Explore the vast range of titles available.

Blended learning describes a combination of teaching methods, often utilizing digital technologies. Research suggests that learner outcomes can be improved through some blended learning formats. However, the cost-effectiveness of delivering blended learning is unclear. This study aimed to determine the cost-effectiveness of a face-to-face learning and blended learning approach for evidence-based medicine training within a medical program. The economic evaluation was conducted as part of a randomized controlled trial (RCT) comparing the evidence-based medicine (EBM) competency of medical students who participated in two different modes of education delivery. In the traditional face-to-face method, students received ten 2-hour classes. In the blended learning approach, students received the same total face-to-face hours but with different activities and additional online and mobile learning. Online activities utilized YouTube and a library guide indexing electronic databases, guides, and books. Mobile learning involved self-directed interactions with patients in their regular clinical placements. The attribution and differentiation of costs between the interventions within the RCT was measured in conjunction with measured outcomes of effectiveness. An incremental cost-effectiveness ratio was calculated comparing the ongoing operation costs of each method with the level of EBM proficiency achieved. Present value analysis was used to calculate the break-even point considering the transition cost and the difference in ongoing operation cost. The incremental cost-effectiveness ratio indicated that it costs 24% less to educate a student to the same level of EBM competency via the blended learning approach used in the study, when excluding transition costs. The sunk cost of approximately AUD $40,000 to transition to the blended model exceeds any savings from using the approach within the first year of its implementation; however, a break-even point is achieved within its third iteration and relative savings in the subsequent years. The sensitivity analysis indicates that approaches with higher transition costs, or staffing requirements over that of a traditional method, are likely to result in negative value propositions. Under the study conditions, a blended learning approach was more cost-effective to operate and resulted in improved value for the institution after the third year iteration, when compared to the traditional face-to-face model. The wider applicability of the findings are dependent on the type of blended learning utilized, staffing expertise, and educational context.

Many small and medium enterprises (SMEs) do not often survive beyond five years. The major challenge is the transition from the maturity stage to a sustainable stage. However, apart from a few studies done on SME sustainability with the majority engaged in SME performance, a gap has been identified in the body of literature, especially the exclusion of the mediating effects of key variables. This study, therefore, aims at looking into the mediating role of entrepreneurial innovations on entrepreneurs' competencies and the sustainability of SMEs in Tanzania. The study applied a cross-sectional design, in which a structured questionnaire was adopted to capture information from 384 sampled SMEs. The study used structural equation modeling (SEM) in doing a confirmatory factor analysis and a path analysis. The findings show that entrepreneurs' competencies have positive and significant effects on entrepreneurial innovations, and the effects of entrepreneurial innovation on SME sustainability are also positive and significant. The study further found partial mediation effects of entrepreneurial innovations on entrepreneurs' competencies and SME sustainability. It was found that establishing SME sustainability is the outcome of competencies and innovation. Therefore, this study's findings can help enrich the limited literature on competencies and innovations and increase the chances of SME sustainability. Further, the current study recommends providing key competence-based training that will help equip entrepreneurs with innovative skills for the sustainability of SMEs.

The pandemic has catalyzed a significant shift to online/blended teaching and learning where teachers apply emerging technologies to enhance their students’ learning outcomes. Artificial intelligence (AI) technology has gained its popularity in online learning environments during the pandemic to assist students’ learning. However, many of these AI tools are new to teachers. They may not have rich technical knowledge to use AI educational applications to facilitate their teaching, not to mention developing students’ AI digital capabilities. As such, there is a growing need for teachers to equip themselves with adequate digital competencies so as to use and teach AI in their teaching environments. There are few existing frameworks informing teachers of necessary AI competencies. This study first explores the opportunities and challenges of employing AI systems and how they can enhance teaching, learning and assessment. Then, aligning with generic digital competency frameworks, the DigCompEdu framework and P21’s framework for twenty-first century learning were adapted and revised to accommodate AI technologies. Recommendations are proposed to support educators and researchers to promote AI education in their classrooms and academia.

