Sentence examples for underlying competencies from inspiring English sources

By the end of the program, I was able to learn how to use my underlying competencies to make sure we found efficient solutions.

One of the keys to being a great BA is developing one's underlying competencies, such as interaction skills, software applications, business knowledge, analytical thinking and problem-solving capabilities.

Even the U.S. Department of Education is supporting "experimental sites" that decouple financial aid from the credit hour in favor of a focus on the underlying competencies that employers value most.

We need people who have both specialized knowledge and underlying competencies such as communication and critical thinking skills, analytical ability, creative problem solving, teamwork and global cultural awareness, all of which allows a person to continue learning and adapt over time.

The authors acknowledge that the improved results may well be multifactorial, but would also suggest that the underlying competencies of an experienced, 'advanced level' pharmacist, plus the prescribing training provided, have ensured appropriate competencies to prescribe in the model of care in which the prescribing took place.

Concern about the process of identifying underlying competencies that contribute to effective nursing performance has been debated with a lack of consensus surrounding an approved measurement instrument for assessing clinical performance.

We expected students from a CBAL curriculum to feel better prepared for medical practice and to perform better during clerkships than students from an AL curriculum, where the presence of an underlying competency framework is less explicit.

First, the traditional psychometric notion of assessment OF learning does not fit well with the philosophies underlying competency-based education which emphasize the notion of assessment FOR learning from the constructivist discourse (Shepard 2000; Krupat and Dienstag 2009).

This case is further confounded by the fact that the patient's injury led to the permanent inability to evaluate whether depression was present when the act occurred, and, if present, whether it influenced the patient's underlying competency and ability to comprehend the meaning of his acts and wishes.

It is relevant to note that Edmonstone [ 58] and other authors [ 59] have criticized the set of assumptions that underlie competency based frameworks, such as in management and leadership development programs in the NHS.

The cognition corner (A) provides claims about learners' underlying latent competencies in the domain of interest which is defined within the curriculum.