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Abstract
This exploratory qualitative study elicited the complex constructs underlying experienced field instructors' perspectives about competence. Eighteen experienced field instructors were asked to describe exemplary and problematic students, as well as student performance on 7 core dimensions. Themes that emerged revealed the importance that field instructors gave to a constellation of personal qualities and characteristics, a range of metacompetencies, as well as the procedural skills characteristic of competency-based evaluations.