Private Sector Providers of Basic Skills Training in the Workplace. A Study of the General Training and Basic Skills Responses of Randomly Selected Companies Which Provide Basic Skills Training to Their Employees.

ERIC Educational Resources Information Center

Mark, Jorie Lester

A questionnaire was distributed to 1,305 companies to study the basic skills training provided. Of 62 responses, 41 companies had basic skills training programs. Respondents represented these types of companies: communications and utilities, finance and insurance, manufacturing, wholesalers, retailers, health and hospitals, and mining, and had…

Musicality: instinct or acquired skill?

PubMed

Marcus, Gary F

2012-10-01

Is the human tendency toward musicality better thought of as the product of a specific, evolved instinct or an acquired skill? Developmental and evolutionary arguments are considered, along with issues of domain-specificity. The article also considers the question of why humans might be consistently and intensely drawn to music if musicality is not in fact the product of a specifically evolved instinct. Copyright © 2012 Cognitive Science Society, Inc.

Employers' Perceptions of Basic Technology Skills Needed for Workplace Preparation in Adult Basic Education

ERIC Educational Resources Information Center

Yow, Alma V.

2010-01-01

Research has documented that many new entrants to the workforce from adult basic education (ABE) programs are critically lacking in the preparation and technology skills needed for workplace success. To address this problem, this basic interpretive qualitative study was implemented to examine and identify the basic technology skills perceived by…

Breaking Down Barriers: Certificate in Workplace Basic Skills Training for Adult Basic Education Tutors & Co-Ordinators.

ERIC Educational Resources Information Center

Frank, Fiona; Holland, Chris; Jeffery, Sue; Marquand, Alison; Noel, Alison

Designed to familiarize experienced and qualified basic skills tutors and coordinators with issues of teaching basic skills in the workplace in Great Britain, this course can be delivered by experienced workplace basic skills training program coordinators. It can be delivered over three days or as six half-day sessions. Each of the four units…

Workplace Basics: The Skills Employers Want.

ERIC Educational Resources Information Center

Carnevale, Anthony P.; And Others

1989-01-01

Identifies the basic skills needed by workers to function in today's high technology workplace. Examines ways of training employees in learning and communication skills, adaptability, personal management, group effectiveness, and organizational leadership. Describes the eight-step training approach used by Mazda Motor Manufacturing Corporation.…

Have Basic Mathematical Skills Grown Obsolete in the Computer Age: Assessing Basic Mathematical Skills and Forecasting Performance in a Business Statistics Course

ERIC Educational Resources Information Center

Noser, Thomas C.; Tanner, John R.; Shah, Situl

2008-01-01

The purpose of this study was to measure the comprehension of basic mathematical skills of students enrolled in statistics classes at a large regional university, and to determine if the scores earned on a basic math skills test are useful in forecasting student performance in these statistics classes, and to determine if students' basic math…

Rapid Deterioration of Basic Life Support Skills in Dentists With Basic Life Support Healthcare Provider.

PubMed

Nogami, Kentaro; Taniguchi, Shogo; Ichiyama, Tomoko

2016-01-01

The aim of this study was to investigate the correlation between basic life support skills in dentists who had completed the American Heart Association's Basic Life Support (BLS) Healthcare Provider qualification and time since course completion. Thirty-six dentists who had completed the 2005 BLS Healthcare Provider course participated in the study. We asked participants to perform 2 cycles of cardiopulmonary resuscitation on a mannequin and evaluated basic life support skills. Dentists who had previously completed the BLS Healthcare Provider course displayed both prolonged reaction times, and the quality of their basic life support skills deteriorated rapidly. There were no correlations between basic life support skills and time since course completion. Our results suggest that basic life support skills deteriorate rapidly for dentists who have completed the BLS Healthcare Provider. Newer guidelines stressing chest compressions over ventilation may help improve performance over time, allowing better cardiopulmonary resuscitation in dental office emergencies. Moreover, it may be effective to provide a more specialized version of the life support course to train the dentists, stressing issues that may be more likely to occur in the dental office.

The Effects of Basketball Basic Skills Training on Gross Motor Skills Development of Female Children

ERIC Educational Resources Information Center

Bayazit, Betul

2015-01-01

The purpose of this study was to investigate the effects of basketball basic skills training on gross motor skills development of female children in Turkey. For that purpose, 40 female children took part in the study voluntarily. Basketball basic skills test was used to improve the gross motor skills of the female children in the study. Also,…

Initial laparoscopic basic skills training shortens the learning curve of laparoscopic suturing and is cost-effective.

PubMed

Stefanidis, Dimitrios; Hope, William W; Korndorffer, James R; Markley, Sarah; Scott, Daniel J

2010-04-01

Laparoscopic suturing is an advanced skill that is difficult to acquire. Simulator-based skills curricula have been developed that have been shown to transfer to the operating room. Currently available skills curricula need to be optimized. We hypothesized that mastering basic laparoscopic skills first would shorten the learning curve of a more complex laparoscopic task and reduce resource requirements for the Fundamentals of Laparoscopic Surgery suturing curriculum. Medical students (n = 20) with no previous simulator experience were enrolled in an IRB-approved protocol, pretested on the Fundamentals of Laparoscopic Surgery suturing model, and randomized into 2 groups. Group I (n = 10) trained (unsupervised) until proficiency levels were achieved on 5 basic tasks; Group II (n = 10) received no basic training. Both groups then trained (supervised) on the Fundamentals of Laparoscopic Surgery suturing model until previously reported proficiency levels were achieved. Two weeks later, they were retested to evaluate their retention scores, training parameters, instruction requirements, and cost between groups using t-test. Baseline characteristics and performance were similar for both groups, and 9 of 10 subjects in each group achieved the proficiency levels. The initial performance on the simulator was better for Group I after basic skills training, and their suturing learning curve was shorter compared with Group II. In addition, Group I required less active instruction. Overall time required to finish the curriculum was similar for both groups; but the Group I training strategy cost less, with a savings of $148 per trainee. Teaching novices basic laparoscopic skills before a more complex laparoscopic task produces substantial cost savings. Additional studies are needed to assess the impact of such integrated curricula on ultimate educational benefit. Copyright (c) 2010 American College of Surgeons. Published by Elsevier Inc. All rights reserved.

Basic Emergency Medical Technician Skills Manual.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This manual was developed to help students preparing to become emergency medical technicians (EMTs) learn standardized basic skills in the field. The manual itemizes the steps and performance criteria of each required skill and uses an accompanying videotape series (not included) to enhance the educational experience. The five units of the manual,…

Basic Employability Skills: A Triangular Design Approach

ERIC Educational Resources Information Center

Rosenberg, Stuart; Heimler, Ronald; Morote, Elsa-Sofia

2012-01-01

Purpose: This paper seeks to examine the basic employability skills needed for job performance, the reception of these skills in college, and the need for additional training in these skills after graduation. Design/methodology/approach: The research was based on a triangular design approach, in which the attitudes of three distinct groups--recent…

New Directions in the Army's Basic Skills Education Program (BSEP).

ERIC Educational Resources Information Center

Pilgrim, Mark T.

The Army has given to the Training and Doctrine Command the task of developing four Basic Skills Education Program (BSEP) curricula to provide functional, job-related basic skills training. These would be Military Occupational Specialty (MOS) Baseline Skills, English-as-a-Second Language (ESL), Military Life Coping Skills, and Learning Strategies.…

The Basic/Essential Skills Taxonomy. Second Edition--Revised.

ERIC Educational Resources Information Center

Snyder, Lester M., Jr.

This revision of the "Basic/Essential Skills Taxonomy" exhibits changes based on use of the original taxonomy in the field. It features more precise definitions of the levels of key words and phrases, the deletion of some science items that ranged above basic skills, the combination of the language arts sections from the original two parts, and…

Functional basic reading skills in Williams syndrome.

PubMed

Brawn, Gabrielle; Kohnen, Saskia; Tassabehji, May; Porter, Melanie

2018-03-30

This study investigated whether individuals with Williams syndrome (WS) can attain a functional level of basic reading skills. The Study also investigated broader cognitive factors associated with reading ability in individuals with WS. Thirty individuals with WS participated in this study (mean chronological age 21 years and mean mental age 7 years 7 months). The results supported our hypotheses that: firstly, reading abilities would be heterogeneous in WS; secondly, at least some WS individuals are capable of achieving a functional basic reading level; and thirdly, on average, WS individuals would find reading of nonwords more difficult than reading of regular and irregular words. Moreover, higher reading ability was found to be associated with increased outcomes in adaptive functioning, in particular, Written and Expressive Communication skills and Community Living skills, highlighting the potential benefits of developing reading abilities in WS. Although Intelligence Quotient (IQ) was related to overall basic reading ability generally, it was not found to be a determining factor in reading subtypes. Several cognitive skills known to be related to reading ability in typically developing individuals were found to be associated with reading performance and reading subtypes. Implications for appropriate reading instruction are discussed.

