Sentence examples for complex competence from inspiring English sources

Medical education was founded wholly on apprenticeship principles whereby students learned the complex competence of consulting by "seeing one, doing one, and teaching one" [ 4].

Conducting a consultation is a complex competence because physicians have to integrate parallel processes of communication, history taking, technical examination and clinical reasoning.

The learning process of this complex competence is also challenging, because all the medical knowledge and skills students acquired in other parts of the curriculum before, must be adopted and integrated.

Correspondingly, Masten and Coatsworth [ 28] stated that the most promising programs are complex competence-enhancement approaches in which children are trained in a variety of elaborate skills over long periods of time and links the teaching of skills to the developmental stage of children and to their developmental contexts.

Complex competences such as multi level reasoning and transfer cannot be translated in terms of recall accuracy.

On the contrary, global ratings have been used to reliably assess complex competences, for example in surgery [ 19].

The program demonstrates continuity in teaching of FP from less to more complex competences and arranged such that the knowledge and skills acquired at a lower level strengthens FP competence outputs at higher levels [i.e., it is expected students to acquire theory before practical skills; to observe demonstrations before self performing, to perform on models before clients and not the vice versa.

We have added new data (new Figure 6), which shows that the 3Q-RPLs readily engage soluble R-SNARE, showing that the partial 3Q complex retains competence for interaction with the R-SNARE.

In accordance with the discussion of modeling and measuring professional competencies (Blömeke et al. 2015; Shavelson 2010) we use a holistic (complex) concept of competence, which integrates analytical as well as behavior-related aspects.

These students worked on a computer-based assessment of complex problem-solving competence.

Hence, we resist equating complex problem-solving competence with performance derived from working on MicroDYN items.