Sentence examples for basic competencies of from inspiring English sources

The purpose of this study is to emphasize the importance of determining the competencies of an instructional technologist and to try to frame basic competencies of an instructional technologist.

Training in the basic competencies of EBM for selected and motivated patient and consumer representatives is feasible and accepted and may impact on counselling and advocacy activities.

The provided information was relevant and evidence based; the educators were trained in basic competencies of evidence-based medicine and risk communication.

This is to standardize the basic competencies of graduate physicians and to assure health consumers have a standard health care service.

Examples of successful implementation are provided in Additional file 2. The present study suggests that training of selected patient and consumer representatives in the basic competencies of EBM is feasible and accepted.

Reliable and valid tests with credible pass/fail standards are necessary to ensure basic competency of trainees before allowing them to proceed to supervised practice on patients (Stefanidis et al. 2012a, Konge et al. 2013).

Virtual-reality training could improve initial skills, and a simulation-based test would make it possible to ensure basic competency of junior surgeons before they proceed to supervised practice on patients.

23 Various studies have examined core competencies of effective therapists 24- 26; however, these have tended to rely on very small samples of expert informants, have addressed basic competencies for trainees, and have not focused on medical populations.

In the new Spanish National Curriculum for secondary schooling, the relevance of the use of evidence and of argumentation is emphasized both in the general definition of basic competencies and in the description of goals in the science subjects (Ministerio de Educación y Ciencia, Spain MEC 2007).

Basic competencies are " the results of cumulative processes of knowledge acquisition that are moderated to some extent by reasoning ability" (Baumert et al. 2009, p. 174).

We treated 'unspecified' and missing orientation as non-vocational, i.e. merged it with the general category, based on the theoretical argument that vocational programs will put less emphasis on the development of basic competencies.