Education in Basic Skills and Training for Productive Work

NASA Astrophysics Data System (ADS)

Labarca, Guillermo

1998-09-01

The success of global policies and strategies aimed at training for productive work depends to a large extent on the level of development of basic skills among the work force and, likewise, training costs will vary according to the level of general preparation of those entering on the process. In view of the close relationship between the structure of the school system, the development of basic skills and actual training, different options are available to resolve imbalances between training for productive employment and previous basic education. Our conclusions are that training cannot replace basic education, that the process of technological change goes hand in hand with an increased demand for workers with a high level of education, that substituting training in specific skills for good basic education is not the most efficient option, and that one of the favorable effects of primary education is that it facilitates after- school training. This article seeks to identify certain dimensions of human resource training which are often overlooked in relation to both basic skills and specific training proper: namely, the imbalances existing between vocational training and previous education, and the options available for correcting them.

Increase in counselling communication skills after basic and advanced microskills training.

PubMed

Kuntze, Jeroen; van der Molen, Henk T; Born, Marise P

2009-03-01

Mastering counselling communication skills is one of the requirements that lead to the diploma of a registered European psychologist. The microcounseling method proves to be effective in training these skills. Research into the effectiveness of the microcounseling method often reports overall effect sizes only. The aim of this study was to investigate the adequate use of separate counselling communication skills (seven basic skills: minimal encouragements; asking questions; paraphrasing; reflection of feeling; concreteness; summarizing; and situation clarification and five advanced skills: advanced accurate empathy; confrontation; positive relabelling; examples of one's own; and directness) after respectively a basic and an advanced training in these skills. Participants were 583 first year or second year bachelor students in psychology who took the counselling communication skills progress test (CSPT). The participants are divided in a group of freshmen, who had not received any training in counselling communication skills; first year students, who had received a training in basic skills; second year students who had followed a training in advanced skills and a control group. A between-subject design, a within-subject design and a pre-test-post-test-control group design were used to examine the scores on these skills. Seven basic skills and four advanced skills had large effect sizes. One advanced skill had a moderate effect size. The microcounseling method is very effective on the level of separate microskills. However, students perform better on the basic skills than on the advanced skills. More training seems to be needed in the latter to achieve the same level of mastery.

Basic Skills Resource Center. Part 2

DTIC Science & Technology

1985-05-01

side if neceseary and Identify by block number) Basic Skills Education Curriculum Development Learning Strategies Reading Comprehension Motivational ... Motivational Skills Training for Military Technical Training Students ...... Barbara L. McCombs 25 Problem 27 Purpose 27 Approach 28 - Phase 1 28 - Phase...and Learning ...... John J. Hedl , Jr. 53 Purpose of Project 55 Description of Work 55 V Products 56 Virtual Videodisc Software Requirements ...... J.D

Roadsigns from Research. BASICS: Bridging Vocational and Academic Skills.

ERIC Educational Resources Information Center

Sechler, Judith A.; Crowe, Michael R.

This document responds to the need for integration of basic skills into vocational education by providing a summary of research findings, implications, and practical suggestions for teachers. The six sections and four complementary posters are intended as tools for staff development of teachers engaged in teaching basic skills. Sections can also…

Two Reading Assessments for Youth in Alternative Basic Skills and Livelihood Skills Training Programs

ERIC Educational Resources Information Center

Comings, John P.; Strucker, John; Bell, Brenda

2017-01-01

This article describes two assessment tools that have been used to assess the reading skills of youth participating in alternative basic skills and livelihood skills training programs. The Rapid Assessment of Reading Skills (RARS) was developed to identify potential participants who needed to improve their reading skills before beginning training…

Index of Workplace & Adult Basic Skills Software.

ERIC Educational Resources Information Center

Askov, Eunice N.; Clark, Cindy Jo

This index of workplace and adult basic skills computer software includes 108 listings. Each listing is described according to the following classifications: (1) teacher/tutor tools (customizable or mini-authoring systems); (2) assessment and skills; (3) content; (4) instruction method; (5) system requirements; and (6) name, address, and phone…

Undergraduate basic surgical skills education: impact on attitudes to a career in surgery and surgical skills acquisition.

PubMed

McAnena, P F; O'Halloran, N; Moloney, B M; Courtney, D; Waldron, R M; Flaherty, G; Kerin, M J

2018-05-01

Basic surgical skills modules in medical education are effective in teaching skills and increasing confidence among students approaching surgery. However, these modules are not delivered universally and their effect on the professional development of graduates has not been established. We aimed to assess the impact of a 10-week basic surgical skills module on attitudes and technical skills of first year medical students compared to interns. Eighteen students participated and were assessed using a 4-part questionnaire. Technical skills were assessed by observing students perform a basic interrupted suture, using the objective structured assessment of technical skills (OSATS) tool. Fourteen interns were recruited. Students were more confident in surgical scrubbing (mean score 4.0 vs. 2.86, p = 0.001), and performing a basic suture (4.05 vs. 1.93, p = 0.000), more enthusiastic about assisting with an operation (4.5 vs. 3.0, p = 0.001) and more likely to consider a career in surgery (4.16 vs. 2.28, p = 0.000). Technical skills were greater in the student group (mean score 30.8 vs. 19.6, p = 0.001). Five interns had taken part in surgical skills modules as undergraduates. Their technical skills were significantly higher compared to interns who had not (n = 9) (28.8 vs. 14.5, p = 0.006), and they were more likely to consider a career in surgery (3.6 vs. 1.5, p = 0.036). The introduction of surgical skills teaching to the undergraduate medical curriculum has a positive impact on students' attitudes towards surgery and accelerates basic technical skills development. Consideration should be given to development of a standardised undergraduate core curriculum in basic surgical skills teaching.

Insight of Teachers on Problems of Students in Acquiring Communicative Skill in English

ERIC Educational Resources Information Center

Singaravelu, G.; Paramasivam, M.

2016-01-01

The study examined the insight of English Teacher towards students of standard XI in acquiring communicative skill in English. The main objective of the paper was to identify the problems of the students in acquiring communicative skill in English. The Normative survey method was adopted in the study. One hundred teachers were considered as a…

Deficiencies in Basic Knowledge and Skills among High School Business Education Seniors.

ERIC Educational Resources Information Center

Goddard, M. Lee

1982-01-01

Conducted a study to determine the level of basic skills achievement among Ohio high school business education seniors. Found that these students lacked competency in general knowledge and in computational skills, basic English skills, and typewriting skills. (GC)

Integration of Basic Skills into Social Studies Content.

ERIC Educational Resources Information Center

Lunstrum, John P.; Irvin, Judith L.

1981-01-01

A basic skills model is presented which stresses the skills of writing, reading, study, and research for elementary school pupils. The model focuses on lesson background, the purpose of the reading, independent reading, follow-up discussion, developing related skills, and extending and applying ideas. A lesson about the 1910 British expedition to…

Basic Skills Achievement, 1981-82.

ERIC Educational Resources Information Center

Austin Independent School District, TX. Office of Research and Evaluation.

The Austin Independent School District (AISD) office of Research and Evaluation presents Basic Skills Achievement, 1981-82 (BSA). The BSA answers the following questions: (1) How does AISD student achievement compare to student achievement nationwide? (2) How does AISD's 1981-82 student achievement compare to the achievement of students in past…

Basic Fishing. Aquatic Skills Series. Instructor Manual.

ERIC Educational Resources Information Center

Staton, Robert D., Jr.

Part of a series of self-contained instructional units to teach Missourians how to use outdoor resources wisely and skillfully, this module of the Aquatic Skills Series introduces the basics of sport fishing using spin-casting equipment. The instructor may modify the module to meet the individual needs of class members based on age, experience…

Unions: Bread, Butter & Basic Skills.

ERIC Educational Resources Information Center

BCEL Newsletter for the Business Community, 1987

1987-01-01

Unions are natural providers of basic skills instruction. They are in daily workplace contact with their membership, are trusted to work on members' behalf, and speak the language of the worker. Unions are trying to address the needs of illiterate workers through collective bargaining arrangements in which employers contribute a percentage of…

The Sex Difference in Basic Surgical Skills Learning: A Comparative Study.

