@article {1311, title = {OBJECTIVE STRUCTURED CLINICAL EXAMINATION (OSCE) AS A RELIABLE EVALUATION STRATEGY: EVIDENCE FROM A BRAZILIAN MEDICAL SCHOOL}, journal = {Problems of Education in the 21st Century}, volume = {78}, year = {2020}, month = {October/2020}, pages = {Continuous}, type = {Original article}, chapter = {674-687}, abstract = {The new curriculum of medical schools has brought the need to develop a professional committed to ethics, capable of understanding the role of social factors, the insertion of the individual into the family and their role in promoting health. These skills and the use of new methodologies in teaching-learning process have demonstrated that the traditional performance assessment methods are limited in holistically evaluating the student. This study analyzed the correlation among different methods for evaluating competencies in medical internship students and Objective Structured Clinical Examination (OSCE). A cross-sectional, descriptive and analytical study was performed among 5th year medical students at Pediatric, Surgery, Medical Clinic, Family and Community Medicine and Gynecology and Obstetrics. Grades of each student obtained through different evaluations (theoretical test, conceptual evaluation and test skills) at the end of each rotation were correlated with the individual results from OSCE. In regard to correlations with the OSCE score values, it was found a weak to moderate positive and statistically significant relationship with the global cognitive score (r= .22, p< .001), global abilities score (r= .26, p< .001) and with the global behavioral score (r= .38, p< .001). The students{\textquoteright} performance in the various assessments of performance evaluated here was positively correlated to their performance on OSCE. Furthermore, the organization of an OSCE-type assessment prepared in multiple, committed and competent hands may serve as a unique assessment and, in fact, assess the development of clinical skills for future doctors.}, keywords = {educational measurements, higher education, medical education, objective structured clinical examination}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/20.78.674}, url = {http://oaji.net/articles/2020/457-1600951390.pdf}, author = {Luciana Castellani and Luiz Fernando Quintanilha and Maria Belen Arriaga and Lourdes Lima, M. and Bruno Bezerril Andrade} } @article {708, title = {LEGAL FRAMEWORK FOR HIGHER EDUCATION QUALITY STATE STANDARDS. A CASE OF ALBANIA}, journal = {Problems of Education in the 21st Century}, volume = {42}, year = {2012}, month = {May/2012}, type = {Original article}, chapter = {63-73}, abstract = {Albania{\textquoteright}s higher education development is very dynamic. Higher education in Albania is being characterized by a massive expansion process and by competition between both the public and private education sectors. The number of higher education institutions has grown fivefold during the last eight years. There are currently thirteen (13) public and forty six (46) private institutions. This article is aimed at the research of analysing the legal framework for higher education quality state standards. This analysis will address three important issues: 1. What is the legal framework for higher education quality state standards? 2. How is the quality assured in higher education institutions? 3. To what extent are Albanian quality standards compared to the European ones? This study is based on an analysis of the domestic and European legislation, interviews with fifteen (15) key persons that are divided into three groups: officials of the Ministry of Education and Science/Public Agency for the Accreditation of Higher Education, officials of the public Higher Education Institution, and officials of private Higher Education in Albania including reports and policy documents. The conclusions of this research article will help in understanding the role of the higher education quality state standards and will contribute to the improvement of the quality legal framework in the country.}, keywords = {higher education, legal framework, quality standards}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.42.63}, url = {http://oaji.net/articles/2014/457-1410006344.pdf}, author = {Juliana Latifi} } @article {732, title = {THE RELATION BETWEEN COMPETITION AND HIGHER EDUCATION. LEGAL FRAMEWORK OF AN ALBANIAN CASE}, journal = {Problems of Education in the 21st Century}, volume = {44}, year = {2012}, month = {July/2012}, type = {Original article}, chapter = {43-52}, abstract = {At present, Albania faces a reality in which education as a public interest is provided by both public as well as private institutions. The liberalisation of access in higher education has resulted in public and/or private institutions which provide the same service {\textendash} education, compete with each other in trying to attract the same customer {\textendash} the