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Appropriately skilled staff are required to meet the health and care needs of aging populations yet, shared competencies for the workforce are lacking. This study aimed to develop multidisciplinary core competencies for health and aged care workers in Australia through a scoping review and Delphi survey. The scoping review identified 28 records which were synthesized through thematic analysis into draft domains and measurable competencies. Consensus was sought from experts over two Delphi rounds (n = 111 invited; n = 59 round one; n = 42 round two). Ten domains with 66 core competencies, to be interpreted and applied according to the worker’s scope of practice were finalized. Consensus on multidisciplinary core competencies which are inclusive of a broad range of registered health professionals and unregistered aged care workers was achieved. Shared knowledge, attitudes, and skills across the workforce may improve the standard and coordination of person-centered, integrated care for older Australians from diverse backgrounds. © 2020 The Author(s). Published with license by Taylor & Francis Group, LLC.

Background Debriefing is considered a critical component of simulation-based learning, but the differences between different debriefing methods remain unclear. Purpose The purpose of the study was to investigate the effectiveness of the debriefing assessment, problem-solving process, and team effectiveness among students who received instructor-led debriefing, self-debriefing, and combined debriefing. Methods An experimental design was conducted with 250 students (nursing, physiotherapy, and occupational therapy). Differences in the Debriefing Experience Scale (DES), Problem Solving Inventory (PSI), and Communication and Teamwork Skills (CATS) assessment between the groups were measured. Results In nursing students, the combined debriefing group had the highest scores for the CATS assessment (P <.001) and for the coordination (P <.001), cooperation (P =.012), and communication (P =.002) categories. No significant differences were observed between debriefing groups for DES or PSI. Conclusions Combined debriefing improves communication and team skills in students. Educators might promote combined debriefing after simulation sessions as it seems to improve team effectiveness. © Wolters Kluwer Health, Inc. All rights reserved.

Within the context of ‘Industry 4.0’, work organisation and work processes will change, along with ongoing automation and real-time oriented control of production. The same is true for work contents and the interaction and communication between humans and technology, which entail many consequences for users and providers throughout the entire vocational training system. There are many definitions of ‘Industry 4.0’. A comprehensive one is that ‘Industry 4.0’ is the current trend towards automation and data exchange in manufacturing technologies which are based on digital technology. It includes ‘Cyber-Physical Systems’ (CPS), the Internet of Things (IoT) and cloud computing, and has an impact on all economic sectors. One of the highly relevant questions concerns the qualification requirements for employees on the ‘shop-floor’ and at the middle employment level. Depending on the implementation level of Industry 4.0 in companies, vocational education and training for the workforce is highly relevant and the vocational education system has to respond to the needs and expectations of these changes in the work world. Successful responses of the vocational system to the demands of Industry 4.0 have to focus on curriculum development and training of both skilled and highly skilled workers. © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Background: Curriculum mapping plays an increasing role in the design and implementation of competency-based medical education. We present an exemplary mapping of an institutional undergraduate medical curriculum to a national competency-based outcome framework to compare approaches to mapping procedures in their capacity to depict the relative coverage. Methods: The mapping process was performed by a small working group that continuously reconciled its findings. In step 1, we mapped the course objectives of our programme (Charité Berlin, Germany) to the National Competency-Based Catalogue of Learning Outcomes Medicine (NKLM). In step 2, we employed three primarily quantitative approaches (single, multiple, and subordinate match) and one primarily qualitative approach (content comparison) to derive the degree of NKLM coverage. Results: In step 1, we mapped a total of 4400 programme objectives to 2105 NKLM objectives. In step 2, the quantitative approaches provided a general overview of the pattern of coverage, while the qualitative approach required more effort but provided a better representation of the scope and depth of coverage. Discussion: The mapping approach chosen markedly impacts on the results how of well an institutional curriculum covers a national standard. This study highlights the need for more rigour in the methodology and reporting of curriculum mapping. © 2021 Informa UK Limited, trading as Taylor & Francis Group.