PubMed

Lou, Zheng; Yan, Fei-Hu; Zhao, Zhi-Qing; Zhang, Wei; Shui, Xian-Qi; Liu, Jia; Zhuo, Dong-Lan; Li, Li; Yu, En-da

2016-01-01

Very little is known of sex-related differences among medical students in the acquisition of basic surgical skills at an undergraduate level. The aim of this study was to investigate the sex differences in basic surgical skills learning and the possible explanations for sex disparities within basic surgical skills education. A didactic description of 10 surgical skills was performed, including knot tying, basic suture I, basic suture II, sterile technique, preoperative preparation, phlebotomy, debridement, laparotomy, cecectomy, and small bowel resection with hand-sewn anastomosis. The students were rated on a 100-point scale for each basic surgical skill. Later during the same semester all the students took the final theoretical examination. A total of 342 (male = 317 and female = 25) medical students participated in a single skills laboratory as part of their third-year medical student clerkship. The mean scores for each of the 10 surgical skills were higher in female group. The difference in sterile technique, preoperative preparation, cecectomy, and small bowel resection with hand-sewn anastomosis reached the significant level. Compared with male medical students, the mean theory examination score was significantly higher in female medical students. Approximately 76% of the (19 of 25) female students expressed their interest in pursuing a surgical career, whereas only 65.5% (207 of 317) male students wanted to be surgical professionals (p = 0.381). Female medical students completed basic surgical skills training more efficiently and passed the theoretical examination with significantly higher scores than male medical students. In the future, studies should be done in other classes in our institution and perhaps other schools to see if these findings are reliable or valid or just a reflection of this 1 sample. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

The Regents Competency Testing Program. Setting Standards in the Basic Skills as a Requirement for High School Graduation. Information Brochure.

ERIC Educational Resources Information Center

New York State Education Dept., Albany.

The New York State Regents Competency Testing Program is described. Competency tests have been developed in the basic skills of reading, writing, and mathematics, for two purposes: (1) to identify those students who need remedial help; and (2) to assure that students receiving high school diplomas have acquired adequate competence in these areas.…

Money Management and the Consumer, Basic Economic Skills: "Baffled, Bothered, Bewildered".

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee. Div. of Elementary and Secondary Education.

This document, one in a series of six Project SCAT (Skills for Consumers Applied Today) units for senior high school students, provides an overview of basic economic skills and consumer practices. Project SCAT is designed to help students develop basic skills, solve problems, and apply consumer knowledge necessary for making wise choices in the…

The Cost to Industry. Basic Skills and the UK Workforce.

ERIC Educational Resources Information Center

Adult Literacy and Basic Skills Unit, London (England).

In Fall 1992, 400 telephone interviews established levels of basic skills difficulties among the work force as encountered or perceived by employers in the United Kingdom. Costs to employers of poor basic skills and the effect of these on their operation were quantified and described. Respondents were mainly personnel/training managers or…

Basic practical skills teaching and learning in undergraduate medical education - a review on methodological evidence.

PubMed

Vogel, Daniela; Harendza, Sigrid

2016-01-01

Practical skills are an essential part of physicians' daily routine. Nevertheless, medical graduates' performance of basic skills is often below the expected level. This review aims to identify and summarize teaching approaches of basic practical skills in undergraduate medical education which provide evidence with respect to effective students' learning of these skills. Basic practical skills were defined as basic physical examination skills, routine skills which get better with practice, and skills which are also performed by nurses. We searched PubMed with different terms describing these basic practical skills. In total, 3467 identified publications were screened and 205 articles were eventually reviewed for eligibility. 43 studies that included at least one basic practical skill, a comparison of two groups of undergraduate medical students and effects on students' performance were analyzed. Seven basic practical skills and 15 different teaching methods could be identified. The most consistent results with respect to effective teaching and acquisition of basic practical skills were found for structured skills training, feedback, and self-directed learning. Simulation was effective with specific teaching methods and in several studies no differences in teaching effects were detected between expert or peer instructors. Multimedia instruction, when used in the right setting, also showed beneficial effects for basic practical skills learning. A combination of voluntary or obligatory self-study with multimedia applications like video clips in combination with a structured program including the possibility for individual exercise with personal feedback by peers or teachers might provide a good learning opportunity for basic practical skills.

Job-Related Basic Skills. ERIC Digest No. 94.

ERIC Educational Resources Information Center

Kerka, Sandra

Seven job-related basic skills identified as skills employers want are as follows: (1) learning to learn; (2) reading, writing, and computation; (3) oral communication and listening; (4) creative thinking and problem solving; (5) personal management, including self-esteem, goal setting, motivation, and personal and career development; (6) group…

Work-based Project Overcomes Basic Skills Stigma.

ERIC Educational Resources Information Center

Wallis, Emma

2002-01-01

A project to provide steel workers in North Wales with guidance about learning opportunities and to promote lifelong learning in the workplace focused on the development of basic information technology skills. (JOW)

Curiosity Search: Producing Generalists by Encouraging Individuals to Continually Explore and Acquire Skills throughout Their Lifetime.

PubMed

Stanton, Christopher; Clune, Jeff

2016-01-01

Natural animals are renowned for their ability to acquire a diverse and general skill set over the course of their lifetime. However, research in artificial intelligence has yet to produce agents that acquire all or even most of the available skills in non-trivial environments. One candidate algorithm for encouraging the production of such individuals is Novelty Search, which pressures organisms to exhibit different behaviors from other individuals. However, we hypothesized that Novelty Search would produce sub-populations of specialists, in which each individual possesses a subset of skills, but no one organism acquires all or most of the skills. In this paper, we propose a new algorithm called Curiosity Search, which is designed to produce individuals that acquire as many skills as possible during their lifetime. We show that in a multiple-skill maze environment, Curiosity Search does produce individuals that explore their entire domain, while a traditional implementation of Novelty Search produces specialists. However, we reveal that when modified to encourage intra-life behavioral diversity, Novelty Search can produce organisms that explore almost as much of their environment as Curiosity Search, although Curiosity Search retains a significant performance edge. Finally, we show that Curiosity Search is a useful helper objective when combined with Novelty Search, producing individuals that acquire significantly more skills than either algorithm alone.

Curiosity Search: Producing Generalists by Encouraging Individuals to Continually Explore and Acquire Skills throughout Their Lifetime

PubMed Central

Clune, Jeff

2016-01-01

Natural animals are renowned for their ability to acquire a diverse and general skill set over the course of their lifetime. However, research in artificial intelligence has yet to produce agents that acquire all or even most of the available skills in non-trivial environments. One candidate algorithm for encouraging the production of such individuals is Novelty Search, which pressures organisms to exhibit different behaviors from other individuals. However, we hypothesized that Novelty Search would produce sub-populations of specialists, in which each individual possesses a subset of skills, but no one organism acquires all or most of the skills. In this paper, we propose a new algorithm called Curiosity Search, which is designed to produce individuals that acquire as many skills as possible during their lifetime. We show that in a multiple-skill maze environment, Curiosity Search does produce individuals that explore their entire domain, while a traditional implementation of Novelty Search produces specialists. However, we reveal that when modified to encourage intra-life behavioral diversity, Novelty Search can produce organisms that explore almost as much of their environment as Curiosity Search, although Curiosity Search retains a significant performance edge. Finally, we show that Curiosity Search is a useful helper objective when combined with Novelty Search, producing individuals that acquire significantly more skills than either algorithm alone. PMID:27589267

Peer-assisted teaching of basic surgical skills.

PubMed

Preece, Ryan; Dickinson, Emily Clare; Sherif, Mohamed; Ibrahim, Yousef; Ninan, Ann Susan; Aildasani, Laxmi; Ahmed, Sartaj; Smith, Philip

2015-01-01

Basic surgical skills training is rarely emphasised in undergraduate medical curricula. However, the provision of skills tutorials requires significant commitment from time-constrained surgical faculty. We aimed to determine how a peer-assisted suturing workshop could enhance surgical skills competency among medical students and enthuse them towards a career in surgery. Senior student tutors delivered two suturing workshops to second- and third- year medical students. Suturing performance was assessed before and after teaching in a 10-min suturing exercise (variables measured included number of sutures completed, suture tension, and inter-suture distance). Following the workshop, students completed a questionnaire assessing the effect of the workshop on their suturing technique and their intention to pursue a surgical career. Thirty-five students attended. Eighty-one percent believed their medical school course provided insufficient basic surgical skills training. The mean number of sutures completed post-teaching increased significantly (p < 0.001), and the standard deviation of mean inter-suture distance halved from ± 4.7 mm pre-teaching, to ± 2.6 mm post-teaching. All students found the teaching environment to be relaxed, and all felt the workshop helped to improve their suturing technique and confidence; 87% found the peer-taught workshop had increased their desire to undertake a career in surgery. Peer-assisted learning suturing workshops can enhance medical students' competence with surgical skills and inspire them towards a career in surgery. With very little staff faculty contribution, it is a cheap and sustainable way to ensure ongoing undergraduate surgical skills exposure.

