The concept of entrustable professional activities emerged as an attempt to overcome some of the criticisms to the competency-based medical education approach; it has had a broad impact in practice and health professions education research. It has been disseminated internationally with its English acronym: EPA. This approach proposes to orient assessment and teaching to specific activities in the profession, which allows the integration of several competencies, and to determine which responsibilities can be entrusted to the trainee, in a gradual and explicit manner. The model assumes the definition of levels of supervision that allow progressive autonomy for each EPA, in students or residents, once they demonstrate the required competencies. Practice, supervision and feedback in real clinical scenarios are key to the development of autonomy in EPA performance. The dissemination of the EPA approach is still limited in Latin America, but it has the potential to create a significant contribution to curriculum design and evaluation, and to assessment practices of health professionals across their careers. It provides a deep review of the assumptions under which healthcare professional practice decisions are made, at under and postgraduate levels. / Revisión por pares

京都大学 / 0048 / 新制・課程博士 / 博士(工学) / 甲第22757号 / 工博第4756号 / 新制||工||1744(附属図書館) / 京都大学大学院工学研究科都市社会工学専攻 / (主査)教授 五十嵐 晃, 教授 高橋 良和, 准教授 古川 愛子 / 学位規則第4条第1項該当 / Doctor of Philosophy (Engineering) / Kyoto University / DFAM

Empirical findings on Behaviorally Anchored Rating Scales (BARS) have been mixed, despite early researchers' claims that BARS were superior to trait ratings and in reliability and resistance to leniency, central tendency, and halo. The study presented compared a BARS format to an independently derived trait scale as measures of secretarial and clerical performance. Though the BARS showed slightly inflated mean ratings, the instruments showed nearly identical variability. Neither demonstrated sufficient resistance to halo. Thus, despite their intuitive appeal and the rigors involved in format development, it did not appear in this instance that BARS were an efficient and psychometrically superior alternative to the traditional trait rating format.

This study is a phenomenological investigation of psychotherapists' experience receiving quantitative and evaluative feedback on job performance. Participants were licensed psychologists working at a university counseling center. They were given feedback reports that compared their clients' psychotherapy outcomes with the outcomes of their colleagues' clients. Psychotherapy outcomes were measured using the Outcome-Questionnaire 45 (OQ-45), a self-report outcome instrument designed for tracking client progress through repeated measurement. Feedback reports included data about where psychotherapists' outcomes ranked (in quartiles) in comparison to the rest of the counseling center. Interviews were conducted with participants to gain a deeper understanding of their experience receiving quantitative and evaluative feedback. Interviews were conducted, transcribed, and analyzed in accordance with the phenomenological method as explained by Wertz (2005) and the descriptive psychological phenomenological method as explained by Giorgi (2003). Content of interviews was grouped into four emergent themes: Ego Responses, Interpretation, Credibility, and Application. Responses indicated that participants felt both threatened and reassured by their feedback. Those who reported feeling reassured were more inclined to see this as a validation of their approach to psychotherapy while those who felt threatened were more inclined to see the feedback as an assessment of identity. Many indicated that they struggled to understand terminology on the feedback reports as well as the statistical methodology used to analyze the data. Those who struggled to interpret the feedback reports were more likely to distrust or dismiss the results. While very few participants were dismissive of the notion that the feedback reports were valid measures of therapist efficacy, many were ambivalent about this question. Participants did not indicate making concrete behavioral changes as a result of receiving the feedback, although a few reported that the feedback induced introspection about "what is good psychotherapy," as well as dialogues with colleagues.

