While preparing the development and implementation of a cultural competence educational program in two curricula (an undergraduate medical curriculum and a postgraduate curriculum for Youth Health Care (YHC) physicians), we assessed the cultural competence level of students who completed most of the present regular curriculum.
This paper describes the outcomes of an assessment of knowledge, reflection ability and self-reported culturally competent consultation behaviour, the relation between these assessments and self-perceived cultural competence, and the applicability of the results in the light of developing a cultural competence educational programme.
Combinations of search terms were used, relating to assessment (educational measurement, teaching, assessment, curriculum, education professional), competence (professional competence, competence, competencies, educational status, ability, skills), and patient safety (medical error, risk management, safety, patient safety, error, errors).
Among 3 areas of competences (educational, clinical, organisational), participants acknowledged clinical competences as the most important.
This interpretation is based on the premise that PISA measures students' competence as educational outcomes (OECD [2004]).
The present review deals with issues of integration of sciences versus specialization, ideas about a comprehensive theory of materials, internal and external driving forces for scientific studies, engineering practice, professional competence, and educational consequences with an emphasis on understanding.
Discussion amongst participants was encouraged with the goal of understanding knowledge deficits, areas of perceived competence and educational preferences.
In a separate study that investigated the perceived competence and educational needs in health care management of Dutch medical residents, the residents perceived their competencies in certain important medical management areas to be inadequate.
The academic teaching and traineeship of the discipline also has to face new challenges [ 16], one of which is the new competence based educational objective catalogue (NKLM) with focuses on competence fields, another is the enhancement of specialties within the field of obstetrics and gynaecology.
Studies have shown that the format of CPD is strongly linked to improvement of competence, with educational techniques that are centered on interaction and active participation (e.g., case discussion, role-play, hands-on practice sessions) being more effective than practice guidelines and formal instruction (e.g., didactic lectures, seminars) [ 19, 20].
In terms of the teaching profession, the ideal situation has been a group of learners with similar competence levels, educational-psychological profiles, and motives.
