONCLUSION Competency model of "excellent doctor" in Chinese medicine has been validated, with good reliability and validity, and embodies the characteristics of traditional Chinese medicine personnel training, with theoretical and practical significance for excellence in medicine physician training.
Delivery of Health Care ; standards ; Education, Medical ; Medicine, Chinese Traditional ; Professional Competence ; Reproducibility of Results

PURPOSE: Doctors are asked to play the roles of both a healer and a professional. In dealing with this inherent demand, we should first ask ourselves if we are selecting students who show traits that would enable them to become a good doctor. The primary concern of this study was to identify the core elements of medical professionalism that will develop into professional competence that we should be sought in medical school applicants. MATERIALS AND METHODS: One hundred-six responses from the Delphi survey done by medical school professors and 230 completed questionnaires from medical students were used for analysis. We also set out to analyze the level of medical professionalism in newly entering medical students using a 5-point Likert scale. RESULTS: Of the 27 elements of medical professionalism examined, the most important core element was thought to be 'life-long learning skills'. The level of professionalism in Korean medical students was mostly assessed to be less than the 3.0 mean score given by the professors. Medical students tended to rate themselves higher than did the professors for their level of medical professionalism. CONCLUSION: Medical professionalism can be categorized into three domains; professional knowledge, professional skills, and professional attitude. For the prominent differences in the recognition of the levels of professionalism elements in medical students by students and professors, further studies investigating the reasons for discrepancy are needed.
Data Collection ; Delivery of Health Care/standards ; Education, Medical/standards ; Physician's Role ; Professional Competence/standards ; Schools, Medical/*standards ; Students, Medical/*statistics & numerical data

PURPOSE: This study conducted a needs assessment for developing teaching competencies of medical educators by assessing their perceived ability to perform teaching competencies as well as their perceived importance of these competencies. Additionally, this study examined whether there were any differences in needs assessments scores among three faculty groups. METHODS: Hundred and eighteen professors from Dong-A University College of Medicine were surveyed, and the data from 44 professors who answered all the questions were analyzed using IBM SPSS 21. The needs assessment tool measured participants' perceived ability to perform teaching competencies and perceived importance of these competencies. The Borich formula was used to calculate needs assessment scores. RESULTS: The most urgent needs for faculty development were identified for the teaching competencies of "diagnosis and reflection," followed by "test and feedback," and "facilitation." Additionally, two, out of 51, items with the highest needs assessment scores were "developing a thorough course syllabus" and "introducing students to the course syllabus on the first day of class." The assistant professor group scored significantly higher on educational needs related to "facilitation," "affection and concern for students," and "respect for diversity" competencies than the professor group. Furthermore, the educational needs scores for all the teaching competencies except "diagnosis and reflection," "global mindset," and "instructional management" were higher for the assistant professor group than the other two faculty groups. CONCLUSION: Thus, the educational needs assessment scores obtained in this study can be used as criteria for designing and developing faculty development programs for medical educators.
*Education, Medical ; Faculty, Medical/*standards ; Female ; Humans ; *Needs Assessment/standards ; *Professional Competence ; Republic of Korea ; Schools, Medical ; Surveys and Questionnaires ; Teaching/*standards ; Universities

INTRODUCTIONThis paper shows the importance and value of external proficiency testing programmes in monitoring and improving a laboratory's diagnostic skills. It reviews and documents the wide variety of inherited metabolic disorders (IMDs) encountered in the programmes organised by the Human Genetics Society of Australasia and the College of American Pathologists.

MATERIALS AND METHODSThe programmes used actual patient specimens to assess a laboratory's ability to provide diagnoses based on laboratory tests results and brief clinical information. Participating laboratory was also required to suggest additional test(s) to confirm diagnoses.

RESULTSThe results of diagnoses on 116 samples were reviewed. Altogether 49 IMDs were encountered, including 26 organic acidurias, 16 aminoacidurias, 3 urea cycle defects, 5 mucopolysaccharidoses, and 1 each of mucolipidosis and purine disorder. Our report for 21 of the 116 samples (18.1%) deviated from the actual diagnoses. Deviations from the final diagnoses were recorded along with the reasons for them. The main reasons for the deviations were: the lack of standards for recognising metabolites of pathognomonic significance, absence of characteristic metabolites in samples collected during treatment, the presence of misleading unusual metabolites, inadequate clinical information, and inability to perform additional tests due to insufficient specimens.

CONCLUSIONSThe programmes provided a wide variety of IMDs, some of which we have yet to encounter in our patients. They also enabled us to learn about the varied biochemical manifestations at different stages of disease and the identity of previously unidentified metabolites. They enhanced our knowledge and experience and improved our diagnostic skills.

Australia ; Humans ; Laboratories ; standards ; Metabolism, Inborn Errors ; diagnosis ; New Zealand ; Pathology, Clinical ; standards ; Professional Competence ; Program Evaluation ; Quality Assurance, Health Care ; Quality Control ; Specimen Handling ; standards