Unfortunately, there is much confusion about the concepts of competence, competency, and competency-based education.
The first step in designing an instructional program to guide such training is the identification of the competency or competencies required, and the knowledge, skill and attitude components underpinning each competency [ 1– 4].
The investigated competencies could be divided into four categories: media-independent core reference competencies, reference competencies highlighted in the context of chat reference, reference competencies specific to chat reference, and reference competencies not as important in chat reference.
About a third of the graduates stated that the MPH program enabled them substantially to apply the three following core competencies: communication competencies (37%), community and inter-sectoral competencies (36%), and policy development competencies (33%).
Our process of doing a document review is explained in the following steps: Defining competencies Defining competencies We started by doing a literature review on international studies regarding past and current trends in teaching and learning EBHC.
In the third activity, each learner will assess his/her own competencies using the Competency self-evaluation questionnaire prepared by the course designer as mentioned before, therefore producing the Competencies evaluation results shown on Figure 8.
The proposed methodology compares employers' professional competencies development with the competencies gained during their education process (developed by curricula programs in universities) that provide specific qualification.
In section "Competency comparison" we address the problem of competency comparison, providing some heuristics to help match a user's competency model with the competencies possessed by other actors or involved in activities and resources in the scenario.
Integral: assures the integral acquisition of the competencies, considering the set of competencies to be acquired as a whole, and not as a segmented process.
Following these characteristics, the aim of 360° e-assessment is to reinforce and boost the students' learning process in order to help them to acquire the competencies of the ICT competency course.
