Debates over models of professional training have occurred in several health disciplines, including psychology. Currently, clinical competencies form the backbone of training in clinical psychology and in standards for the accreditation of such training programs, with sample domains including ethical and legal issues, assessment, intervention, and experience with a diversity of clients across c...

Although the importance of research mentorship has been well established, the role of mentors of junior clinical and translational science investigators is not clearly defined. The authors attempt to derive a list of actionable competencies for mentors from a series of complementary methods. We examined focus groups, the literature, competencies derived for clinical and translational scholars, ...

objectives: clinical competencies are learning outcomes the student should display by the end of the program and competency based instruction measures what participants have learned as opposed to what instructors think they have thought. objective of this study was to compare student and faculty perceptions of the importance and achievement of clinical competencies in rehabilitation programs. m...

Background: Faculty members are the main sources of universities. Determination and promotion of their competencies lead to the overall performance promotion of universities. Faculty members’ teaching competencies have the greatest role in the improvement of education, research and universities social services quality. Therefore, in order to investigate this issue more carefully, this study aim...

OBJECTIVES We evaluated the utility of a competency mapping process for assessing the integration of clinical and public health skills in a newly developed Community Health Center (CHC) rotation at the University of Michigan School of Public Health Preventive Medicine residency. METHODS Learning objectives for the CHC rotation were derived from the Accreditation Council for Graduate Medical E...

BACKGROUND The Brazilian undergraduate medical course is six years long. As in other countries, a medical residency is not obligatory to practice as a doctor. In this context, this paper aims to clarify what and when competencies in communication and professionalism should be addressed, shedding light on the role of university, residency and post-residency programmes. METHODS Brazilian family...

OBJECTIVE To explore perceptions of faculty educators regarding the importance of nontechnical competencies in veterinary graduates and the placement of nontechnical competency development in veterinary education. DESIGN Survey. SAMPLE POPULATION All faculty members at 5 North American veterinary medical institutions. PROCEDURES Participants rated the importance of 14 nontechnical compete...