Competency-based Approach to the Assessment of Professional Training for a Medical Student to Work with Medical Equipment

Baizak, Usen Akhmetovich; Kudabayev, Kanapiya; Dzhazdykbayeva, Mariya; Assilbekova, Gulmira; Baizakova, Bаhyt; Mintassova, Аigul

doi:10.3991/ijet.v12i06.7008

Cited by 7 publications

(10 citation statements)

References 7 publications

(8 reference statements)

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“…As aforementioned, the first questionnaire addressed the evaluation results of administration, training, and technical services of (CEDS). The findings of both administration and training skills are not affected by hospital size and professional role and this might be attributed, in terms of administration skills, to the great interest of MOH with managerial and administrative skills in all health facilities, while for training skills might be due to the training skills deems one of the essential characteristics for clinical engineering department staff [33][34][35]. Regarding the technical or performance skills of (CEDS), in terms of maintenance management system, there was significant difference with the hospital size and experience and this might be due to two reasons; the first is the ratio of CED engineers to technicians staff in the hospital, Fize [36] and Eisler [37] who reported that the complexity of medical equipment will decrease the need of technicians.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of Clinical Engineering Department Services in Riyadh City Hospitals

Waly¹

2020

Int. J. Onl. Eng.

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BACKGROUND: Since its establishment, clinical engineering in healthcare facilities has evolved rapidly owing to increased employment of highly trained staff. Clinical engineering department represents a factor critical for successful healthcare management.OBJECTIVE: This study developed an integrated evaluation method for services rendered by clinical engineering departments using two questionnaires supplied to governmental hospitals in Riyadh, Saudi Arabia.METHODS: One questionnaire is evaluation for the end user (medical department staff), while the other is evaluation questionnaire for the clinical engineering department staff.RESULTS: The overall evaluation of administrative, training, technical skills for clinical engineering department staff by medical department staff was very good with mean 4.07±1.09, 3.98±0.74 and 3.8±1.14, respectively. Hospital size affects the technical and training skills for the clinical engineering department’s staff, with a p-value less than 0.05 at 95% confidence interval. This also affects maintenance management system. Professional role for medical department staff had no effect on their satisfaction on the services provided by clinical engineering department.CONCLUSION: The procedure, standards and basic requirements which established by Saudi Arabia ministry of health for Clinical engineering department services were applied on all hospital, but the maintenance management system should be fixed regardless of hospital size.

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Section: Discussionmentioning

confidence: 99%

Evaluation of Clinical Engineering Department Services in Riyadh City Hospitals

Waly¹

2020

Int. J. Onl. Eng.

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“…A competency-based approach has certain impacts on the system of knowledge assessment with a focus on students' employment prospects [15]. At the same time, the emphasis is now shifted from controlling how well particular subjects are mastered, to monitoring the development of competencies required for work [19], partly due to the fact that the level on which particular competencies are formed often depends on the student's personality [20].…”

Section: Introductionmentioning

confidence: 99%

Formation of Professional Competence of University Students Based on a Systematic Approach

Issakova

Kaltayeva

Bakhtiyarova³

et al. 2021

Int. J. Emerg. Technol. Learn.

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The purpose of this article is to demonstrate the feasibility and effectiveness of a systematic approach to the formation of professional competence of students in higher educational institutions. The study was conducted in the S. Seifullin Ka-zakh Agro Technical University with the participation of 126 master students (2 groups) of the specialty “Vocational Education”. Using a complex of theoretical, empirical and statistical methods, it was possible to show the ways to increase the effectiveness of the educational process. The basic principles for the training of students were formulated as: 1) systematic approach to the formation of profes-sional competence, organization and implementation of the educational process; 2) program-targeted formation of the indicative basis of the upcoming profes-sional activity, and 3) creating a competency model of the corresponding special-ist as a hierarchy of the student’s professional competency system, its subsys-tems, and supersystems. It is recommended that Kazakhstan universities should improve tools and procedures for assessing and monitoring students’ level of knowledge, as well as create new programs for developing students’ professional competencies to ensure their successful employment. The further research on the matter may be the systematic comparative study of contemporary teaching meth-ods and techniques to determine the most productive ways to prepare future pro-fessionals.

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“…He/she may be concerned with individualisation models, which are built up from various modules (general professional module, special module, independent activity module, research module, clinical experience module) [11]. Students also have the use of creativity and innovation [12,13] • Innovations: Innovative curricula design, supportive notes [14], distance learning and its impact on the quality of education [15], portfolio method [16], competencybased approach [17], responsive management system [18,19], ICTs [20][21][22] • Moral development issues: Learning progression [23], methods for fostering an ethical-deontological culture in Latin classes [24], digital games -a powerful learning environment for moral development [25] • An informal approach to teaching (museum -an informal platform for teaching) [26] In innovative education, medical students should learn by a new model of education that would fit the healthcare industry [27,28].…”

Section: Introductionmentioning

confidence: 99%

Innovation Technologies in Student’s Independent Activity and Creativity Development: The Case of Medical Education

Maltabarova

Kokoshko

Abduldayeva

et al. 2019

Int. J. Emerg. Technol. Learn.

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Adaptive learning technologies, applied with supportive symbols and signals allow developing the subject and communicative competencies, as well as shaping the creative abilities of students. This article provides the assessment criteria for preliminary, formative, midpoint and summative assessments. This article substantiates the hypothesis on improving the Emergency Medical Service student’s independent performance at the stage of supportive notes introduction. Methodology is original as it contains the following method: students are the one to write notes as an effective means of independent activity organization. Besides, this method can be useful as an alternative recording technique. Accordingly, innovation-driven education (in our case, independent learning and skills developing for quality outcomes) is one of the main components of the teaching and learning process. The statistics have revealed that students gain better subject knowledge through this learning technology.

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Competency-based Approach to the Assessment of Professional Training for a Medical Student to Work with Medical Equipment

Cited by 7 publications

References 7 publications

Evaluation of Clinical Engineering Department Services in Riyadh City Hospitals

Evaluation of Clinical Engineering Department Services in Riyadh City Hospitals

Formation of Professional Competence of University Students Based on a Systematic Approach

Innovation Technologies in Student’s Independent Activity and Creativity Development: The Case of Medical Education

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