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Author

Judul

Subjek

William John Boone,

Ph.D.
Alton G. McWhorter,
D.D.S., M.S.
N. Sue Seale, D.D.S.,
M.S.D.

Purposeful Assessment Techniques (PAT)

Applied to an OSCE-Based Measurement
of Competencies in a Pediatric Dentistry
Curriculum

Kristine Gebbie
Kristine Qureshi

Emergency and Disaster Preparedness:

Core Competencies for Nurses

Brent K Jesiek
Sharon Elber
Gary Downey
Juan Lucena

Competencies Beyond Countries: The

ReOrganization of Engineering education
in the United States, Europe, and Latin
America

Careful measurements of knowledge, attitude, and psychomotor and

communication skills are necessary components of testing in a competencybased approach to education in dentistry. In an effort to address these
requirements, Baylor College of Dentistry (BCD), Dallas, Texas, has applied
Purposeful Assessment Techniques (PAT) to the Objective Structured Clinical
Examination (OSCE) currently in use. PAT are those techniques that allow one
to work toward development of linear measurement scales that are personfree and item-free.Person-free measurement means that useful data are
produced regardless of the group being measured, and item-free measurement
means that it does not matter which mix of items is completed over the course
of an assessment.
Emergencies and disasters, whether natural or man-made, are difficult to
prepare for. The September 11 terroristattacks in New York City, Pennsylvania,
and Washington, DC, and the subsquent bioterrorist attacks with anthrax, made
this abundantly clear. Although nurses may agree that theres a need for basic
competencies in disaster preparedness and response in addition to the usual
clinical skills, such training is not part of the required undergraduate curricula
at most U.S. schools of nursing, and there is surprisingly little in the literature that addresses the role of nursing in this regard. Its therefore imperative to
identify what every nurse needs to know to serve effectively as a member of an
emergency and disaster response team.
For over two centuries, the competencies that engineers have been expected to
gain from engineering education have been associated with countries. Increased
mobility in the workplace is generating pressure to expand competencies
beyond countries. A key indicator of changing expectations is found in efforts
by engineering education organizations to extend themselves beyond countries.
This article compares the transformation of engineering education organizations
in the United States with those in Europe and Latin America. In the U.S.,

Keterangan

organizations are attempting to expand directly from the country to the globe,

Jason R. Frank
Deborah Danoff

The CanMEDS initiative: Implementing

an
outcome-based
framework
of
physician competencies

Kevin Steensma

Acquiring technological competencies

through interorganizational collaboration:
an organizational learning perspective. J
Eng Tech Manage

relying upon prior acceptance of a redefinition of required competencies. In

Europe, the redefinition of engineering competencies is taking longer to
develop as participating organizations have worked first to define a new
regional identity in terms of continental mobility and economic
competitiveness.
Outcomes-based education in the health professions has emerged as a priority
for curriculum planners striving to align with societal needs. However, many
struggle with effective methods of implementing such an approach. In this
narrative, we describe the lessons learned from the implementation of a
national, needs-based, outcome-oriented, competency framework called the
CanMEDS initiative of The Royal College of Physicians and Surgeons of
Canada. We developed a framework of physician competencies organized
around seven physician Roles: Medical Expert, Communicator, Collaborator,
Manager, Health Advocate, Scholar, and Professional. A systematic
implementation plan involved: the development of standards for curriculum and
assessment, faculty development, educational research and resources, and
outreach. Lessons learned: Implementing this competency framework has
resulted in successes, challenges, resistance to change, and a list of essential
ingredients for outcomes-based medical education. A multifaceted
implementation strategy has enabled this large-scale curriculum change for
outcomes-based education.
Firms are becoming increasingly sophisticated in their technology strategies
and are procuring know-how through a variety of collaborative methods
including licensing agreements, joint ventures, minority investments, and
equity acquisitions. This paper examines the relationship between an
organization's learning capability and inter-organizational collaboration in
acquiring technological competencies. Organizational learning is posited to be a
mediating mechanism through which technological competencies are developed

via varying levels of organizational interaction. A general model is developed

which suggests an "efficient fit" relationship between an organization's ability
to learn, characteristics of the technology, and mode of inter-organizational
collaboration. The concept of a "learning gap" is introduced, and managerial
implications are suggested. Finally, propositions are developed to facilitate
future empirical research.