Sentence examples for graduate competency from inspiring English sources

Each department was also in close contact with one or more professional associations that provided regulations such as graduate competency overviews and accreditation requirements.

The aims of this study were to evaluate graduates' intention to remain in the primary health care nursing workforce, and graduate competency, confidence and experiences of program support; these were compared with graduates undertaking the conventional acute-care transition program.

This article also describes student work with mentors, interactive Web-based teaching strategies, portfolios, graduate competencies, and initial evaluative data.

The assessment framework for the Civil Engineering strand was developed in line with the worldwide move to increase focus onto graduate competencies.

Evolving practice requirements, coupled with revised pharmacy graduate competencies, have pharmacy schools considering how best to create or adapt their business curricula to graduate students with relevant skills and attitudes to support them as practice leaders and innovators.

Transformation of engineering undergraduate programs towards global practice of outcomes based accreditation (OBA) entails a huge challenge to universities as there is mounting pressure for infusion of desirable and yet measurable graduate competencies into its offered programs in order to fulfil professional bodies accreditation criteria.

Perceptions of desirable graduate competencies for science and technology new graduates.

This includes agreeing generic graduate competencies which should be outcomes for all degree programs.

Drawing on this and on the CanMEDS framework [ 6] for graduate competencies, we developed a set of enabling and key EBHC competencies.

We show that whilst current teaching has a measurable effect on improving students' diagnostic accuracy, half of that effect is transient, and furthermore students are not exposed to enough examples to realistically meet the suggested UK graduate competencies.

In the longer term, continual use of needs- and service-based assessments should be used to inform Zambia's health professional education and training institutions as they continuously adapt their pre-service curricula according to desired graduate competencies.