A Quick Win: Teaching Basic Skills in Context for Better Outcomes an Examination of Success Factors, with a Special Focus on the Potential for the Rapid Building of Self-Efficacy in Emerging Initiatives for "At Risk" Students at California Community Colleges

ERIC Educational Resources Information Center

Hirsh, Deborah Duggin

2011-01-01

A small but growing body of evidence in reports, journal articles and conference papers indicates that if basic skills are embedded within specific career training programs, under-prepared students can acquire life enhancing basic skills at a higher rate than when those skills are taught in the traditional, unconnected way (Baker et al., 2009; Kuh…

Cognitive learning strategies: their effectiveness in acquiring racquetball skill.

PubMed

Tennant, L M

2000-06-01

Racquetball players were compared to assess whether a Self-directed strategy (self-monitoring), a Task-oriented strategy (attentional focusing), or a Combined use of both strategies would be beneficial in acquisition of racquetball skills. According to skill (Beginning, Advanced), players (N=80) were assigned into treatment groups. After treatment, participants executed diagonal lob serves and rallies for Acquisition and Retention phases (Session 1). During Session 2, subjects competed in a modified play setting (Transfer phase). Analysis of variance with repeated measures showed differences by skill during the basic tests favored Advanced players. During modified play, the Task-oriented group won significantly more points and games compared to the Self-directed and Control groups, regardless of skill. Results are discussed relative to skill and the literature on learning strategies.

Basic Skills & the Health Care Industry. Workforce & Workplace Literacy Series. Revised.

ERIC Educational Resources Information Center

BCEL Brief, 1993

1993-01-01

This brief is a combination directory of contact persons and annotated bibliography designed to provide information on developing and implementing basic skills training programs for workers in the health care industry. The first section contains information on 33 contact persons currently operating employee basic skills programs for health care…

Basic Science Living Skills for Today's World. Teacher's Edition.

ERIC Educational Resources Information Center

Zellers (Robert W.) Educational Services, Johnstown, PA.

This document is a teacher's edition of a basic skills curriculum in science for adult basic education (ABE) students. The course consists of 25 lessons on basic science concepts, designed to give students a good understanding of the biological and physical sciences. Suggested activities and experiments that the student can do are also included.…

Training to acquire psychomotor skills for endoscopic endonasal surgery using a personal webcam trainer.

PubMed

Hirayama, Ryuichi; Fujimoto, Yasunori; Umegaki, Masao; Kagawa, Naoki; Kinoshita, Manabu; Hashimoto, Naoya; Yoshimine, Toshiki

2013-05-01

Existing training methods for neuroendoscopic surgery have mainly emphasized the acquisition of anatomical knowledge and procedures for operating an endoscope and instruments. For laparoscopic surgery, various training systems have been developed to teach handling of an endoscope as well as the manipulation of instruments for speedy and precise endoscopic performance using both hands. In endoscopic endonasal surgery (EES), especially using a binostril approach to the skull base and intradural lesions, the learning of more meticulous manipulation of instruments is mandatory, and it may be necessary to develop another type of training method for acquiring psychomotor skills for EES. Authors of the present study developed an inexpensive, portable personal trainer using a webcam and objectively evaluated its utility. Twenty-five neurosurgeons volunteered for this study and were divided into 2 groups, a novice group (19 neurosurgeons) and an experienced group (6 neurosurgeons). Before and after the exercises of set tasks with a webcam box trainer, the basic endoscopic skills of each participant were objectively assessed using the virtual reality simulator (LapSim) while executing 2 virtual tasks: grasping and instrument navigation. Scores for the following 11 performance variables were recorded: instrument time, instrument misses, instrument path length, and instrument angular path (all of which were measured in both hands), as well as tissue damage, max damage, and finally overall score. Instrument time was indicated as movement speed; instrument path length and instrument angular path as movement efficiency; and instrument misses, tissue damage, and max damage as movement precision. In the novice group, movement speed and efficiency were significantly improved after the training. In the experienced group, significant improvement was not shown in the majority of virtual tasks. Before the training, significantly greater movement speed and efficiency were demonstrated in

Typical and Atypical Development of Basic Numerical Skills in Elementary School

ERIC Educational Resources Information Center

Landerl, Karin; Kolle, Christina

2009-01-01

Deficits in basic numerical processing have been identified as a central and potentially causal problem in developmental dyscalculia; however, so far not much is known about the typical and atypical development of such skills. This study assessed basic number skills cross-sectionally in 262 typically developing and 51 dyscalculic children in…

Basic practical skills teaching and learning in undergraduate medical education – a review on methodological evidence

PubMed Central

Vogel, Daniela; Harendza, Sigrid

2016-01-01

Objective: Practical skills are an essential part of physicians’ daily routine. Nevertheless, medical graduates’ performance of basic skills is often below the expected level. This review aims to identify and summarize teaching approaches of basic practical skills in undergraduate medical education which provide evidence with respect to effective students’ learning of these skills. Methods: Basic practical skills were defined as basic physical examination skills, routine skills which get better with practice, and skills which are also performed by nurses. We searched PubMed with different terms describing these basic practical skills. In total, 3467 identified publications were screened and 205 articles were eventually reviewed for eligibility. Results: 43 studies that included at least one basic practical skill, a comparison of two groups of undergraduate medical students and effects on students’ performance were analyzed. Seven basic practical skills and 15 different teaching methods could be identified. The most consistent results with respect to effective teaching and acquisition of basic practical skills were found for structured skills training, feedback, and self-directed learning. Simulation was effective with specific teaching methods and in several studies no differences in teaching effects were detected between expert or peer instructors. Multimedia instruction, when used in the right setting, also showed beneficial effects for basic practical skills learning. Conclusion: A combination of voluntary or obligatory self-study with multimedia applications like video clips in combination with a structured program including the possibility for individual exercise with personal feedback by peers or teachers might provide a good learning opportunity for basic practical skills. PMID:27579364

Improving basic math skills through integrated dynamic representation strategies.

PubMed

González-Castro, Paloma; Cueli, Marisol; Cabeza, Lourdes; Álvarez-García, David; Rodríguez, Celestino

2014-01-01

In this paper, we analyze the effectiveness of the Integrated Dynamic Representation strategy (IDR) to develop basic math skills. The study involved 72 students, aged between 6 and 8 years. We compared the development of informal basic skills (numbers, comparison, informal calculation, and informal concepts) and formal (conventionalisms, number facts, formal calculus, and formal concepts) in an experimental group (n = 35) where we applied the IDR strategy and in a Control group (n = 37) in order to identify the impact of the procedure. The experimental group improved significantly in all variables except for number facts and formal calculus. It can therefore be concluded that IDR favors the development of the skills more closely related to applied mathematics than those related to automatic mathematics and mental arithmetic.

Basic Workplace Skills: The Foundation for Productivity Improvement. Workforce Brief #4.

ERIC Educational Resources Information Center

Bergman, Terri

Studies have confirmed that there is a strong correlation between employees' levels of basic workplace skills and their productivity in the workplace. Programs to build basic workplace skills have been shown to yield the following positive results: more instances of employees using reading and writing on the job, higher employee participation in…

Basic Skills Assessment Program. Technical Report.

ERIC Educational Resources Information Center

Los Angeles County Superintendent of Schools, CA.

This is the second technical report on the Basic Skills Assessment Program for the Department of Defense Dependents Schools (DoDDS). The report includes a summary of 1979-80 testing activities organized into five chapters. The first chapter provides an overview of report contents and a brief history of the testing program. The second chapter…

Basic Skills in Asian Studies: Japan.

ERIC Educational Resources Information Center

Hantula, James

This publication contains 20 learning activities for developing basic skills while teaching about Japan at the secondary level. The activities are self-contained and each consists of a short description, followed by a five-item true or false test and five open-ended questions for student practice. The learning activities are followed by a…

25 CFR 166.220 - What are the basic steps for acquiring a permit through negotiation?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false What are the basic steps for acquiring a permit through negotiation? 166.220 Section 166.220 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR LAND AND WATER GRAZING PERMITS Permit Requirements Obtaining A Permit § 166.220 What are the basic steps for acquiring a permit through negotiation? The...

Setting Up Workplace Basic Skills Training. Guidelines for Practitioners. An ALBSU Special Development Project.

ERIC Educational Resources Information Center

Rees, Libby

This guide provides information on basic skills needs and programs in the workplace and issues affecting basic skills provision from a British perspective. Section 1 aims to provide a context for workplace basic skills provision. Sections 2-7 provide practical suggestions and advice on the following topics: (1) marketing; (2) contacting employers;…

Comparison of Legislation Concerned with Basic Skills.

