A Study of NCS-based Counselor Competency Development Undergraduate Curriculum: Focused on Department of Counseling Pshchology at J University

2020 ◽  
Vol 18 (4) ◽  
pp. 1-17
Author(s):  
In-Gyu Kim
Keyword(s):  
Undergraduate Curriculum ◽  
Competency Development ◽  
Counselor Competency

scholarly journals BioSkills Guide: Development and National Validation of a Tool for Interpreting the Vision and Change Core Competencies

2020 ◽  
Author(s):  
Alexa W Clemmons ◽  
Jerry Timbrook ◽  
Jon C Herron ◽  
Alison J Crowe
Keyword(s):  
Core Competencies ◽  
Core Competency ◽  
Undergraduate Curriculum ◽  
National Sample ◽  
Competency Assessment ◽  
Curriculum Mapping ◽  
Competency Development ◽  
College Biology ◽  
Assessment Development ◽  
Development And Validation

ABSTRACTTo excel in modern STEM careers, biology majors need a range of transferrable skills, yet competency development is often a relatively underdeveloped facet of the undergraduate curriculum. Here, we have elaborated the Vision and Change core competency framework into a resource called the BioSkills Guide, a set of measurable learning outcomes that can be more readily interpreted and implemented by faculty. College biology educators representing over 250 institutions, including 73 community colleges, contributed to the development and validation of the guide. Our grassroots approach during the development phase engaged over 200 educators over the course of five iterative rounds of review and revision. We then gathered evidence of the BioSkills Guide’s content validity using a national survey of over 400 educators. Across the 77 outcomes in the final draft, rates of respondent support for outcomes were high (74.3% - 99.6%). Our national sample included college biology educators across a range of course levels, subdisciplines of biology, and institution types. We envision the BioSkills Guide supporting a variety of applications in undergraduate biology, including backward design of individual lessons and courses, competency assessment development, curriculum mapping and planning, and resource development for less well-defined competencies.

Psychology of religion courses in the undergraduate curriculum.

2020 ◽  
Vol 12 (2) ◽  
pp. 241-246
Author(s):  
Charisse Chappell ◽  
Thomas Tomcho ◽  
Rob Foels
Keyword(s):  
Psychology Of Religion ◽  
Undergraduate Curriculum

Introduction of a Progress Test as a Rool for Defining Core Undergraduate Curriculum

2001 ◽  
Vol 4 (3) ◽  
pp. 97 ◽  
Author(s):  
Miriam Friedman Ben-David ◽  
Ian Hunter ◽  
Ron Harden
Keyword(s):  
Undergraduate Curriculum ◽  
Progress Test

Pilot Project: Does formal bedside training of medical students with a FAST exam increase their knowledge and comfort level with ultrasound use in a community family medicine practice setting?

POCUS Journal ◽  
2017 ◽  
Vol 2 (2) ◽  
pp. 15-17
Author(s):  
Rimi Sambi, MD ◽  
Heather Sawula, MD ◽  
Brent Wolfrom, MD ◽  
Joseph Newbigging, MD
Keyword(s):  
Medical Students ◽  
Family Medicine ◽  
Point Of Care ◽  
Training Session ◽  
Undergraduate Curriculum ◽  
Knowledge Retention ◽  
Comfort Level ◽  
Point Of Care Ultrasound ◽  
Medical Undergraduate ◽  
Fast Exam

As point of care ultrasound (PoCUS) becomes increasingly popular and a standard of care in many clinical settings, the interest for integration in medical undergraduate curriculum is also growing [1]. This project aims to assess whether formal bedside Focused Abdominal Scan for Trauma (FAST) exam training of medical students increases their knowledge and comfort with the use of bedside ultrasound in a family medicine setting at Queen’s University. Third year medical students (n=18) were recruited to participate in a training session involving a 1-hour online video and 2-hour hands-on session. Knowledge based surveys were completed before and after the training. A survey was completed 4 months after the teaching session evaluating knowledge retention, comfort, and application of skills. Student knowledge of PoCUS and FAST increased and was maintained (pre-training 56%±20%, post-training 82%±10%, p<0.001). Self-evaluation of comfort performing a FAST examination (5-point Likert scale) similarly increased post-training session (pre-training 1.4±0.8, post-training 3.8±0.9, p<0.005), but decreased 4 months later (3±1.2, p<0.005). Students in this study were unanimously interested in ultrasound training and the methods used effectively increased theoretical knowledge and comfort with use. Students did not retain their comfort levels with FAST exam 4 months after the training session, nor did they have the opportunity to utilize the skills learned. Further evidence is required to identify the applicability of these results to undergraduate curriculum development.

Sign in / Sign up

Export Citation Format

Share Document