professional competence

Entrustable professional activities (EPAs) are independent tasks or responsibilities that trainees can perform once they have competence. This article presented the development of EPAs for general dentistry, focusing on oral surgery and restorative dentistry. The study aimed to create a set of EPAs that can be utilized to train and evaluate dental students in Iran.

This qualitative pilot study was conducted in multiple phases. First, a focus group was formed, and their opinions were collected in three alternating rounds. After extracting the statements focusing on two fields of general dentistry curriculum, they were refined, and the importance and occurrence of the tasks were evaluated. Then, the EPA statements were categorized and validated based on the modified criteria. The EPAs were also evaluated regarding the competencies defined by the Ministry of Health of Iran and the American Dental Education Association.

The study identified six EPAs for general dentistry in the fields of oral surgery and restorative dentistry. These EPAs encompassed various tasks such as gathering patient information, making accurate diagnoses, developing treatment plans, performing surgical and restorative procedures, and demonstrating advanced skills in treatment implementation. The EPAs aligned with the expected competencies for a dental graduate and could serve as a framework for curriculum design, assessment planning, and tracking students' progression.

EPA development in general dentistry, specifically in oral surgery and restorative dentistry, offered a standardized and comprehensive approach to evaluating the competence of dental learners. By integrating EPAs into dental education, educators can ensure that students acquire the necessary abilities in independent dental practice. Although this study provided a solid foundation for implementing EPAs in dental education, further research and evaluation are necessary to assess their effectiveness and practicality.

Emergency medical services (EMSs) can be considered as the health system’s main pillars. The competence of emergency medical technicians (EMTs) plays a vital role in reducing accident mortality rates. This research aims to design a professional competence model for the EMTs of the National Emergency Medical Organization (NEMO).

This is a mixed-method study. The main concepts for the model were first extracted through a literature review. Then, the opinions of 10 experts were used during three focus group discussion (FGD) sessions to localize and confirm the model. The opinions of 15 experts in accident and disaster risk management were used to measure the content validity of the model. 

The final model included five main themes (attribute, knowledge, skill, ability, and attitude), 11 sub-themes (physical health, mental health, professional knowledge, organizational knowledge, clinical skill, technical skill, managerial ability, cognitive ability, professional ability, individual attitude, and organizational attitude), and 47 categories. The results of the content validity test showed that the model and its items were acceptable and valid.

The designed model covered all domains required for the professional competence of EMTs and is a comprehensive and valid model tailored to national and international standards, which can be used as an adequate model in other countries.

 This study addresses the imperative in contemporary nursing education to prepare students for diverse healthcare settings by exploring nursing students’ expectations and perceptions of preceptorship programs, emphasizing the role of evidence-based educational strategies. The research aims to bridge the existing literature gap and contribute valuable insights into strategically designing preceptorship programs aligned with nursing students’ needs, preferences, and aspirations, ultimately enhancing precepting practices and relationships within nursing education.

 Employing a sequential explanatory mixed method, 140 nursing students, from various colleges in the United Arab Emirates (UAE) participated in the study. A structured questionnaire, encompassing demographic information, a need assessment survey, and a survey on expectations on preceptors was administered. A focus group discussion was conducted to identify perceived barriers to the utilization of preceptorship practices in nursing colleges. Data analysis involved descriptive statistics, the chi-square test, exploratory factor analysis, and content analysis of the focus group discussion.

 The majority of participants expressed a high need for a preceptorship program, providing empirical evidence to support the development of a nurse educator preceptorship program in colleges and institutes. Preceptorship was identified as a significant contributor to career growth and achievement for nursing students, serving as a valuable tool to establish professional competency throughout their careers.

 There is a complex demand and high expectations for the core role of nurse educators as preceptors in the field of nursing education. This pioneering study sheds light on the need and perception of nursing students for a preceptorship program in the nursing curriculum.