ERIC Educational Resources Information Center

Office of Education (DHEW), Washington, DC.

This handbook provides a comparative listing of 22 federally legislated basic skills programs. Included are the names and phone numbers of working representatives associated with each program, application deadlines, target groups, funding instruments, possible grantees, sign-off requirements, program content, technical assistance, evaluation…

Basic Language Skills and Young Children's Understanding of Causal Connections during Storytelling

ERIC Educational Resources Information Center

Brown, Danielle D.; Lile, Jacquelyn; Burns, Barbara M.

2011-01-01

The current study examined the role of basic language skills for individual differences in preschoolers' understanding of causal connections. Assessments of basic language skills, expressive vocabulary, phonological processing, and receptive language comprehension were examined in relation to the production of causal connections in a storytelling…

Family Literacy Works: Key Findings from the NFER Evaluation of the Basic Skills Agency's Demonstration Programmes

ERIC Educational Resources Information Center

Basic Skills Agency, 2006

2006-01-01

The Basic Skills Agency (formerly the Adult Literacy and Basic Skills Unit--ALBSU) is the national development agency for literacy, numeracy and related basic skills in England and Wales. This agency defines basic skills as " the ability to read, write, and speak in English and use mathematics at a level necessary to function and progress at…

Critical thinking skills of basic baccalaureate and Accelerated second-degree nursing students.

PubMed

Newton, Sarah E; Moore, Gary

2013-01-01

The purpose of this study was to describe the critical thinking (CT) skills of basic baccalaureate (basic-BSN) and accelerated second-degree (ASD) nursing students at nursing program entry. Many authors propose that CT in nursing should be viewed as a developmental process that increases as students' experiences with it change. However, there is a dearth of literature that describes basic-BSN and ASD students' CT skills from an evolutionary perspective. The study design was exploratory descriptive. The results indicated thatASD students had higher CT scores on a quantitative critical thinking assessment at program entry than basic-BSN students. CT data are needed across the nursing curriculum from basic-BSN and ASD students in order for nurse educators to develop cohort-specific pedagogical approaches that facilitate critical thinking in nursing and produce nurses with good CT skills for the future.

Profiles of Learning. The Basic Skills Testing Program in New South Wales: 1989.

ERIC Educational Resources Information Center

Masters, Geofferey; And Others

This publication on the New South Wales' Basic Skills Testing Program (BSTP) describes the development of the program's tests, the analysis of students' results, and the communication of results to parents, teachers, and schools. In BSTP tests, basic skills are defined not as low-level, rudimentary survival skills, but as major areas of learning…

Community College Basic Skills Math Instructors' Experiences with Universal Design for Learning

ERIC Educational Resources Information Center

Greene, Sunny

2016-01-01

Multiple approaches have been used in U.S. community colleges to address the learning needs of postsecondary students who are underprepared in basic skills math. The purpose of this exploratory interview study was to gain a deeper understanding of community college basic skills math learning through instructors' lived experiences using the…

Issues in Basic Skills Assessment and Placement in the California Community Colleges

ERIC Educational Resources Information Center

Academic Senate for California Community Colleges, 2004

2004-01-01

When the Academic Senate for California Community Colleges compiled best practices for serving basic skills students in 2002-2003, assessment practices were notably absent. In this paper, problems with current assessment and placement practices with regards to basic skills are explored. The paper begins with a review of the matriculation process…

Adult Literacy & Basic Skills Unit Newsletter. Nos. 32-35.

ERIC Educational Resources Information Center

Adult Literacy & Basic Skills Unit Newsletter, 1989

1989-01-01

This packet contains the four issues of a newsletter published in 1989 by the Adult Literacy & Basic Skills Unit in England. The Winter issue contains the following articles: "After the Act"; "An Evening at the Theatre"; "Horticulture: A Practical Project with Autistic Adults"; "Shared Reading"; and "Literacy and Adult Basic Education in…

Training basic laparoscopic skills using a custom-made video game.

PubMed

Goris, Jetse; Jalink, Maarten B; Ten Cate Hoedemaker, Henk O

2014-09-01

Video games are accepted and used for a wide variety of applications. In the medical world, research on the positive effects of playing games on basic laparoscopic skills is rapidly increasing. Although these benefits have been proven several times, no institution actually uses video games for surgical training. This Short Communication describes some of the theoretical backgrounds, development and underlying educational foundations of a specifically designed video game and custom-made hardware that takes advantage of the positive effects of games on basic laparoscopic skills.

Using the Computer to Improve Basic Skills.

ERIC Educational Resources Information Center

Bozeman, William; Hierstein, William J.

These presentations offer information on the benefits of using computer-assisted instruction (CAI) for remedial education. First, William J. Hierstein offers a summary of the Computer Assisted Basic Skills Project conducted by Southeastern Community College at the Iowa State Penitentiary. Hierstein provides background on the funding for the…

Promoting Workplace Literacy and Basic Skills Development.

ERIC Educational Resources Information Center

Peterson, Elizabeth A.; Ott, Joyce; Wilson, Kathleen

This document is intended to help literacy practitioners and others in South Carolina promote workplace literacy and basic skills development programs. The introduction examines the following topics: South Carolina's current workforce and its outlook; the definitions of literacy and workplace literacy; the need for workplace literacy and basic…

Basic School Skills Inventory-3: Validity and Reliability Study

ERIC Educational Resources Information Center

Yildiz, F. Ülkü; Çagdas, Aysel; Kayili, Gökhan

2017-01-01

The purpose of this study is to perform the validity-reliability analysis of the three subtests of Basic School Skills Inventory 3--Mathematics, Classroom Behavior and Daily Life skills--and do its adaptation for four to six year-old Turkish children. The sample of the study included 595 four to six year-old Turkish children attending public and…

Training basic teaching skills to community and institutional support staff for people with severe disabilities: a one-day program.

PubMed

Parsons, M B; Reid, D H; Green, C W

1996-01-01

Shortcomings in the technology for training support staff in methods of teaching people with severe disabilities recently have resulted in calls to improve the technology. We evaluated a program for training basic teaching skills within one day. The program entailed classroom-based verbal and video instruction, practice, and feedback followed by on-the-job feedback. In Study I, four undergraduate interns participated in the program, and all four met the mastery criterion for teaching skills. Three teacher aides participated in Study 2, with results indicating that when the staff applied their newly acquired teaching skills, students with profound disabilities made progress in skill acquisition. Clinical replications occurred in Study 3, involving 17 staff in school classrooms, group homes, and an institution. Results of Studies 2 and 3 also indicated staff were accepting of the program and improved their verbal skills. Results are discussed regarding advantages of training staff in one day. Future research suggestions are offered, focusing on identifying means of rapidly training other teaching skills in order to develop the most effective, acceptable, and efficient technology for staff training.

Aligning CASAS Competencies and Assessments to Basic Skills Content Standards. Second Edition

ERIC Educational Resources Information Center

CASAS - Comprehensive Adult Student Assessment Systems (NJ1), 2009

2009-01-01

Since its inception, the Comprehensive Adult Student Assessment System (CASAS) has focused on teaching and assessing basic skills in contexts that are relevant and important to adult learners. CASAS has developed and continues to refine a highly formalized hierarchy of competencies, the application of basic skills that adults need to be fully…

Interpreting Mathematics Scores on the New Jersey College Basic Skills Placement Test.

ERIC Educational Resources Information Center

Dass, Jane; Pine, Charles

The New Jersey College Basic Skills Placement Test (NJCBSPT) is designed to measure certain basic language and mathematics skills of students entering New Jersey colleges. The primary purpose of the two mathematics sections is to determine whether students are prepared to begin certain college-level work without a handicap in computation or…

California Community College Handbook: Teaching Basic Skills in Vocational Education. Model Programs.

ERIC Educational Resources Information Center

Evaluation and Training Inst., Los Angeles, CA.

This handbook was produced as a result of a project that studied California community college programs that teach basic skills in vocational education programs. The project included a literature review, a telephone survey, and 12 site visits. The handbook contains four sections: (1) steps for integrating basic skills and vocational instruction;…

The Effects of Computer Games on the Achievement of Basic Mathematical Skills

ERIC Educational Resources Information Center

Sayan, Hamiyet

2015-01-01

This study aims to analyze the relationship between playing computer games and learning basic mathematics skills. It shows the role computer games play in the learning and achievement of basic mathematical skills by students. Nowadays it is clear that individuals, especially young persons are very fond of computer and computer games. Since…

Entrepreneur Program. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

ERIC Educational Resources Information Center

De Maria, Richard

This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The document consists of matrices that describe the relationship of vocational skills to basic communication, mathematics, and science skills within the entrepreneur…

Junior High Student Responsibilities for Basic Skills.