Timely supervisor input into patient care plays a key role in ensuring the safety of patients under the care of general practice trainees. Current models of clinical supervision for trainees in both hospital and general practice training have, however, been criticised for placing too much onus on the trainee to request assistance, despite the many known barriers for trainees to do so. An important barrier to general practice trainee help-seeking is trainee uncertainty about when and how their clinical supervisor expects them to seek this assistance. We introduce a tool, ‘Flags for Seeking Help’, which was modified from an existing checklist, to assist supervisors to tailor their input to the care of their trainee’s patients. The tool aims to make supervisor expectations of trainees explicit, including when trainees should request assistance during consultations (rather than defer this until more convenient opportunities) and when this assistance should be face-to-face (rather than by phone or messaging systems). Our aim is to reduce the barriers for trainees to request in-consultation and face-to-face supervision, in particular, when it is indicated. We outline the evidence which informed the development of the tool, and present some preliminary findings from a pilot in Australian general practice training. © 2021 Informa UK Limited, trading as Taylor & Francis Group.

Aim: The seminar program of the KWBW Verbundweiterbildungplus® is offered by the Competence Center for Postgraduate Medical Education in Baden-Württemberg (KWBW) for physicians specializing in general practice (GP trainees). Attendance is a voluntary one comprised of 48 curricular units of 45 minutes each per GP trainee. This seminar program is meant to be attended in parallel to the postgraduate medical educa-tion in clinic or practice. The intention behind this project was to develop objectives, topics and a feasible structure for a seminar curriculum while taking time and financial constraints into account. Method: The Kern cycle was applied in an open, modified nominal group consensus technique in the form of an iterative process. Participating were 17 experts from the departments of general practice at the univer-sities in Freiburg, Heidelberg, Tuebingen and Ulm, plus a pediatrician. Results: The main objective was defined as empowering GP trainees to independently provide high-quality primary care, including in rural areas. A basic curriculum was defined based on relevant frameworks, such as the 2018 Model Regulation for Postgraduate Medical Training (Musterweiterbildungsordnung/MWBO) and the Competency-based Curriculum General Practice (KCA). Overall, the seminar curriculum has 62 basic modules with 2 curricular units each (e.g. Basic Principles of General Practice, Chest Pain, Billing) and another 58 two-unit modules on variable topics (e.g. digitalization, travel medicine) adding up to 240 (124+116) curricular units. A blueprint with a rotation schedule for all of the teaching sites in Baden-Württemberg allows regular attendance by n=400 GP trainees over a period of five years, with individual variab-ility in terms of program length. Conclusion: The model entails a five-year, flexible program to accompany the postgraduate medical education in general practice which can also be implemented in multicenter programs and those with high enroll-ments. The model’s focus is on acquisition of core competencies for general practice. Despite the current shift to eLearning seminars due to SARS-CoV, the program’s implementation is being continued, con-stantly evaluated, and used to further develop the KWBW Verbundwei-terbildungplus® program. © 2021 Stengel et al.

Developing effective clinical reasoning is central to health professions education. Learning by concordance (LbC) is an on-line educational strategy that makes learners practice reasoning competency in case-based clinical situations. The questions asked are similar to those professionals ask themselves in their practice and participant answers are compared to those of a reference panel. When participants answer the questions, they receive an automated feedback that is two-fold as they see (1) how the panelists respond and (2) justifications each panelist gives for their answer. This provides rich contextual knowledge about the situation, supplemented by a synthesis summarizing crucial points. As many educators in the health sciences are engaging in introducing innovative approaches, many consider building LbC learning modules. Elaborating, designing and implementing a LbC tool remain a challenge. This AMEE Guide describes the steps and elements to be considered when designing a LbC tool, drawing on examples from distinct health professions: medicine, nursing, physiotherapy, and dentistry. Specifically, the following elements will be discussed: (1) LbC theoretical underpinnings; (2) principles of LbC questioning; (3) goals of the concordance-based activity; (4) nature of reasoning tasks; (5) content/levels of complexity; (6) reference panel; (7) feedback/synthesis messages; (8) on-line learning platforms. © 2021 Informa UK Limited, trading as Taylor & Francis Group.

