Authentic Professional Competence in Clinical Neuropsychology was Dr Denney's 2009 presidential address at the Annual Conference of the National Academy of Neuropsychology. In his address, he highlighted the need for clinical neuropsychologists to strive for authentic professional competence rather than a mere pretense of expertise. Undisputed credibility arises from authentic professional competence. Achieving authentic professional competence includes the completion of a thorough course of training within the defined specialty area and validation of expertise by one's peers through the board certification process. Included in the address were survey results regarding what the consumer believes about board certification as well as survey results regarding the experiences of recent neuropsychology diplomates. It is important for neuropsychologists to realize that the board certification process enhances public perception and credibility of the field as well as personal growth for the neuropsychologist. Lastly, he urged all neuropsychologists to support the unified training model and pursue board certification.
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http://dx.doi.org/10.1093/arclin/acq046 | DOI Listing |
BMC Public Health
March 2025
School of Health & Social Care, University of Essex, Wivenhoe Park, Colchester, Essex, CO4 3SQ, UK.
Background: Early years interventions are critical to children's health and development and are emerging as core to public health programmes in the UK and globally. Evaluating such interventions is complex. The study reported in this article evaluates a place-based public health initiative 'A Better Start Southend' (ABSS) aimed at facilitating early years' development specifically.
View Article and Find Full Text PDFJMIR Med Educ
March 2025
Department for Medical Informatics, Biometry and Epidemiology, Ruhr University Bochum, Bochum, Germany.
Background: Large language models, exemplified by ChatGPT, have reached a level of sophistication that makes distinguishing between human- and artificial intelligence (AI)-generated texts increasingly challenging. This has raised concerns in academia, particularly in medicine, where the accuracy and authenticity of written work are paramount.
Objective: This semirandomized controlled study aims to examine the ability of 2 blinded expert groups with different levels of content familiarity-medical professionals and humanities scholars with expertise in textual analysis-to distinguish between longer scientific texts in German written by medical students and those generated by ChatGPT.
Korean J Med Educ
March 2025
Department of Medical Education, Dongguk University School of Medicine, Goyang, Korea.
Purpose: This study investigated the association between intern doctors' performance as assessed by their peers and their academic performance in medical school.
Methods: A retrospective cohort analysis was conducted with 21 graduates from a South Korean medical school who interned at an affiliated center. Participants underwent bi-annual peer evaluation for intern performance evaluations using a 5-point Likert scale on professionalism, clinical competencies, and interpersonal skills.
Clin Teach
April 2025
Department of Education, University of Oxford, Oxford, UK.
Innovative assessment for learning is an important part of professional medical and health professions education programmes. We propose that student poster conferences are a formative, authentic, inclusive and sustainable assessment practice that has the potential to support research competency development and professional identity formation. Of primary importance, the poster conference is a safe-to-fail formative experiential learning opportunity, with opportunities for feedback from peers and key stakeholders.
View Article and Find Full Text PDFNurse Educ Pract
February 2025
School of Nursing and Midwifery, College of Health Medicine and Wellbeing, University of Newcastle, NSW, Australia.
Aim: To explore what midwifery academics and midwifery clinicians understand as the learning goals of the Continuity of care experiences (CoCE) in the Bachelor of Midwifery program.
Background: Continuity of care experiences are a component of all midwifery programs in Australia with the aim to facilitate an understanding of how relationship-based care is foundational to learning the art and science of midwifery. However, challenges persist in embedding meaningful CoCE, in part because learning goals have not been consistent.
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