جستجوی مقالات مرتبط با کلیدواژه "cognitive competence" در نشریات گروه "پزشکی"

Although learning outcomes have a theoretical basis, the components of learning outcomes in different studies have been considered differently. The purpose of this article is to explain the concept and determine the constituent components of learning outcomes for the undergraduate Students.

This study is grounded Theory. Researchers to study with more than 150 sources include of articles, books and reports for the last 30 years has been able to identify 29 relevant sources that comply with the following criteria. The components of learning outcomes have been extracted and in the second stage, the concepts and components of learning outcomes have been categorized as axial coding.

The results show that 26 categories were categorized into first factor, and 14 categories were categorized as second factor and 7 categories as third factor. For categories number one, the title was "cognitive Competencies", for categories number two, it was called "emotional Competencies" and for Categories number three, it was called "Skill Competencies".

Therefore, The Components of learning Outcomes can be categorized into three Categories: cognitive, emotional and skill. If we pay balanced Attention to cognitive, emotional and skill Competencies, expect the Growth and Education of graduates with deep Knowledge, professional Ethics, constructive Attitude and high Skills.

Different models of efficient manpower have been emphasized as strong theoretical foundations in research. Cognitive evaluation is one of the most important topics in cognitive science and management. For example, in the present age, with the growth and development of cognitive sciences, we need to deepen our studies in this field. The purpose of this study was to construct and validate a questionnaire for assessing the cognitive ability of faculty members using the opinions of faculty members of public and free universities about the criteria and components of evaluation of professors and to determine appropriate evaluation authorities for each component of teacher performance in the university environment. Pay.

 This is a survey study. The statistical population included a small number of faculty members of Tehran universities (national and free) who were selected using cluster sampling of 350 people. The instrument used in the quantitative part was a researcher-made questionnaire. Confirmatory factor analysis methods were used to analyze the data and assess validity and reliability, and Cronbach's alpha method was used to assess the reliability. In order to analyze the data, descriptive-inferential statistics from SPSS software were used. Also, exploratory factor analysis was used to extract the components of the questionnaire and confirmatory factor analysis was used to validate the instrument.

 Based on the research findings, eleven components: decision making, emotional cognitive regulation, cognitive inhibition control, social cognition, cognitive creativity, attention, problem solving, metacognition, verbal skills, cognitive flexibility, working memory as components of cognitive competence assessment Recognized faculty members.

The factor analysis technique showed that the assessment of cognitive ability of faculty members has structural validity.