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Closely aligned to the proliferation of data and our research into questions is a growing agenda around twenty-first century skills and competencies focusing on building capabilities in asking the right questions to foster problem solving and critical thinking (Griffin et al. 2012).
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Take, for example, the competencies "focuses on results" and "builds relationships". Only 14% of leaders who were reasonably strong (that is, scored in the 75th percentile) in focusing on results but less so in building relationships reached the extraordinary leadership level: the 90th percentile in overall leadership effectiveness.
The lowest rated competencies focussed on encountering the patient in shock and image assessments.
The highest rated competencies focussed on information and adaptability to the patients needs.
Furthermore, a three-theme (knowledge, skills, and attitudes) action-based approach framework for entrepreneurial competencies focused on developing entrepreneurial competencies is proposed (Lackéus 2013).
Not surprisingly, four of the SFFP recommended competencies focus on biochemistry and biology.
The remaining competencies focused on school-age youth or those who are between the ages of 5 18.
The core competencies focused on the skills needed to provide care safely within LTC and to a frail population.
Others items that did not reach a consensus for inclusion included competencies around cost-benefit analyses, and competencies focused on surveillance, and monitoring and evaluation.
While functional competencies look at the cognitive skills of individuals, such as problem solving or analytical reasoning, social competencies focus on interpersonal skills required for effective teamwork.
The competencies focused on both the generation and use of data at all levels of the health system, highlighting the importance of embedding a culture of information use.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com