Thesis (Ph. D.)--University of Wisconsin--Madison, 1982. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 221-231).

Thesis (D.Phil. ( Faculty of Education))--University of the Western Cape, 2009. / Includes bibliographical references.

Thesis (Ed. D)--College of Saint Mary -- Omaha, 2009. / A dissertation submitted by Ann Taylor-Trujillo to College of Saint Mary in partial fulfillment of the requirement for the degree of Doctorate in Education with an emphasis in health professions education. This dissertation has been accepted for the facutly of College of Saint Mary by: Peggy Hawkins, PhD, RN, BC, CNE - chair ; Pat Morin, PhD, RN ; Martha Brown, PhD. Includes bibliographical references.

Mental health professionals (MHPs) evaluate juveniles' competency to stand trial (JAC) for the courts more than any other psychological issue, but little research has been done about JAC. Only 2 previous studies have examined assessment procedures and tools used by MHPs to evaluate JAC. This quantitative nonexperimental study examined ratings by 44 MHPs in Wisconsin and Illinois for the importance of considering 6 different research-based factors linked to lifespan developmental theory and the usefulness of 3 assessment tools that have all been recommended previously by professional best practice guidelines to evaluate JAC. This study examined 2 levels of an independent variable, type of court, and how this affected ratings for importance of factors and usefulness of tools. When ratings were compared using paired t tests, the developmental factor that pertains to understanding court proceedings and working with one's attorney achieved statistical significance as more important for juvenile court than for adult court. Repeated measures ANOVA evaluated differences in ratings within groups for juvenile and adult court. The cognitive developmental factor was rated as statistically more important than other developmental factors for adult court. The results imply that, MHPs consider cognitive development and ability to understand and discuss court proceedings as critical to consider during JAC. Regarding ratings for usefulness of tools, there was not a statistically significant difference between the ratings for the 3 tools either between groups or within groups. These results could contribute to positive social change by increasing consistency in how JAC is evaluated and as a result, juveniles could be treated more fairly and in an equitable way during court proceedings.

Background: Competency based medical education will move training programs away from a time based standard to a model of competence and milestones. Assessment, observation and feedback are key ingredients to successful implementation. Work based assessment tools will be an important part of a multi-modal programmatic assessment for learners. Purpose: The purpose of the study was: 1) to facilitate the development and implement a pilot competency-based curriculum into the general pediatric component of the PGY 1 year at McMaster University, pediatric residency program, 2) to develop a tool, the Mini Milestones Assessment (Mini-MAS) to assess six medical competencies and progression through milestones using the Dreyfus Developmental Model and to pilot the tool in the general pediatric rotations for the PGY 1 and 4 residents and 3) to test the reliability, validity, acceptability and feasibility of the Mini-MAS tool. Method: Twelve PGY 1 residents at McMaster Children’s Hospital were required to complete 40 observations (10 history taking, 10 physical exam, 5 clinical reasoning, 5 communication with families, 5 communication with staff and 5 collaboration) during their general pediatric component of the 2013-2014 academic year. These same competencies were also observed for 9 PGY 4 residents over the same competencies over the same time period although this group was required to complete only 15-20 encounters. Following the study period, a survey was administered to the residents and faculty to assess acceptability and feasibility of the Mini-MAS tool. Kane’s validity framework, which is divided into four components (scoring, generalization, extrapolation and decision), was used to evaluate the Mini-MAS tool. Results: PGY 1 and PGY 4 residents had an average of 36 and 16 observations completed, respectively, across a wide variety of settings and clinical problems with multiple assessors. The scale of the Mini-MAS tool was used appropriately. The tool was able to differentiate between the PGY 1 and PGY 4 learners and showed progress of the PGY 1 learners through the academic year. The G coefficient overall for the Mini-MAS tool was 0.8 for the PGY1 residents and 0.5 for the PGY 4 residents. Correlation between the six competencies assessed was low, achieved by only one competency being observed and having grounded anchors. Learners and faculty were satisfied with the tool. The tool allowed learners to be observed more frequently and receive timely valuable feedback. Conclusion: A pilot competency based curriculum for PGY 1 residents was successfully implemented. The Mini-MAS tool added, as a formative assessment mode to a multi-modal assessment program will benefit the trainee, by increasing their observations and providing residents with valuable feedback. The assessment will inform residents where they stand with respect to their level of training, what competencies they can improve on and how they can make such improvements. / Thesis / Master of Science (MSc)

