Pediatric Dental Education Improves Interprofessional Healthcare Students’ Clinical Competence in Children’s Oral Health Assessment

Primary care and healthcare providers can facilitate children’s timely referral to a dental home. However, there are few studies of providers’ oral health knowledge and clinical skills. This study aims to improve future healthcare providers’ knowledge, confidence, attitude and clinical competence in assessing children’s oral health. Sixty-five health professional students participated in a 10-week didactic and clinical curriculum on children’s oral health. They completed pre- and post-training questionnaire to assess changes in knowledge, confidence and attitude. Calibrated faculty graded students’ clinical skills on a 24-point grading criterion. Descriptive statistics, paired sample t-test and Pearson correlation were used in data analyses. Students were in dentistry (46%), nursing (28%), medicine (22%), and pharmacy (3%). Students significantly improved in knowledge (t=-7.71, p<.001), confidence (t=-10.30, p=<.001) and attitude (t=-4.24, p=<.001). Students on average scored 83% on clinical competence, with the highest average for fluoride varnish application (96%) and lowest for providing anticipatory guidance (69%). There was a moderate correlation between improvement in knowledge and their clinical skills (r=.39, p=.010). Interprofessional education improves students’ knowledge, confidence, attitude and clinical competence in assessing children’s oral health. Such education is necessary in guiding future providers to gain adequate competence in serving the children’s oral health needs.Keywords: Pediatric Dentistry; Primary Care; Children’s Oral Health; Interprofessional Education; Oral Health Education; Public Health Dentistry; Oral Health Disparity; Access to Care; Clinical Competency; Oral Health Assessmen

Essence of Self-Education Competence in Pedagogy

Promoting the challenges of future education system in the context of public education, the term of competence and self-education competence is set in the spotlight of the article. Analyzing the comprehension of the essence of the diverse competence, the author systematizes the qualities which characterize the competence. The term of self-education and its structure based on the analysis of theoretical resources is characterized, the criteria are conveyed which characterize the future teachers’ self-education process. The goal of the article: on the basis of the theoretical resource studies systematize the diverse comprehension of the concept competence and characterize the structure and components of the students, future teachers’ self-education competence

COMPETENCY ENHANCEMENT MICROBIOLOGY TESTING OF FISH QUARANTINE LABORATORY OFFICHER AT FISH QUARANTINE AND INSPECTION AGENCY, QUALITY CONTROL, AND SAFETY OF FISHERY PRODUCT THROUGH EDUCATION AND TRAINING

The pace of globalization is increasingly apparent demanding technological advances in all fields. Government officials serve as the subject of development practitioners have the required competence. One way to improve the competencies is to conduct education and training. This study aims to find out how the competency enhancement microbiology testing of fish quarantine laboratory officer at Fish Guarantine and Inspection Agency, Quality Control, and Safety of Fishery product (FQIA/BKIPM) through education and training. This research is a type of observational study. The study population was 22 patients at appreciation of with increased appreciation of education and training competency microbiological test using RT-PCR Rotorgene and Applied biosystem step one. Instrument research is the pretest and posttest. Analysis of the data used to analyze the research data are descriptive analysis and inferential analysis using t-test for paired data. The results showed there was an increase competence Fish Quarantine Laboratory Officer BKIPM after education and training with theoretical lectures with proportion 40% and direct practice in the laboratory with proportion 60%. The average value of pretest participants was 6.00 and the average value of posttest was 7.76. Based on the calculation of t-test showed a P value < α (0.001 < 0.05) and the value of t count > t table (3.73 > 2.093). It can be concluded that competency increased significantly after the training session. Keywords: observational studies, competence enhancement, descriptive and inferential data analysi

THE REVITALIZATION OF THE ROLES OF SOCIAL STUDIES IN DEVELOPING THE NATION’S CHARACTER

Abstract The revitalization of the role of social studies learning is important to be done as soon as possible because so far the implementation of social studies learning is not relevant to the goals and purposes of social studies learning. Actually, social studies learning play an important role in character education. Therefore it is necessary to make improvement upgrading steps. The curriculum design and competence standard of graduates should be based on student reality and humanity values, and is not only emphasized on material mastery. The approach of essentialism has to be changed by the social reconstruction theory. The learning process is developed as a cultural transaction process which becomes a united part of student character development. The learning model is more emphasized on active and participative learning. Besides, in order to strengthen the role of social studies learning in developing character education, a good environment condition including the political will from the government, is badly needed

