Sentence examples for competency outcome from inspiring English sources

The new curriculum is organ based with integration of radiological diagnostic techniques, comprises a uniform national common trunk followed by a 2-year subspecialisation, is competency outcome based with appropriate assessment tools and techniques, and is based on regional collaboration among radiology departments.

Therefore, analysts trying to use educational attainment data to proxy differences between individuals in literacy (or other general basic) skills should not use ISCED main (or even broad) levels, but rather code detailed education categories according to their competency outcomes.

The need to match more complex assessment methods with more sophisticated competency outcomes is also challenging.

In the United Kingdom (UK) the General Medical Councils (GMC) Tomorrows' Doctors 2009 [ 1] outlines several competency outcomes relating to clinical communication.

Ten item confidence logs based on BSR core competency outcomes and ability to diagnose EULAR pathologies were completed by delegates pre-course, end of course and four weeks post course.

A starter list of intended learning outcomes (ILO's) mapped to Tomorrows Doctors 2009 which describes the competency outcomes guiding UK medical school curricula by the UK General Medical Council was compiled by HISG members with representation from the student body Medsin (Additional file 1).

Reported competency outcomes were assessed via the survey on three seven-point scale items given before and after the courses: How good are your clinical communication skills?; How good are you leadership skills?; How confident do you feel managing emergency situations?

One way of establishing opportunities across competencies for candidate and recruiter/selecting manager is interacting in a safe, supportive pre-employment environment that has clear job-related competencies, outcomes and continuing feedback cycles.

It was initially used to assist forecasting the occurrence of future events, but is more commonly used within health and education research for the purposes of establishing core professional competencies, defining outcome measurements, validating content of measurement tools and critically assessing quality criteria [ 24].

Developing and applying a pre- and post-course survey underpinned by a multi-perspectival theoretical approach that particularly draws on Alain Gibb's theory of entrepreneurial behaviours, values, competencies and outcomes, we compare experiential learning to traditional lecture and case-based learning.

While earlier work has defined existing types of early patient experience during the preclinical phase [ 2], there has been limited attention to the relative values of these experiences for medical students or to the objectives, competencies and outcomes associated with early patient experiences.