Training in pediatric nephrology officially started in 1990 in Iran, and since then, 143 pediatric nephrologists have been trained. The first curriculum was published in 2009 and has been revised twice. The timetable consists of a two-year program to train them by anticipating the prerequisite clinical skills and problem-solving thinking to apply in their upcoming careers. The training program accepts one fellow per year for each qualified training center. Until now, the ratio of pediatric nephrology is 5.6 per one million children.

Within the public sector, health managers occupy positions that are typically filled by individuals with a medical, clinical, or nursing experience who are entrusted with assuming an additional role. The primary objective of this study was to employ a scoping review methodology to ascertain a cluster of prevalent subjects encompassing the development of a proficient health care manager.

The purpose of this scoping review study was to identify critical components in the field of management professionalization, as described by Arksey and O'Malley. A total of 13 studies, characterized by predefined keywords, were meticulously culled from Scopus, Web of Science, PubMed, and Embase, Magiran, and SID databases. The inclusion and exclusion criteria considered factors such as language, temporal relevance, redundancy, thematic alignment with the professionalization domain, and congruence with the overarching objectives and methodologies of the present investigation. Subsequently, the contents of the selected studies were subjected to rigorous thematic analysis and judicious categorization using a framework analysis approach.

From a total of 10,117 articles, a rigorous selection process yielded 13 articles to be included in this study. The identified dimensions are classified and elucidated across 6 overarching domains; namely, the science of management, educational trajectory, and curriculum, cultural infrastructure and ideologies, standards, professional institutions and associations, and licenses and certifications.

To enhance the efficacy of health management, policymakers and planners ought to adeptly incorporate these dimensions within the framework of the country's health system.

This study was conducted with the aim of identifying indicators of social and emotional health competence of managers of education departments, as a case study of Bandar Abbas city.

This study wasapplied research conducted by descriptive-correlational method. In the first section, using content analysis method (interview with experts), 20 expertsattendin the field of educational sciencesand educational management.In the second, to design a structural-interpretive model, 15 experts were used to answer the questionnaire. Data collection was performed by a researcher-made questionnaire. The reliability of the questionnaire was confirmed by Cronbach's alpha coefficient, composite reliability coefficient and factor loads. The validity of the questionnaire was confirmed by content and construct validity.Analysis of descriptive indices and correlation matrix between them were performed with SPSS and model fit was examined with Smart PLS software.

Factors affecting social and emotional competencies have high influence. Professional competencies, especially basic and teaching-related competencies have a significant effect on teachers' educational performance. Themes include 8 main variables about quality of work life, protectionism, realism, trust building, social commitment, job competence, individual and social competence.Weak, medium and strong value of the structural part of the model is determined by criterion of R2were 0.19, 0.33 and 0.33.

Emotional and social functioning and concurrent conditions among education and referral managers for the implementation of evidence-based interventions may be useful for the overall performance. The results of studyare useful for improving the emotional and social skills of education managers.

Simulation debriefing influences learning from healthcare simulation activities. Health sciences educators must be competent in conducting simulation debriefing for healthcare students. A structured faculty development intervention for health sciences educators must be informed by educator needs to enhance its utility. This paper describes the needs of health sciences educators regarding simulation debriefing at a faculty of health sciences.

A parallel convergent mixed methods study design was applied on a selected population of 30 health sciences educators at the University (x) who integrate immersive simulation for first‑ to final‑year students in their undergraduate programs. The Objective Structured Assessment of Debriefing tool underpinned observations which informed the quantitative strand of the study, while semi‑structured interviews were conducted as part of the qualitative strand. Descriptive statistics and thematic analysis were used to analyze the data.

Health sciences educators struggled to establish the learning environment for simulation (median 1), facilitate learning (median 3), and evaluate their debriefing activities. However, they were able to apply an appropriate approach toward simulation (median 4). They identified the need to be educated on the fundamentals of simulation‑based education.

A continuing professional development program must be developed aimed at transforming approaches toward facilitating learning, explaining the fundamentals of simulation‑based education, modeling of best‑practices related to debriefing, and applying appropriate strategies for evaluating debriefing activities.