ERIC Educational Resources Information Center

Parker, Charles C.

This paper advances the thesis that students should be trained to recognize acceptable and unacceptable performances in basic skill areas and should assume responsibility for attaining proficiency in these areas. Among the topics discussed are the value of having junior high school students check their own assignments, discover their errors, and…

Basic Skills Programming at California Success Centers

ERIC Educational Resources Information Center

Levin, John S.; Cox, Elizabeth M.; Haberler, Zachary; Cerven, Christine

2011-01-01

While students at both four-year institutions and community colleges enroll in remedial coursework, policymakers look to community colleges to be the main, if not sole, providers of basic skills education. Policy makers argue that community colleges are the most cost-efficient and appropriate places to provide this instruction (Bettinger &…

Basic Library Skills: A Self-Paced Workbook.

ERIC Educational Resources Information Center

Tierney, Judith

This self-paced workbook is designed to introduce college students to the resources and facilities of the library and to providing the knowledge and skills necessary to do basic library research. Two introductory chapters include a library-specific tour with floor plans (the D. Leonard Corgan Library, Wilkes-Barre, Pennsylvania) and information…

Faculty Perceptions of Basic Skills Faculty Development

ERIC Educational Resources Information Center

Duffy, Michelle Moreau

2012-01-01

This study investigated the perceptions of faculty regarding why they choose to attend basic skills faculty development; what they choose to implement in their classrooms; and how they determine the effectiveness of the strategies selected. A survey was completed by 173 full and part-time faculty from a large, suburban single-campus community…

Self-regulated learning of basic arithmetic skills: a longitudinal study.

PubMed

Throndsen, Inger

2011-12-01

Several studies have examined young primary school children's use of strategies when solving simple addition and subtraction problems. Most of these studies have investigated students' strategy use as if they were isolated processes. To date, we have little knowledge about how math strategies in young students are related to other important aspects in self-regulated learning. The main purpose of this study was to examine relations between young primary school children's basic mathematical skills and their use of math strategies, their metacognitive competence and motivational beliefs, and to investigate how students with basic mathematics skills at various levels differ in respect to the different self-regulation components. The participants were comprised of 27 Year 2 students, all from the same class. The data were collected in three stages (autumn Year 2, spring Year 2, and autumn Year 3). The children's arithmetic skills were measured by age relevant tests, while strategy use, metacognitive competence, and motivational beliefs were assessed through individual interviews. The participants were divided into three performance groups; very good students, good students, and not-so-good students. Analyses revealed that young primary school children at different levels of basic mathematics skill may differ in several important aspects of self-regulated learning. Analyses revealed that a good performance in addition and subtraction was related not only to the children's use of advanced mathematics strategies, but also to domain-specific metacognitive competence, ability attribution for success, effort attribution for failure, and high perceived self-efficacy when using specific strategies. The results indicate that instructional efforts to facilitate self-regulated learning of basic arithmetic skills should address cognitive, metacognitive, and motivational aspects of self-regulation. This is particularly important for low-performing students. ©2010 The British

Pennsylvania Blue Shield's Job Linked Skills Program. A Basic Skills Education Program. Final Performance Report.

ERIC Educational Resources Information Center

Pennsylvania Blue Shield, Camp Hill.

A project developed a model curriculum to be delivered by computer-based instruction to teach the required literacy skills for entry workers in the health insurance industry. Literacy task analyses were performed for the targeted jobs and then validated with focus groups. The job tasks and related basic skills were divided into modules. The job…

Project EASE II. Workplace Education Curricula: From Teaching Basic Skills to Training the Trainer.

ERIC Educational Resources Information Center

Northern Illinois Univ., De Kalb.

This curriculum guide was created to guide workplace basic skills instructors in the design of customized curricula for Project Employment Assistance and Skill Enhancement (EASE II), an on-the-job literacy and basic skills improvement project for employees of small companies in the metal working industry in the Chicago area. The guide contains…

Basic Automotive Responsibilities. Life Skills. Teacher Edition.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This teacher's guide is designed for use in presenting a four-unit course in basic automotive responsibilities that is part of a life skills series intended to help students become more self-sufficient in their personal and professional lives. The course's four instructional units cover these topics: purchasing a motor vehicle, maintaining a motor…

Adult Basic Education for Psychiatric Survivors: Survival Skills.

ERIC Educational Resources Information Center

Burstow, Bonnie

2002-01-01

Argues that adult basic educators should assist psychiatric clients in protecting themselves from unwanted intrusion. Identifies skills to be developed through social literacy training: coping with emotional distress, expressing oneself, interpreting social cues, and exercising legal rights. (Contains 12 references.) (SK)

What's Working: Program Factors Influencing California Community College Basic Skills Mathematics Students' Advancement to Transfer Level

ERIC Educational Resources Information Center

Fiero, Diane M.

2013-01-01

Purpose: The purpose of this study was to determine which basic skills program factors were exhibited by successful basic skills programs that helped students advance to transfer-level mathematics. This study specifically examined California community college basic skills programs that assist students who place in mathematics courses 2 levels…

Validation of a novel basic virtual reality simulator, the LAP-X, for training basic laparoscopic skills.

PubMed

Kawaguchi, Koji; Egi, Hiroyuki; Hattori, Minoru; Sawada, Hiroyuki; Suzuki, Takahisa; Ohdan, Hideki

2014-10-01

Virtual reality surgical simulators are becoming popular as a means of providing trainees with an opportunity to practice laparoscopic skills. The Lap-X (Epona Medical, Rotterdam, the Netherlands) is a novel VR simulator for training basic skills in laparoscopic surgery. The objective of this study was to validate the LAP-X laparoscopic virtual reality simulator by assessing the face and construct validity in order to determine whether the simulator is adequate for basic skills training. The face and content validity were evaluated using a structured questionnaire. To assess the construct validity, the participants, nine expert surgeons (median age: 40 (32-45)) (>100 laparoscopic procedures) and 11 novices performed three basic laparoscopic tasks using the Lap-X. The participants reported a high level of content validity. No significant differences were found between the expert surgeons and the novices (Ps > 0.246). The performance of the expert surgeons on the three tasks was significantly better than that of the novices in all parameters (Ps < 0.05). This study demonstrated the face, content and construct validity of the Lap-X. The Lap-X holds real potential as a home and hospital training device.

Readers in Adult Basic Education: Component Skills, Eye Movements, and Fluency

ERIC Educational Resources Information Center

Barnes, Adrienne E.; Kim, Young-Suk; Tighe, Elizabeth L.; Vorstius, Christian

2017-01-01

The present study explored the reading skills of a sample of 48 adults enrolled in a basic education program in northern Florida, United States. Previous research has reported on reading component skills for students in adult education settings, but little is known about eye movement patterns or their relation to reading skills for this…

The Relationship between Expertise in Sports, Visuospatial, and Basic Cognitive Skills

PubMed Central

Heppe, Holger; Kohler, Axel; Fleddermann, Marie-Therese; Zentgraf, Karen

2016-01-01

Team sports place high demands on visuospatial and other cognitive skills. However, there is a lack of research on visuospatial skills of elite athletes and there are heterogeneous results on basic cognitive skills of this population. Therefore, this series of studies tested different cognitive skills in elite team sports athletes. In Experiment 1, elite athletes were compared to recreational athletes, but no differences were observed between the groups in choice response time (CRT) and mental rotation (MR). To see if differences could be observed when the tested groups had a greater difference in expertise and more representative stimuli, in Experiment 2, we tested CRT and MR of elite athletes who had higher level of expertise, and we also used three-dimensional human stimuli. Overall, we still found no differences in MR; however, elite athletes did have shorter CRTs. In Experiment 3, instead of testing MR, we compared elite athletes’ and recreational athletes’ basic cognitive skills, such as processing speed, letter readout speed, memory span, and sustained attention. We found that elite athletes only performed better in sustained attention. Building on this data, in a supplementary analysis (Experiment 4) we tested whether MR and CRTs are correlated with basic cognitive skills. Results show that processing speed is the best predictor for MR, whereas letter readout speed explains most of the variance in CRTs. Finally, we discuss these findings against the backdrop of expertise and offer implications for future studies on mental rotation. PMID:27378994

Comparison of effectiveness of class lecture versus workshop-based teaching of basic life support on acquiring practice skills among the health care providers.