DOCTORAL STUDENT’S RESEARCH COMPETENCE

Uncertainties in conceptualizations of research skills and competences draw heavily on the changing process of the development of these qualities in education and the relative importance of employment at different education levels that follow the completed by students programs; these also have to meet the uncertainties in competence structure and development. While the shift to competence approach in education is thus more complex than many accounts suggest, it does have major implications for important aspects of studies and teacher and educator work. These include: skill and competence definitions, structure, developmental dynamic and kinds of activities that ensure a stage-by-stage enhancement of these qualities. Research is among the most complicated activities at universities that students and educators have to cover; doctoral studies and the acquired competences are of a special concern. The aim of this article is to trace different approaches and classifications of the 21st Century competences, define research skills and researcher competence, as well as to provide a structure and development of a doctoral student’s competence in the area of education inquiry

Marginalization of Social Studies Teacher Preparation for Global Competence and Global Perspectives Pedagogy: A Call for Change

Few scholars have raised the question; why are teacher education programs not preparing teachers for global competence and global perspectives pedagogy? The purpose of this article is to explore this question. The study utilizes qualitative and practitioner research methodologies. Four factors marginalizing the preparation of teachers for global competence and global perspectives pedagogy in social studies teacher education are examined: a) competing pedagogical paradigms; b) lack of clarity on global perspectives pedagogy; c) neoliberal ideologies and policies, and d) complicity in new high-stakes teacher licensure assessment. The paper discusses critical implications and recommendations for preparing social studies teachers for global competence and global perspectives pedagogy in teacher education

La competencia comunicativa en el grado de maestro/a en educación infantil y primaria. Una propuesta de criterios de desempeño como referencia-marco para su análisis y evaluación

The aim of this work is to propose a structure of communicative competence, adapted to the Degrees in Early Childhood Education and Primary Education Teaching. After revising the recent research studies on communicative competence in higher education, the ones considered most relevant are highlighted. The point of departure is the distinction amongst three basic functions of communicative competence, following the guidelines of the Common European Framework of Reference for Languages (CEFRL): linguistic, socio-linguistic and pragmatic competence. With an analytical-deductive and functional methodology, the communicative competence has been analysed, from its more general definition to the establishment of a set of actions easy to identify. Thus, four levels have been established: basic functions, competence units, descriptors and achievement criteria. These have been collected in three charts that make possible to draw up training and learning actions, intended to facilitate communicative competence development, analysis and assessment

Dismantling Tools of the Incompetent: Exploring Cultural Competence Training in Undergraduate Education Policy and Education Studies Programs

Cultural competence is described as a set of skills, values, and principles that acknowledge, respect, and work toward optimal interactions between the individual and the various cultural and ethnic groups with which an individual might come into contact. Scholars have been critical of cultural competence training because the three-dimensional approach which is its foundation fails to address institutional and systemic racism. I posit that undergraduate programs should provide training, so graduates are culturally competent entering their respective fields. I examined cultural competence training within education policy and studies undergraduate programs because these graduates will work within education at all levels from the federal government to the classroom impacting student success. I conducted a qualitative study utilizing document analysis of ten education policy and studies programs across the country. Based on my analysis of program overviews, program courses, course descriptions, course syllabi and website visuals, I found that programs were implementing cultural competence training using a more robust three-dimensional approach. There were however some shortcomings as framed in the literature that each program needed to overcome to implement the most effective levels of cultural competence training, including explicit reference and acknowledgement of racism. These findings suggest that education policy and studies programs are developing more culturally competent graduates, but there are additional practices that could be incorporated to ensure the highest level of cultural competence is achieved

Am I good enough? The mediated use of open educational resources to empower learners in excluded communities

This paper explores the issues involved in providing education to excluded communities and reviews some case studies where the mediated use of open educational resources available from the UK Open University’s OpenLearn website has empowered socially excluded groups. It argues that the successful use of e-learning in the long term is dependent on appropriate interventions within excluded groups and communities, and that open educational resources provide a safer option for them to gain confidence and competence and so become more empowered

Iraq, Sanctions and Security: A Critique

Initiatives in the recognition of prior learning (RPL) have been taken in Sweden in recent years, mainly focusing on prior vocational learning among immigrants. The government started different projects to find methods for recognising a person’s prior learning in the field of vocational competence. This article presents a study of how these projects were organised and their starting points. Differences are identified concerning whether they were integrated with, or parallel to, the school system, and whether the starting point was a few vocations or a number of different vocations (depending on the background of the participants). The article then looks at some problems that arise when trying to recognise prior learning. We find that knowledge of the Swedish language is essential in this process, but that the demands are flexible and the criteria informal. The article also discusses the relationship between RPL and the educational system, where most of the projects had problems in not being too influenced by the school tradition where the main documentation of competence is grades. Finally, the article discusses conditions for the development of trust in RPL.Original publication: Per Andersson, Andreas Fejes and Song-Ee Ahn, Recognition of Prior Vocational Learning in Sweden, 2004, Studies in the Education of Adults, (36), 1, 57-71.http://www.niace.org.uk/publications/Periodicals/studies/Back/tocSpr04.htm. Copyright: National Institute of Adult Continuing Education, http://www.niace.org.uk