Background The dynamic and evolving demands of modern healthcare systems necessitate advancements in medical education. Competency-Based Medical Education (CBME) is an outcomes-driven approach that prioritizes measurable competencies over traditional time-based training. The United Arab Emirates Competency Framework for Medical Education (UCFME) was developed to standardize and elevate the quality of medical education across the UAE, aligning with global standards while addressing local healthcare needs. This study documents the implementation process of UCFME in undergraduate medical curricula (eventhough the outcomes are yet to be established), focusing on strategies, challenges, and lessons learned. Methods The UCFME was developed collaboratively by the Ministry of Education, the National Institute for Health Specialties, and academic stakeholders. A mixed-methods approach was employed, involving literature reviews, surveys, Delphi consensus, focus groups, and workshops. Key thematic roles and competencies were identified. The framework was mapped to international standards, including CanMEDS and ACGME, and integrated into the curriculum using Kotter’s 8-Step Change Model. To operationalize UCFME, a structured four-step model was employed for gradual integration, emphasizing milestones, supervisory levels, and diverse assessment methods to track learner progression. Milestones were defined using the Dreyfus model. After curriculum mapping and constructive alignment, competencies were mapped to the Qualifications Framework-Emirates to align with national educational benchmarks. Faculty were trained in CBME principles, and assessment methods were redesigned to include Entrustable Professional Activities (EPAs) and milestone-based evaluations. Pilot implementation and feedback guided refinements in each step. Results The RAK College of Medical Sciences successfully integrated UCFME’s 9 thematic roles, 9 core competencies, 85 enabling competencies and 14 EPAs into the undergraduate curriculum. Pilot studies demonstrated improvements in curriculum alignment, faculty engagement, and assessment reliability. Challenges included resistance to change, faculty training needs, cultural considerations and resource disparities. Faculty workshops and simulation-based training enhanced instructional capabilities. Enablers such as government support, technological infrastructure, and collaborative networks facilitated implementation. Students demonstrated progression in competence, with targeted EPAs achieved through formative and summative assessments. Conclusions The UCFME implementation represents a transformative step in undergraduate medical education, aligning national curricula with international best practices. Its strategic implementation underscores the importance of structured change management, faculty engagement, and competency-based assessment. This framework provides a replicable model for other institutions aiming to adopt CBME, fostering a competent and adaptable healthcare workforce.

Background The translational domain is a complex subfield of the biomedical life sciences focused on bridging the gap between scientific research and clinical application, with the ultimate goal of improving patient care through healthcare innovations. Professionals in this field, ranging from researchers to clinicians and industry experts, require specific core competencies. These include communication, collaboration, boundary crossing, innovation, and the ability to integrate diverse scientific domains. Methods We investigated the translational competencies acquired most by life science students who participated in a six-month challenge-based course at a Dutch graduate school. Seventeen students were part of the 2021 cohort, supervised by five biomedical experts serving as their clients. Quantitative and qualitative student survey data ( n  = 10), and semi-structured expert interview data ( n  = 4) were collected after completion of the course in 2021. Two existing translational competency frameworks were used to categorize and rank the acquired competencies, highlighting those most developed and relevant during the translational challenge-based course. Results Communication was the most listed competency category by both students and experts, and a new competency category was identified named Self-Development Tools, which included competencies related to decision-making, reflection, feedback, and creative thinking. Student data also showed that the course influenced their choice in pursuing a translational career path. Conclusions This study provides insight into key translational competencies acquired by students during a six-month challenge-based course and insight into competencies that may be part of their continued education after graduation from both student and expert perspectives. These findings are relevant for both educators and prospective employers in the translational domain as they apply a novel ranking to the existing literature on translational competencies and elaborate on how to prepare life sciences graduates towards a translational career.

Over the years, a variety of frameworks, models and literacies have been developed to guide teacher educators in their efforts to build digital capabilities in their students, that will support them to use new and emerging technologies in their future classrooms. Generally, these focus on advancing students’ skills in using ‘educational’ applications and digitally-sourced information, or understanding effective blends of pedagogical, content and technological knowledge seen as supporting the integration of digital resources into teaching, to enhance subject learning outcomes. Within teacher education institutions courses developing these capabilities are commonly delivered as standalone entities, or there is an assumption that they will be generated by technology’s integration in other disciplines or through mandated assessment. However, significant research exists suggesting the current narrow focus on subject-related technical and information skills does not prepare students adequately with the breadth of knowledge and capabilities needed in today’s classrooms, and beyond. This article presents a conceptual framework introducing an expanded view of teacher digital competence (TDC). It moves beyond prevailing technical and literacies conceptualisations, arguing for more holistic and broader-based understandings that recognise the increasingly complex knowledge and skills young people need to function ethically, safely and productively in diverse, digitally-mediated environments. The implications of the framework are discussed, with specific reference to its interdisciplinary nature and the requirement of all faculty to engage purposefully and deliberately in delivering its objectives. Practical suggestions on how the framework might be used by faculty, are presented.

Materials/methods – The methodology used was a systematic review of literature on competence, competency-based learning and the assessment of competency-based learning.