Sentence examples for integrating competencies from inspiring English sources

They positively impact the delivery of healthcare services by using specialty-specific expert knowledge and skills, and integrating competencies as clinicians, educators, researchers, consultants and leaders.

These early phases manifest themselves with adaptations of problem-based learning curricula to increasingly focus on student outcomes, early clinical exposure, and integrating competencies throughout the entire undergraduate coursework [ 7, 10, 13, 14].

These faculty champions agreed to take a leadership role in integrating PEH into their institutions in a sustainable fashion, lend expertise and support in their institutions and surrounding communities, teach courses, integrate competencies into curriculum, and serve as a model for how to integrate environmental health into health professional education.

Current endeavors to integrate competency-based learning approaches with e-learning systems designed for delivery of training to adult learners in the workplace are growing.

Institutions such as Duke University Medical Center have independently begun to address the need to formally integrate competency training and measure specific educational outcomes during the postgraduate clinical years [ 6].

The recent rise of interest among the medical education community in individual faculty making subjective judgments about medical trainee performance appears to be directly related to the introduction of notions of integrated competency-based education and assessment for learning.

It is precisely this dimension to which this paper speaks in proposing a systems-based model for integrating research competencies in massage therapy education.

Denmark and Germany integrate generic competencies into occupational qualifications.

And integrating trans-competency into the education of resident physicians trainees at a later stage in their training is still a distant goal.

It may be noted that the project created possibilities of sustaining some of its achievements e.g. the curriculum on Second Chance Education integrated the competencies of the formal basic education curriculum.

However, these programmes were predominantly designed for resident and clerkship teaching, and teaching quality was assessed at a later time point long after training, offering considerable practical opportunity to integrate new competencies.