student. Competition is considered as a key instrument that has produced a diversity/variety of higher education institutions and with more choices to the student. This research is aimed at analysing the relation existing between competition and higher education as well as its impact on higher education in Albania. In this analysis we have addressed four important issues: 1. Liberalisation of higher education and the impact of competition 2. Competition law in education 3. The mechanism of free competition - the market of students 4. Using competition to promote reform in higher education This study is based on the interpretation of the domestic legislation, analysis of policy documents and articles, as well as interviews with 10 key persons and 20 students. This research helps understanding the role competition plays in the higher education sector, which has resulted in a tangible reform being undertaken by the public and private HEI themselves. This reform is based on the adaptation of competition rules with the purpose of achieving provision of a qualitative service {\textendash} standards based education.}, keywords = {competition law, higher education, quality}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.44.43}, url = {http://oaji.net/articles/2014/457-1413726658.pdf}, author = {Juliana Latifi} } @article {532, title = {MYTHS IN THE ACADEME {\textendash} PRE-ENROLLMENT PROFILES AND ACADEMIC EDUCATION AS KEY TO POST-GRADUATION EMPLOYMENT AND SATISFACTION}, journal = {Problems of Education in the 21st Century}, volume = {29}, year = {2011}, month = {May/2011}, type = {Original article}, chapter = {22-34}, abstract = {Academic education is considered a key to gaining employment and satisfaction. This scientific research attempts to explain the association between the demographic and pre-enrollment profiles of graduates of one academic institution, and their retrospectively reported satisfaction with their academic studies, and with their career. The study, based on a case study of the Ariel University Center of Samaria, Israel, integrates Holland{\textquoteright}s classic congruence theory and Seligman{\textquoteright}s innovative theory of positive psychology, specifically the hypothesis concerning everyday deployment of individual character strengths. Findings of the study demonstrate that deployment of character strengths was a significant predictor of graduates{\textquoteright} work satisfaction. The interesting finding in this exploratory study is the failure of graduates{\textquoteright} pre-enrollment admission profiles to distinguish among graduates based on their post-graduate employment status or job satisfaction. This finding is especially interesting and scientifically significant in the context of the accepted myth in the academe, according to which admission profiles are key predictors of future success. }, keywords = {academic access, higher education}, issn = {1822-7864}, url = {https://oaji.net/articles/2014/457-1405178393.pdf}, author = {Nitza Davidovitch and Hadassah Littman-Ovadia and Dan Soen} } @article {539, title = {SELF ASSESSMENT CRITERIA OF INTEGRATED FOREIGN LANGUAGE ACQUISITION}, journal = {Problems of Education in the 21st Century}, volume = {29}, year = {2011}, month = {May/2011}, type = {Original article}, chapter = {89-101}, abstract = {Tendencies in the labour market are indicative of the fact that foreign language mastery and its professional usage are indispensable, which manifests itself in different levels of particular language skills (listening, reading, taking part in conversations, monologue, and writing). Aim of the study - to provide criteria, levels and indicators of the self-assessment of foreign language proficiency. In the study, the author analyses theoretical sources and research data. Using statistical methods the results were analyzed on the basis of the examination of the interplay of data by means of the quantitative statistical program SPSS 17, 0 (Statistical package for Social Sciences). In the present research a personalized approach to the assessment of language proficiency level has been adopted. The language proficiency level of each language learner is assessed separately without the juxtaposition of different language learners. To broaden students{\textquoteright} experience the self-assessment criteria of language learners{\textquoteright} language proficiency established pursuant to the language proficiency levels of European Framework of Reference can be applied. It can be concluded that majority of language learners admit the necessity to perfect the level of language because they encounter difficulties to use oral and written communication in their professional field. }, keywords = {higher education, integrated foreign language acquisition, self assessment}, issn = {1822-7864}, url = {https://oaji.net/articles/2014/457-1405178794.pdf}, author = {Diana Liepa} }