Weaver and colleagues [ 28] have suggested competency-based staff training (i.e., 5 M's; Mission, Motivate, Monitor, Manage, Maximize), in which staff are trained on the necessary skills (e.g., facilitating small sided games, eliminating lines while children are waiting for an activity) to maximize PA time in any environment, using any curriculum.
None of the suggested competencies were considered as "not necessary", 75% (n = 112/149) of competencies were expected to attain expert level, 24% (n = 35/149) advanced level and 1% (n = 2/149) beginner level (Additional file 1).
Although these suggested competencies were developed largely to guide Continuing Medical Education (CME) for primary care and preventive care physicians, physician educators at both the undergraduate and graduate medical education were encouraged to incorporate them into LM training programs [ 9].
Additional calls for change are the suggested competencies for premed students and physicians (see the Association of American Medical Colleges [AAMC] and the Howard Hughes Medical Institute [HHMI] report [2009]), to be reflected in proposed changes to the Medical College Admission Test.
Experts are invited to suggest competencies, without being aware of the identity of the other respondents.
Accounts of the clinical practice of environmental medicine suggest competencies in, for example, the detection and management of environmental sensitivities and allergies relevant to a wide range of presenting conditions [ 21].
Secondly, the team suggested which competencies were needed and how staff could be protected from interfering tasks.
Therefore, we suggest the competency of constructing scientific explanations, at least to a certain extent, depends on scientific content and students' understanding of these content.
These findings suggest that competency training must move beyond conceptual discussions and address attitudes toward behaviors through new pedagogical approaches.
However, there are numerous ant groups where newly founded colonies involve non-claustral queens rearing their first brood cohort to maturity without help from workers [ 24], suggesting that competency for solitary brood rearing per se exists in many taxa.
This suggests that competency is not a unitary concept or construct [ 42] and that while AD patients may lose the capacity to perform a specific act, they may retain the capacity for other affairs.