To better meet the needs of economic restructuring and industrial development in China, educators in vocational colleges have to find new approaches to narrow the gaps between the updated requirements from the employers for business English majors and the vocational college education reality. Under this circumstance, a tentative study was carried out with the aids of multimedia to help the educators remove obstacles blocking achieving their educational aim, which is cultivating the graduates who are qualified for the social requirement. This study mainly discussed how effective the multimedia networks can help the business English majors in vocational colleges to enrich their work experience and enhance their practical English ability, computer skills, communication skills, and cooperation skills comprehensively. It aimed at exploring the ways of helping the business English majors in vocational colleges to gain work experience and improve their practical English skills, computer skills, communication skills, and cooperation skills with the aid of multimedia networks. An experimental teaching program was designed under the guidelines of a task-based teaching approach and constructive learning theory. The program includes four teaching models, which are in-class learning and field preparation, mock practice, in-field learning and field education, and learning reflection. All learning and field practices are delivered online facilitated by multimedia networks. One hundred and forty sophomores majoring in business English are selected as participants of the program. Data of students' confidence in all five monitored essential abilities are collected before and after the learning procedure through questionnaires, and students' feedbacks are collected through interviews. The statistical results show that multimedia networks can help students improve their overall competence, especially in gaining work experience and practical English skills. Moreover, adopting multimedia networks in teaching can provide more internship opportunities, enrich teaching scenarios, and prolong net teaching hours, which forms a preferred learning environment and provides better learning outcomes. It could also be used to assist communication and cooperation trainings. © 2021 Xuexia Cheng and Kuifen Liu.

The COVID-19 pandemic has disrupted many societal institutions, including health care and education. Although the pandemic’s impact was initially assumed to be temporary, there is growing conviction that medical education might change more permanently. The International Competency-based Medical Education (ICBME) collaborators, scholars devoted to improving physician training, deliberated how the pandemic raises questions about medical competence. We formulated 12 broad-reaching issues for discussion, grouped into micro-, meso-, and macro-level questions. At the individual micro level, we ask questions about adaptability, coping with uncertainty, and the value and limitations of clinical courage. At the institutional meso level, we question whether curricula could include more than core entrustable professional activities (EPAs) and focus on individualized, dynamic, and adaptable portfolios of EPAs that, at any moment, reflect current competence and preparedness for disasters. At the regulatory and societal macro level, should conditions for licensing be reconsidered? Should rules of liability be adapted to match the need for rapid redeployment? We do not propose a blueprint for the future of medical training but rather aim to provoke discussions needed to build a workforce that is competent to cope with future health care crises. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Background: Nursing education is an important part of the “9+3” vocational education program led by Sichuan Province. In the internship stage, nursing students of Tibetan ethnicity may have problems of intercultural adaptation in the process of getting along with patients, which may affect the effective nursing outcome. The purpose of this study was to clarify the current situation of transcultural adaptation of Tibetan trainee nurses and to provide more theoretical support and guidance. Material/Methods: We collected 237 valid survey questionnaires, based on Ward's acculturation process model, from a total of 363 Tibetan trainee nurses in the “9+3” free vocational education program in Chengdu, Luzhou, and Nanchong of Sichuan Province. The SPSSAU project (2020), an online application software retrieved from https://www.spssau.com, was used for data coding and archiving. Results: The results of questionnaire and data analysis showed that the overall level of transcultural adaptation of Tibetan trainee nurses was that the number of people with poor adaptation was slightly higher than those with good adaptation, and most Tibetan trainee nurses were in the middle level. Meanwhile, sociocultural adaptation was better than psychological adaptation. There were no statistically significant differences among the 4 grouping variables: gender, student home region, the city where the internship hospital was located, and whether they were from a single-child family or not. Conclusions: The results revealed that there was still transcultural maladjustment among Tibetan nurses in the internship stage, and the psychological maladjustment was more obvious than the sociocultural maladjustment. We provide countermeasures and suggestions to solve the problems of transcultural adaptation reflected in the research. © Med Sci Monit