The Examination for Professional Practice in Psychology (EPPP) is a requirement for licensure as a psychologist across the entire United States as well as in numerous territories and provinces. Despite many longstanding criticisms and findings of bias, the EPPP is being expanded (adding a second, putatively competency-based, portion to the overall exam) and rebranded as the Enhanced EPPP. A review of literature reveals strong skepticism surrounding these developments, particularly with respect to the issue of criterion validity. The current study sought to examine the criterion validity of the EPPP by (1) drawing archival competency assessment data from existing measures (convergent validity) and (2) gathering new neurocognitive and emotional intelligence data, along with demographic data (discriminant validity), with copies of EPPP score reports from individuals who have recently taken the EPPP. Competency ratings did not significantly positively correlate with EPPP scores and, instead, indicated the opposite trend. Analyses also revealed a significant relationship between ethnicity and exam scores, with White individuals scoring higher than other ethnicities. Finally, performance on neurocognitive tests significantly positively correlated with exam scores, indicating that general test taking abilities play a larger role than abilities and competencies unique to the psychology field. Given the gatekeeping role the EPPP plays in the profession of psychology, external validation of the EPPP is of vital importance and was not supported in this study. Implications for the exam and the field are discussed.

The introduction of OBE in South Africa, a developing country, has been characterized by problems relating to the implementation process. Thus a comparative analysis of OBE was conducted in Australia, a developed country, to compare the implementation process. A small scale sample investigation was carried out in 11 Australian and 11 South African classrooms. Findings were that Australia is a country found to be we!! resourced, politically and economically stable, with at least 10 years experience in OBE. Furthermore, small classroom sizes, support structures and teacher aides have enhanced the implementation of OBE in Australia. However, the findings indicated that similar problems have emerged in Australia and South Africa regarding the structure of OBE, assessment and reporting and the extra workload associated with the implementation of OBE. This suggests that there are problems inherent in the system of OBE. / Educational Studies / M. Ed. (Comparative Education)

The thesis focuses on the implementation of the Business Competency Model in the retail chain, whose sole owner is the German parent company. In the theoretical part are - based on literature research - defined the basic concepts needed for further understanding of the thesis. The practical part first explains the cultural differences between Czechs and Germans, later the findings are used to design a competency model for the Czech Republic. The methods of semi structured interviews and pilot certification are used. In the chapters 5 and 6 are described the steps of the original German model, which is later adapted to conditions in the Czech Republic. Definitions of risk that may arise during the phases of the project and possible ways for their elimination are also considered. The thesis concludes with recommendations for the use of models in the future.

The Hispanic/Latino population in Southern California is quickly becoming the majority in many communities. As a result, social work professionals need training and education in cultural and linguistic skills to work effectively with this diverse population. The purpose of this study was to examine the linguistic competency and comfort of social work students when working with Spanish-speaking clients who speak little to no English. The study used a quantitative, self-administered, online survey to assess 106 social work students’ Spanish language abilities, comfort working with Spanish-speaking clients, and desires to improve their Spanish language skills. Results indicated that students who identified as native Spanish-speakers with and without formal language education, scored better on the objective assessment of Spanish-language skills and reported feeling more comfortable working with Spanish-speaking clients. Students with little to no Spanish-speaking ability scored very low on the language quiz, and yet reported feeling very comfortable working with Spanish-speaking clients. The majority of participants expressed interest in Spanish-language social work curriculum within the CSUSB School of Social Work. The findings of this study suggest that social work students would benefit to receive Spanish social work courses as part of the social work curricula.

Abstract Through a two-phase process an instrument was created to measure the cognitive domain as proposed by King and Baxter Magolda in their Developmental Model of Intercultural Maturity (2005). The first phase involved expert panels who identified the competencies which exist in the cognitive domain, identified situations which might exist between individuals from different cultures, validated scenarios created from the identified situations, and created responses which corresponded to the three developmental levels (Initial, Intermediate, and Mature) defined in the Developmental Theory of Intercultural Maturity. Within the second phase, the created instrument was administered to 371 individuals representing eight geocultural world divisions (Asia, Caribbean, Europe, Middle East, North America, South/Latin America, South Pacific/Polynesia, and Sub-Saharan Africa). The initial instrument contained 8-12 interactive demographic questions and 20 scenario-based questions which were created to measure the four identified competencies (Ability to Shift Cognitive Perspectives, Flexibility in Thinking, Willingness to Seek Knowledge about Other Cultures, and Willingness to Consider Others' Viewpoints as Valid). Through exploratory factor analysis (EFA), the instrument was analyzed and a final 12-item instrument was identified which corresponded to three competencies: Ambiguity, Acclimation, and Acceptance. Overall, the final instrument functioned with minimal gender bias. Some differences in world regions were noted. The Caribbean was the only region who had consistently different scores from the other regions. While some significant differences were noted in scores of those who had lived abroad and those who had not, time spent outside one's home region was not correlated to scores on the instrument. Low reliability scores, factor pattern coefficients, and communality estimates indicated that opportunities to improve the instrument exist. Additional opportunities for further research include the creation of additional instruments to measure all three domains (Cognitive, Interpersonal, and Intrapersonal) and thus measure Intercultural Maturity in full. Recommended uses for the instrument are in the creation of intercultural curriculum to prompt discussion or to create metacognitive opportunities within intercultural training and classrooms.