"collaborative competence" is a correct and usable phrase in written English
It can be used in a variety of contexts, particularly in discussions about teamwork and effective communication. Example: Sarah was hired for her strong collaborative competence, which allowed her to work seamlessly with her team and achieve great results on projects.
Extensive review of literature revealed three factors of educational empowerment: legitimacy – the foundation of the learning paradigm; the collaborative learning competence; and inclusion in the learning process.
The students' active involvement in solving authentic tasks, the encouragement of cultural awareness, and the development of individual and collaborative (meta) competences all attest to the importance of social networks, wikis and podcasts in English language learning.
Table 5 shows the strategies to ensure experiential learning and attainment of desired competences: assessment competence, collaborative skills, knowledge, clinical skills, teamwork, and learning assessment methods.
Alternatively, an active IPE in a clinical setting reportedly increased perceived collaborative and professional competence in four professions – MD, NS, PT, and OT; especially MD and OT students had the greatest gain [ 11].
The authors propose an interdisciplinary team training model as an appropriate design for improving competence and promoting collaborative care.
These factors include recognition of, and respect for, Aboriginal knowledge and practice as a legitimate component of health care; a high level of community participation and control supported through effective governance and sufficient organisational commitment; and competence in intercultural collaborative practice of health and other staff to ensure effective engagement.
The Collaborative underscored the importance of social competence and social-emotional well-being in the on-going development of children and adolescents, particularly during early childhood (Oberle et al. 2016).
The students' final score on their competence 'interprofessional collaborator in healthcare' was based for 50%% on portfolio and 50%% on 'collaborative behaviour' during the IPCIHC-module.
The overall CoSMed project develops computer-based test procedures on a collaborative basis for measuring the occupational competences of medical assistants.
Although considerable positive effects of collaborative learning on a variety (medical) competences were found e.g. (Johnson and Johnson 2009; Michaelsen et al. 2008), we still have no full understanding on the mechanisms how these effects are reached.
