The most important contribution of the paper is the analysis of the different facets that may influence the entire performance of a multi-modal reasoning system, namely computational complexity, system competence in problem solving and the quality of the sets of produced solutions.
In light of the conceptual overlap due to cognitive processes involved in dealing with math, science and problem solving tasks and the shared item format employed in the assessments, we expect math and science competence scores to substantially predict scores in problem solving competence.
Ewell ([2012]) implies that cross-national differences in problem solving competence might be related to differences in education and in using appropriate teaching material.
The results of our analyses suggest that an under-utilisation of problem solving capabilities in the acquisition of science literacy is linked to lower levels of math-science coherence, which ultimately leads to lower scores in problem solving competence.
After having established whether success in math and science education contributes to the development in problem solving competence across the 41 countries, we then tested whether cross-country differences in the unstandardized regression coefficients were statistically significant by using a multi-group regression model, in which the coefficients were constrained to be equal across countries.
Besides cognitive facets of problem-solving competence, we also consider non-cognitive facets of competence (e.g., self-concept, interest) to play a role in problem solving in the workplace.
It has long been recognised that in the assessment of clinical competence problem-solving ability has been one of the most difficult areas to measure and quantify [ 1].
Subprocesses relating to therapeutic active agents as identified by Graff et al 15 were performed with no problems at only a low frequency with 76% for setting therapy goals, 46% for training of patient's skills, 44 and 46% for adapting physical and social environment, and 59 and 54% for training of carer's competence in instruction and problem-solving.
The CBAL curriculum was implemented in September 2003 and focuses on seven areas of competence: communication, clinical problem-solving, using basic knowledge and science, patient investigation, patient management, social and community contexts of health care and reflection [ 22].
To ensure that the healthcare professionals would be ready to meet the demands of their profession they were trained in problem solving, self-reflection, and decision-making (in terms of competence), and their personal qualifications evaluated (Jerlock, Falk & Severinsson (2003)).