PubMed

Karim, Habib Md Reazaul; Yunus, Md; Bhattacharyya, Prithwis; Ahmed, Ghazal

2016-01-01

Basic life support (BLS) is an integral part of emergency medical care. Studies have shown poor knowledge of it among health care providers who are usually taught BLS by lecture-based teachings in classes. This study is designed to assess the effectiveness of class lecture versus workshop-based teaching of BLS on acquiring the practice skills on mannequin. After ethical approval and informed consent from the participants, the present study was conducted among the health care providers. Participants were grouped in lecture-based class teaching and workshop-based teaching. They were then asked to practice BLS on mannequin (Resusci Anne with QCPR) and evaluated as per performance parameters based on American Heart Association BLS. Statistical analyses are done by Fisher's exact t-test using GraphPad INSTAT software and P < 0.05 is taken as significant. There were 55 participants in lecture-based teaching and 50 in workshop-based teaching group. There is no statistical difference in recognition of arrest, checking pulse, and starting chest compression (P > 0.05). Though more than 83% of lecture-based teaching group has started chest compression as compared 96% of workshop group; only 49% of the participants of lecture-based group performed quality chest compression as compared to 82% of other group (P = 0.0005). The workshop group also performed better bag mask ventilation and defibrillation (P < 0.0001). Workshop-based BLS teaching is more effective and lecture-based class teaching better is replaced in medical education curriculum.

A Multi-Faceted Approach for the Development of the Army's Functional Basic Skills Education Program (BSEP).

ERIC Educational Resources Information Center

Begland, Robert R.

In reviewing the Army Continuing Education System in 1979, the Assistant Secretary of the Army found a basic skills program based on traditional academic level goals was inadequate to meet the Army's requirement to provide functional, job-related basic skill education. Combining the shrinking manpower pool and projected basic skill deficiencies of…

Greek Undergraduate Physical Education Students' Basic Computer Skills

ERIC Educational Resources Information Center

Adamakis, Manolis; Zounhia, Katerina

2013-01-01

The purposes of this study were to determine how undergraduate physical education (PE) students feel about their level of competence concerning basic computer skills and to examine possible differences between groups (gender, specialization, high school graduation type, and high school direction). Although many students and educators believe…

Redundancy in the Iowa Tests of Basic Skills.

ERIC Educational Resources Information Center

Klein, Alice E.

1981-01-01

A factor analysis was performed for two levels of the Iowa Tests of Basic Skills (ITBS). Results showed that there was essentially one common factor with little evidence that the user would gain much nonredundant information from the 15 scores yielded by the ITBS. (Author/GK)

Retention of laparoscopic procedural skills acquired on a virtual-reality surgical trainer.

PubMed

Maagaard, Mathilde; Sorensen, Jette Led; Oestergaard, Jeanett; Dalsgaard, Torur; Grantcharov, Teodor P; Ottesen, Bent S; Larsen, Christian Rifbjerg

2011-03-01

Virtual-reality (VR) simulator training has been shown to improve surgical performance in laparoscopic procedures in the operating room. We have, in a randomised controlled trial, demonstrated transferability to real operations. The validity of the LapSim virtual-reality simulator as an assessment tool has been demonstrated in several reports. However, an unanswered question regarding simulator training is the durability, or retention, of skills acquired during simulator training. The aim of the present study is to assess the retention of skills acquired using the LapSim VR simulator, 6 and 18 months after an initial training course. The investigation was designed as a 6- and 18-month follow-up on a cohort of participants who earlier participated in a skills training programme on the LapSim VR. The follow-up cohort consisted of trainees and senior consultants allocated to two groups: (1) novices (experience < 5 procedures, n = 9) and (2) experts (experience > 200 procedures during the past 3 years, n = 10). Each participant performed ten sessions. Assessment of skills was based on time, economy of movement and the error parameter "bleeding". The novice group were re-tested after 6 and 18 months, whereas the expert group were only retested once, after 6 months. None of the novices performed laparoscopic surgery in the follow-up period. The experts continued their daily work with laparoscopic surgery. Novices showed retention of skills after 6 months. After 18 months, novices' laparoscopic skills had returned to the pre-training level. This indicates that laparoscopic skills seemed to deteriorate in the period between 6 and 18 months without training. Experts showed consistent performance over time. This information can be included when planning training curricula in minimal invasive surgery.

An Approximation of an Instructional Model for Developing Home Living Skills in Severely Handicapped Students.

ERIC Educational Resources Information Center

Hamre, S.

The author discusses the need for severely handicapped students to acquire basic home living skills, reviews task analysis principles, and provides sample instructional programs. Listed are basic grooming, dressing, domestic maintenance, and cooking skills. A sample task analysis procedure is demonstrated for the skill of brushing teeth. Reported…

Basic Skills, Basic Writing, Basic Research.

ERIC Educational Resources Information Center

Trimmer, Joseph F.

1987-01-01

Overviews basic writing instruction and research by briefly discussing the history of remediation, results of a survey of basic writing programs in U.S. colleges and universities, and interviews with developmental textbook editors at major publishing houses. Finds that basic writing instruction continues to focus on sentence grammar. (MM)

Teaching Moderately Mentally Retarded Children Basic Reading Skills.

ERIC Educational Resources Information Center

Hoogeveen, Frans R.; And Others

1989-01-01

Four moderately mentally retarded students, aged 8-13, were instructed in a basic skills reading program which emphasized a phonemic alphabet, pictorial cueing, and stimulus manipulation techniques. The training improved the Dutch students' ability to read one- and two-syllable words, and was generalizable to untrained words of the same…

When Investment in Basic Skills Gives Negative Returns

ERIC Educational Resources Information Center

Billington, Mary Genevieve; Nissinen, Kari; Gabrielsen, Egil

2017-01-01

In recent years, the Norwegian government has invested heavily in improving basic skills in the adult population. Initiatives have included legislation, the introduction of work-based adult education programs, and reforms in schooling. In light of this investment, we explore trends in adult literacy and numeracy, by comparing data from two…

Investigation of Turkish Teacher Candidates Listening Skills

ERIC Educational Resources Information Center

Karagöz, Beytullah; Iscan, Adem; Baskin, Sami; Irsi, Aysegül

2017-01-01

As a basic skill of language, listening is an essential process at interpretation surroundings. Today listening is necessary in many cases such as school life, interfamilial communication, etc. Thanks to listening, people acquire comprehension skills and expressing themselves in all areas. 2005 and 2015 Turkish Course Syllabus include special…

Comparison of effectiveness of class lecture versus workshop-based teaching of basic life support on acquiring practice skills among the health care providers

PubMed Central

Karim, Habib Md. Reazaul; Yunus, Md.; Bhattacharyya, Prithwis; Ahmed, Ghazal

2016-01-01

Background: Basic life support (BLS) is an integral part of emergency medical care. Studies have shown poor knowledge of it among health care providers who are usually taught BLS by lecture-based teachings in classes. Objectives: This study is designed to assess the effectiveness of class lecture versus workshop-based teaching of BLS on acquiring the practice skills on mannequin. Methods: After ethical approval and informed consent from the participants, the present study was conducted among the health care providers. Participants were grouped in lecture-based class teaching and workshop-based teaching. They were then asked to practice BLS on mannequin (Resusci Anne with QCPR) and evaluated as per performance parameters based on American Heart Association BLS. Statistical analyses are done by Fisher's exact t-test using GraphPad INSTAT software and P < 0.05 is taken as significant. Results: There were 55 participants in lecture-based teaching and 50 in workshop-based teaching group. There is no statistical difference in recognition of arrest, checking pulse, and starting chest compression (P > 0.05). Though more than 83% of lecture-based teaching group has started chest compression as compared 96% of workshop group; only 49% of the participants of lecture-based group performed quality chest compression as compared to 82% of other group (P = 0.0005). The workshop group also performed better bag mask ventilation and defibrillation (P < 0.0001). Conclusion: Workshop-based BLS teaching is more effective and lecture-based class teaching better is replaced in medical education curriculum. PMID:27308252

Teaching Skills to Promote Clinical Reasoning in Early Basic Science Courses

ERIC Educational Resources Information Center

Elizondo-Omana, Rodrigo Enrique; Morales-Gomez, Jesus Alberto; Morquecho-Espinoza, Orlando; Hinojosa-Amaya, Jose Miguel; Villarreal-Silva, Eliud Enrique; Garcia-Rodriguez, Maria de los Angeles; Guzman-Lopez, Santos

2010-01-01

Basic and superior reasoning skills are woven into the clinical reasoning process just as they are used to solve any problem. As clinical reasoning is the central competence of medical education, development of these reasoning skills should occur throughout the undergraduate medical curriculum. The authors describe here a method of teaching…

Basic Welding Skills. Welding Module 1. Instructor's Guide.

ERIC Educational Resources Information Center

Missouri Univ., Columbia. Instructional Materials Lab.

