The phrase "foster competency" is correct and usable in written English.
You can use the phrase to refer to someone helping to create or develop a level of competence in someone else, such as providing training or other assistance to develop skills. For example: "John's organization offers scholarships to foster competency in its employees."
For the evaluation of key capacity-building components, the project team developed and administered evaluations and collected quantitative and qualitative data to assess the programme's efficacy in terms of fostering competencies and enhancing practices (31).
Despite the fixed seating and class size we could introduce many active learning activities in order to foster core competencies, learning and discussion.
In order to maintain technical competitiveness, companies have an ongoing need to identify and foster core competencies for technical professionals in the area of research and development (R&D).
Using an IL rubric to score student papers (n = 337) over three consecutive first-year student cohorts, our study shows that when faculty collaborate with librarians to foster IL competencies, the result is a statistically significant improvement in students' demonstrated research skills.
Collaborative models of health care delivery may be encouraged by interprofessional learning strategies which could foster such competencies in learners as teamwork, leadership, and the ability to identify shared goals in patient care [ 61, 62], especially when it is introduced in the early years of training [ 63, 64].
New trends in university level teaching lean heavily towards an evaluation model closely linked to the concept of formative assessment that fosters a competency-based approach.
Fostering quantitative competencies is important for professional biologists in virtually all subdisciplines as well.
As indicators for an integrative learning culture that fosters trainees' competencies to integrate AM elements into CON in clinical practice, we used the questions shown in Table 7, enquiring about trainers as integrative role models and about the combination of CON and AM in daily clinical work.