It is necessary to prepare nurses for their important and accountable roles in disaster response teams. Given the lack of in-service training courses, nurses’ knowledge and skills in responding to disasters are lower than the desired level. This status can lead to nurses’ poor performance in caring for victims of disasters. This study aims to determine the effects of empowerment programs on nurses’ competence in disaster response.

A total of 70 nurses working in Ardal and Naghan hospitals in Chaharmahal and Bakhtiari Province, Iran, in 2020 were selected via a sampling method. One hospital was randomly selected as the intervention and the other as the control. The members of the intervention group were divided into 5 groups. Educational sessions were held in four 2-h sessions in one month. In addition, the intervention consisted of a 2-day workshop, hanging posters, and pamphlets that covered topics of competencies in disaster nursing.

The results showed that the mean score of nurses’ competence score significantly increased in the intervention group (P=0.001); however, no significant difference was observed in the control group (P>0.05). Additionally, significant improvements were observed in all dimensions of competencies in the experimental group. The Mean±SD scores of the increase in different domains of nurses’ competencies were as follows: management, 16±4.6; ethical competency, 12±2.8; personal competency, 18±8.6; and technical competency, 30±9.3. 

According to other study results with the same scale in Iran, nurses’ competencies in disaster response are not desirable; therefore, it is recommended that nurses, administrators, and other members of the healthcare system use these results to improve nurses’ competencies through in-service training.

Today’s health systems require the collaboration of diverse staff such as physicians, nurses, social workers, and other healthcare professionals. In addition to professional competencies, they also need to acquire interprofessional competencies. Effective interprofessional collaboration among healthcare professionals is one of the solutions that can promote the effectiveness of the health system using existing resources.

A systematic review was conducted in 2021 according to the PRISMA and through searching Web of Science, Scopus, PubMed, ProQuest, Science Direct, Emerald, Springer Link, Google Scholar, SID, and Magiran databases. The official websites of WHO, United Nations, and World Bank were also searched. The time frame for the research was from 2010 to 2020, and included both the English and Persian languages. Out of 7267 initially retrieved articles, 17 articles finally met the quality evaluation criteria and were analyzed through qualitative content analysis. Then their full texts were retrieved and analyzed in MAXQDA software, and final results were categorized.

Competencies have been explored in various areas of health care, especially in the clinical field. The competencies introduced were extracted and categorized into six domains of “patient‑centered care,” “interprofessional communication,” “participatory leadership,” “conflict resolution,” “transparency of duties and responsibilities,” and “teamwork.” The competence of “transparency of duties and responsibilities” was mentioned in all studies and is required for any collaboration.

Interprofessional competencies provide quality, safety, and patient‑centeredness through effective collaboration. Integrating interprofessional competencies into the educational curriculum, in‑service training, and continue education is essential to form effective interprofessional collaboration. 

Using augmented reality (AR) in blended learning in the higher education system has exhibited promising results.

In this study, the effect of using a simple AR-based booklet was evaluated on the learning and practical skills of pharmacy students during a pharmacognosy lab-based course.

A pre-test/post-test controlled trial was designed. The traditional educational booklet was revised by adding experimental videos using QR-code as a simple AR technology. The students’ laboratory skills were scored according to a checklist developed by professionals. The paired t-test was used to compare the mean differences between the pre-test and post-test scores in each group, and ANCOVA was used to compare the mean differences in the post-test scores between the two groups. After adjusting for pre-test scores, ANOVA was used to compare the scores of practical skills between all six groups participating in the lab course.

The mean pre-test scores were not significantly different between the control and intervention groups. No significant differences were noticed between the two groups regarding post-test grades. Generally, the students’ practical skills significantly improved; however, changes were more obvious in some indicators, including the number of blatant mistakes, troubleshooting questions, misidentification of materials, and improper use of equipment. The students were well satisfied with the new educational booklet.

Although AR makes the learning process an interactive, multi-sensory, and enjoyable experience for students, this novel-designed educational booklet for lab courses needs improvements by using more advanced AR technologies in order to completely fulfil the learning objectives of students.