ANÁLISIS DE LOS MODELOS INTERNACIONALES DE COMPETENCIA PROFESIONALES DEL PSICÓLOGO
Bibliographic record
Abstract
Los cambios sociales, economicos y cientificos plantean a las instituciones de educacion superior el reto de adaptarse a nuevas demandas. Lo que ha llevado a la actualizacion y mejora continua de las propuestas de formacion universitarias. Entre las tendencias internacionales vigentes en educacion superior se destaca la reformulacion de los contenidos academicos en terminos de competencias profesionales para responder a los requerimientos del mercado. Se analizan cuatro modelos de competencias para la carrera de psicologia: European Diploma in Psychology, American Psychological Association, Canadian Psychological Association y Australian Psychological Society. Objetivos: Describir las competencias profesionales de los psicologos segun los principales modelos internacionales focalizando en: la definicion del concepto, la clasificacion de competencias y las estrategias de evaluacion. Metodo: Se realizo un analisis de documentos, en la que se efectua una revision de cada modelo internacional de competencias. Conclusiones: En el presente documento se sintetizan las similitudes y diferencias de los modelos de competencias presentados. Los modelos internacionales de competencias hacen un aporte valioso a la formacion profesional de los psicologos. Cada uno, pese a sus diferencias le otorga importancia al mejoramiento de la formacion de grado, en pos del avance hacia el aseguramiento de la calidad de la educacion superior. Palabras clave Competencias profesionales, Psicologo Abstract ANALYSIS OF INTERNATIONAL MODELS FOR PROFESSIONAL COMPETENCE IN PSYCHOLOGY Introduction: The social, economic and scientific changes faced by higher education institutions the challenge of adapting to new demands.This has led to a need for updating and continuous improvement of university education proposals.Among current international trends in higher education are reshaping the academic content in terms of professional skills to meet market requirements. In this paper we analyze different patterns of skills for the career of psychology: the model of the European Diploma in Psychology, the model of the American Psychological Association, the model of the Canadian Psychological Association and the Australian model Psychological Society. Objectives: Describe the professional skills of psychologists by major international models focusing on: the definition, classification of skills and assessment strategies proposed. Materials and Methods:We performed an analysis of documents, in which there is a review of each international model competitions.Conclusions:This paper summarizes the similarities and differences of the models for professional competence from Europe, USA, Canada and Australia. International models of competence make a valuable contribution to the training of psychologists. Each one of them despite their differences gives importance to improving undergraduate education in pursuit of progress towards quality assurance of higher education. Key words Professional skills, Psychologist
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.016 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.001 | 0.003 |
| Scholarly communication | 0.006 | 0.004 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.014 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".