Alicia Arnold of Bloomberg shares, "A 2010 study of 1,500 chief executives conducted by IBM's Institute for Business Value identified creativity as the No. 1 leadership competency of the future.
Hence, health care professionals must become aware of the need for optimal competencies in relation to patient care outcomes and the importance of developing a shared understanding of future competency requirements [20].
Individual strengths and weaknesses, as well as students' knowledge and competency, are better indicators of future career paths than grade level.
In addition, these skill areas supported the development of future competency frameworks (Astroth et al. 2004; McCain et al. 2004).
There is a growing body of literature that explores how staff can support positive youth outcomes (Larson et al. 2005a, 2005b; Wood et al. 2009) that should be consulted in the development of future competency frameworks.
The Association of American Medical Colleges and the Howard Hughes Medical Institute recently defined scientific competencies for future medical school graduates, and one of these competencies is: " Apply quantitative knowledge and reasoning including integration of data, modeling, computation, and analysis and informatics tools to diagnostic and therapeutic clinical decision making" [ 46].
Indeed, a report commissioned by the Association of American Medical Colleges (AAMC) and Howard Hughes Medical Institute (HHMI; 2009) has recommended a fresh look, including new mathematical competencies for the preparation of future physicians.
Claudia Neuhauser (University of Minnesota-Rochester [UM-R]), who served on the panel that produced a report commissioned by the AAMC and HHMI (2009), which recommended new mathematical competencies for the preparation of future physicians, is developing curriculum to engage UM-R students in tackling Mayo Clinic's challenging biomedical problems in a project called NUMB3R5 COUNT.
Early introduction to such cognitive processes with repetition serve as practice tools to develop and become proficient in mastering this competency resulting in the creation of future reflective health professionals.
Early introduction with repetition to such cognitive processes as practice tools increases engagement in reflection that may facilitate proficiency in mastering this competency leading to the creation of future reflective health professionals.
