The Question of Competence

The Question of Competence PDF

Author: Brian D. Hodges

Publisher: Cornell University Press

Published: 2012-10-16

Total Pages: 240

ISBN-13: 080146580X

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Medical competence is a hot topic surrounded by much controversy about how to define competency, how to teach it, and how to measure it. While some debate the pros and cons of competence-based medical education and others explain how to achieve various competencies, the authors of the seven chapters in The Question of Competence offer something very different. They critique the very notion of competence itself and attend to how it has shaped what we pay attention to-and what we ignore-in the education and assessment of medical trainees. Two leading figures in the field of medical education, Brian D. Hodges and Lorelei Lingard, draw together colleagues from the United States, Canada, and the Netherlands to explore competency from different perspectives, in order to spark thoughtful discussion and debate on the subject. The critical analyses included in the book's chapters cover the role of emotion, the implications of teamwork, interprofessional frameworks, the construction of expertise, new directions for assessment, models of self-regulation, and the concept of mindful practice. The authors juxtapose the idea of competence with other highly valued ideas in medical education such as emotion, cognition and teamwork, drawing new insights about their intersections and implications for one another.

The Question of Competence in the European Union

The Question of Competence in the European Union PDF

Author: Loïc Azoulai

Publisher: OUP Oxford

Published: 2014-02-20

Total Pages: 300

ISBN-13: 0191015318

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The classic debate surrounding the prolific role of the European Union in defining spheres of competence and power relationships has long divided scholarly opinion. However, in recent years, the long-standing acquiescence to the broad powers of the Union has given way to the emerging perception of a competence problem in Europe. For a long period it was taken for granted that the European Community could act whenever its action was justified on the basis of the widely interpreted objectives of the Treaties. However this context has since changed. There is a widespread perception of a competence problem in Europe and the overabundance of provisions limiting the Union's competences is one of the most obvious marks left by the Lisbon Treaty. This book discusses the extent to which the parameters of power throughout the Union and its Member States have been recast by the recent implementation of the Lisbon Treaty and doctrines developed by the European Court of Justice. Comprised of contributions from a vast array of leading practitioners and academics in the field of EU Law, this volume assesses the debate surrounding the political identity of the European Union, and further illustrates the relevance of the Federal theory of sharing competences for the development of EU Law. Finally, the question of new potential limits to Union's competence is addressed. If anything, this broad reflection on the notion of competence in the EU law context is a way of opening up the question of the nature and contours of the political identity of the European Union.

The Question of Competence in the European Union

The Question of Competence in the European Union PDF

Author: Loïc Azoulai

Publisher: Oxford University Press

Published: 2014-03

Total Pages: 322

ISBN-13: 0198705220

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The allocation of powers between the European Union and its Member States is a classic theme in European studies. The question of to how to limit the expansion of Union's competences whilst safeguarding the dynamics of the process of European integration is now being raised. This book is a theoretical and practical inquiry into this question

Questions of Competence

Questions of Competence PDF

Author: Richard Jenkins

Publisher: Cambridge University Press

Published: 1998

Total Pages: 264

ISBN-13: 9780521626620

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This book offers a conceptualisation of intellectual disability emphasising its cultural variability and social construction.

Convinced!

Convinced! PDF

Author: Jack Nasher

Publisher: Berrett-Koehler Publishers

Published: 2018-11-13

Total Pages: 273

ISBN-13: 1523095601

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Competence does not speak for itself! You can't simply display it; you have to draw people's attention to it. World-renowned negotiation and deception detection expert, business professor, and mentalist Jack Nasher offers effective, proven techniques to convince others that we are talented, trustworthy, and yes, even brilliant. Nasher offers the example of Joshua Bell, possibly the world's most famous violinist. In January 2007, at rush hour, he stepped into a Washington, DC, subway station, dressed like any street busker, and began to play a $4,000,000 Stradivarius. It was part of an experiment staged by a journalist of the Washington Post, who expected Bell's skill alone to attract an immense, awed crowd. But Bell was generally ignored, and when he stopped, nobody applauded. He made $34.17. The good news is that you don't have to accept obscurity: you can positively affect others' perception of your talent. Whether you're looking for work, giving an important presentation, seeking clients or customers for your business, or vying for a promotion, Nasher explains how to use techniques such as expectation management, verbal and nonverbal communication, the Halo Effect, competence framing, and the power of nonconformity to gain control of how others perceive you. Competence is the most highly valued professional trait. But it's not enough to be competent, you have to convey your competence. With Nasher's help you can showcase your expertise, receive the recognition you deserve, and achieve lasting success.

Assessing Competence in Professional Performance across Disciplines and Professions

Assessing Competence in Professional Performance across Disciplines and Professions PDF

Author: Paul F. Wimmers

Publisher: Springer

Published: 2016-04-19

Total Pages: 473

ISBN-13: 3319300644

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This book examines the challenges of cross-professional comparisons and proposes new forms of performance assessment to be used in professions education. It addresses how complex issues are learned and assessed across and within different disciplines and professions in order to move the process of “performance assessment for learning” to the next level. In order to be better equipped to cope with increasing complexity, change and diversity in professional education and performance assessment, administrators and educators will engage in crucial systems thinking. The main question discussed by the book is how the required competence in the performance of students can be assessed during their professional education at both undergraduate and graduate levels. To answer this question, the book identifies unresolved issues and clarifies conceptual elements for performance assessment. It reviews the development of constructs that cross disciplines and professions such as critical thinking, clinical reasoning, and problem solving. It discusses what it means to instruct and assess students within their own domain of study and across various roles in multiple contexts, but also what it means to instruct and assess students across domains of study in order to judge integration and transfer of learning outcomes. Finally, the book examines what it takes for administrators and educators to develop competence in assessment, such as reliably judging student work in relation to criteria from multiple sources. "... the co-editors of this volume, Marcia Mentkowski and Paul F. Wimmers, are associated with two institutions whose characters are so intimately associated with the insight that assessment must be integrated with curriculum and instructional program if it is to become a powerful influence on the educational process ..." Lee Shulman, Stanford University

Criteria for Competence

Criteria for Competence PDF

Author: Michael Chandler

Publisher: Psychology Press

Published: 2013-06-17

Total Pages: 306

ISBN-13: 1134755376

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One of developmental psychology's central concerns is the identification of specific "milestones" which indicate what children are typically capable of doing at different ages. Work of this kind has a substantial impact on the way parents, educators, and service-oriented professionals deal with children; and, therefore one might expect that developmentalists would have come to some general agreement in regard to the ways they assess children's abilities. However, as this volume demonstrates, the field appears to suffer from a serious lack of consensus in this area. Based on the premise that identifying relevant issues is a necessary step toward progress, this book addresses a number of vital topics, such as: How could research into fundamental areas (such as the age at which children first acquire a sense of self or learn to reason transitively) repeatedly yield wildly diverse results? Why do experts who hold to radically different views appear to be so unruffled by this same divergence of professional opinion? and, Are there grounds for hope that this divergence of professional opinion is on the wane?

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