In today's complex combat environments, troops are often faced with increasingly challenging tasks different from those experienced in the past. Warfighters must be trained in adaptive perceptual skill sets, such as search strategies that enable them to detect threats across any number of environmental, cultural, and situational conditions. The goal of the present study was to explore how advanced technology, specifically eye tracking, can be used to increase understanding of perceptual processes such as search and detection and provide tools that can be used to train search skills. Experiment 1 examined a method of diagnosing perceptual performance in order to be able to identify the perceptual root cause of target detection deficiencies and how these impact overall target detection performance. Findings indicate the method can be used to pinpoint where in the perceptual process a target miss originated, whether due to ineffective search strategy, inability to detect the subtle cues of the threat or inability to recognize these cues as indicative of a threat. Experiment 2 examined the training effectiveness of providing trainees with process level tailored feedback which incorporates elements of expert and trainee scan patterns. Findings indicate that providing trainees with elements of either expert or trainee scan patterns has the ability to significantly improve the search strategy being employed by the trainee. This work provides strong support for the use of eye tracking based perceptual performance diagnosis methods and training strategies in improving trainee search performance for complex target detection tasks.

Though attention to academic language is a key component of the Teacher Performance Assessment and the new Common Core Standards, little has been researched regarding how pre-service teachers build academic language knowledge and integrate it into their practice teaching experience. This study focuses on the construction and delivery of academic language knowledge to pre-service teachers in a one year immersion teacher preparation program. It studies the pre-service teachers' use of academic language knowledge in their planning, teaching, and assessment throughout a practicum and clinical experience, as well as their use of academic language knowledge as part of reflective practice. Through analysis of classroom observation notes, interviews, and artifacts, the data show that after receiving instruction on academic language concepts in the areas of content-area terminology and language use, reading, and writing, pre-service teachers consciously integrated an attention to the terminology and language use of their content area into their practicum experience. However, faced with understanding themselves as teachers while navigating their mentor teacher's expectations, learning the curriculum they are teaching, and developing classroom management skills, etc., attention to academic language instruction in reading and writing was limited. Recognition that content-area terminology and language use is key to accessing content, though, influenced reflection on how content knowledge is accessed. This conscious understanding of the role terminology and language use plays in accessing content knowledge opened the door for a deeper reflection on the role academic language plays in the classroom. And, during their post-practicum clinical experience, these pre-service teachers were able to more knowledgeably reflect on how to integrate specific content-area reading and writing instruction into curriculum. These conclusions suggest that an introduction to academic language concepts and practices can reveal "blind spots" that enable pre-service teachers to better address content-area literacy in their future practice. They also suggest that more focus in academic language instruction in teacher education programs could help pre-service teachers more efficiently learn the complexities of their new role.

According to various studies, compared with novice athletes, experts exhibit superior integration of perceptual, cognitive, and motor skills. This superior ability has been associated with the focused and efficient organization of task-related neural networks. Specifically, skilled individuals demonstrate a spatially localized or relatively lower response in brain activity, characterized as ‘neural efficiency’, when performing within their domain of expertise. Previous works also suggested that elite basketball players can predict successful free throws more rapidly and accurately based on cues from body kinematics. These traits are the result of a prolonged training of specific motor skills and focused excitability of the motor cortex during the reaction, movement planning, and execution phases. However, due to motion artifacts occurring during movement initiation and execution, the knowledge about the underlying mechanism and the connection between brain neural networks and body musculoskeletal systems is still limited. Thus, the objective of this study is to utilize electroencephalography (EEG) and motion capture systems (MoCap) to advance and expand the current understanding of the relationships between neurophysiological activities and human biomechanics as well as their effects on the success rate of the motor skills. The project focuses on fulfilling three specific aims. The first aim focused on the integration of the EEG and the MoCap systems to analyze and compare the successful and unsuccessful outcomes of basketball throws. Then, the second aim utilized Convolution Neural Networks (CNNs) as an alternative approach to predict the shot’s outcome based on the recorded EEG signals and biomechanical parameters. Lastly, the third aim identified the impact of each EEG channel and MoCap parameter on the CNN models using ablation methods. The results obtained from this study can be a practical approach in analyzing the sources that lead to better elite athletes’ performance in various sport-related tasks. Moreover, the acquired data can contribute to a deeper understanding of the vital biomechanical and neurological factors that directly affect the performance of elite athletes during successful outcomes, thus, providing vital information for the overall improvement of athletic performance and guidance for sport-specific training needs.

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