This guide is intended to assist vocational educators in teaching a six-unit module in basic welding skills. The module is part of a welding curriculum that has been designed to be totally integrated with Missouri's Vocational Instruction Management System. The following topics are covered in the module: the welding profession, personal safety,…

The Alpha Mu Study: A Report on the Survey of Basic Business Survival Skills.

ERIC Educational Resources Information Center

Whitney, Eugene P.

A study was conducted to secure information relating to the following questions: (1) Are high school graduates leaving school with sufficient basic business skills to adequately manage their personal business affairs? and (2) what role is the business education department playing to provide all students with these basic business skills? A list of…

Chapter 1 Basic Skills Improvement Program. An Information Booklet for Parents.

ERIC Educational Resources Information Center

New Jersey State Dept. of Education, Trenton.

This information booklet for parents answers some of the questions parents often ask about their children's participation in basic skills improvement programs. It suggests ways in which parents can support and reinforce the school's role and offers suggestions for parent involvement and ideas for at-home activities to support skill development.…

Basic and Advanced Numerical Performances Relate to Mathematical Expertise but Are Fully Mediated by Visuospatial Skills

PubMed Central

2016-01-01

Recent studies have highlighted the potential role of basic numerical processing in the acquisition of numerical and mathematical competences. However, it is debated whether high-level numerical skills and mathematics depends specifically on basic numerical representations. In this study mathematicians and nonmathematicians performed a basic number line task, which required mapping positive and negative numbers on a physical horizontal line, and has been shown to correlate with more advanced numerical abilities and mathematical achievement. We found that mathematicians were more accurate compared with nonmathematicians when mapping positive, but not negative numbers, which are considered numerical primitives and cultural artifacts, respectively. Moreover, performance on positive number mapping could predict whether one is a mathematician or not, and was mediated by more advanced mathematical skills. This finding might suggest a link between basic and advanced mathematical skills. However, when we included visuospatial skills, as measured by block design subtest, the mediation analysis revealed that the relation between the performance in the number line task and the group membership was explained by non-numerical visuospatial skills. These results demonstrate that relation between basic, even specific, numerical skills and advanced mathematical achievement can be artifactual and explained by visuospatial processing. PMID:26913930

Determining the Feasibility of an Annual Commissioner's Report of the Mastery of Basic Skills by Florida Citizens. Basic Literacy and Basic Skills Technical Report No. 1.

ERIC Educational Resources Information Center

Powell, William R.; And Others

This report recommends that an annual report be made to the citizens of Florida about the state of literacy in Florida. The concept of literacy is defined in terms of levels of literacy and basic skills required to achieve the different levels. A review of the literature on literacy is the basis for three suggested levels of literacy: (1)…

Basic Skill Centers Evaluation, September, 1969 - June, 1971.

ERIC Educational Resources Information Center

Clark, Sara Page

The Basic Skill Centers (BSC) program was developed to help students, primarily from the inner-city Target Area schools of Minneapolis, learn to read. The BSC approach was remedial, and each year more than 700 students, the majority in grades four through six, participated in the program. In 1969-70 the Talking Typewriter was one major aspect of…

The Rise and Fall of Workplace Basic Skills Programmes: Lessons for Policy and Practice

ERIC Educational Resources Information Center

Wolf, Alison; Aspin, Liam; Waite, Edmund; Ananiadou, Katerina

2010-01-01

Since the publication of the Moser Report in 1999, improving the basic skills of adults has been a major priority for all of the UK's governments. There has been a particular interest in building up workplace provision, because of the assumed relationship between the basic skills of the employed population and productivity. A longitudinal study…

Identifying instruments to quantify financial management skills in adults with acquired cognitive impairments.

PubMed

Engel, Lisa; Bar, Yael; Beaton, Dorcas E; Green, Robin E; Dawson, Deirdre R

2016-01-01

Financial management skills-that is, the skills needed to handle personal finances such as banking and paying bills-are essential to a person's autonomy, independence, and community living. To date, no comprehensive review of financial management skills instruments exists, making it difficult for clinicians and researchers to choose relevant instruments. The objectives of this review are to: (a) identify all available instruments containing financial management skill items that have been used with adults with acquired cognitive impairments; (b) categorize the instruments by source (i.e., observation based, self-report, proxy report); and (c) describe observation-based performance instruments by populations, overarching concepts measured, and comprehensiveness of financial management items. Objective (c) focuses on observation-based performance instruments as these measures can aid in situations where the person with cognitive impairment has poor self-awareness or where the proxy has poor knowledge of the person's current abilities. Two reviewers completed two systematic searches of five databases. Instruments were categorized by reviewing published literature, copies of the instruments, and/or communication with instrument authors. Comprehensiveness of items was based on nine key domains of financial management skills developed by the authors. A total of 88 discrete instruments were identified. Of these, 44 were categorized as observation-based performance and 44 as self- and/or proxy-reports. Of the 44 observation-based performance instruments, 8 had been developed for acquired brain injury populations and 24 for aging and dementia populations. Only 7 of the observation-based performance instruments had items spanning 6 or more of the 9 financial management skills domains. The majority of instruments were developed for aging and dementia populations, and few were comprehensive. This review provides foundation for future instrument psychometric and clinimetric

Can Student Teachers Acquire Core Skills for Teaching from Part-Time Employment?

ERIC Educational Resources Information Center

Wylie, Ken; Cummins, Brian

2013-01-01

Part-time employment among university students has become commonplace internationally. Research has largely focused on the impact of part-time employment on academic performance. This research takes an original approach in that it poses the question whether students can acquire core skills relevant to teaching from their part-time employment. The…

[To strengthen the education on basic knowledge and skills of neuro-ophthalmology].

PubMed

Zhang, Xiao-jun; Wang, Ning-li

2011-12-01

Basic knowledge and skills are cornerstone of the diagnosis and treatment of neuro-ophthalmology diseases in ophthalmology practice. Due to the interdisciplinary features of neuro-ophthalmology, neuro-anatomy, neuro-physiology related to eyes, neuro-image and neuro-electrodiagnosis, these should be included in the education for the ophthalmologist. Special attention should be paid to training on capability of logically thinking in neuro-ophthalmology. Multiple ways can be used for the education of ophthalmologists and neurologists for the enhancement of basic knowledge and skills of neuro-ophthalmology in China.

Basic and advanced numerical performances relate to mathematical expertise but are fully mediated by visuospatial skills.

PubMed

Sella, Francesco; Sader, Elie; Lolliot, Simon; Cohen Kadosh, Roi

2016-09-01

Recent studies have highlighted the potential role of basic numerical processing in the acquisition of numerical and mathematical competences. However, it is debated whether high-level numerical skills and mathematics depends specifically on basic numerical representations. In this study mathematicians and nonmathematicians performed a basic number line task, which required mapping positive and negative numbers on a physical horizontal line, and has been shown to correlate with more advanced numerical abilities and mathematical achievement. We found that mathematicians were more accurate compared with nonmathematicians when mapping positive, but not negative numbers, which are considered numerical primitives and cultural artifacts, respectively. Moreover, performance on positive number mapping could predict whether one is a mathematician or not, and was mediated by more advanced mathematical skills. This finding might suggest a link between basic and advanced mathematical skills. However, when we included visuospatial skills, as measured by block design subtest, the mediation analysis revealed that the relation between the performance in the number line task and the group membership was explained by non-numerical visuospatial skills. These results demonstrate that relation between basic, even specific, numerical skills and advanced mathematical achievement can be artifactual and explained by visuospatial processing. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

The Effect of the Duration of Basic Life Support Training on the Learners' Cardiopulmonary and Automated External Defibrillator Skills

PubMed Central

Kang, Ku Hyun; Song, Keun Jeong; Lee, Chang Hee

2016-01-01

Background. Basic life support (BLS) training with hands-on practice can improve performance during simulated cardiac arrest, although the optimal duration for BLS training is unknown. This study aimed to assess the effectiveness of various BLS training durations for acquiring cardiopulmonary resuscitation (CPR) and automated external defibrillator (AED) skills. Methods. We randomised 485 South Korean nonmedical college students into four levels of BLS training: level 1 (40 min), level 2 (80 min), level 3 (120 min), and level 4 (180 min). Before and after each level, the participants completed questionnaires regarding their willingness to perform CPR and use AEDs, and their psychomotor skills for CPR and AED use were assessed using a manikin with Skill-Reporter™ software. Results. There were no significant differences between levels 1 and 2, although levels 3 and 4 exhibited significant differences in the proportion of overall adequate chest compressions (p < 0.001) and average chest compression depth (p = 0.003). All levels exhibited a greater posttest willingness to perform CPR and use AEDs (all, p < 0.001). Conclusions. Brief BLS training provided a moderate level of skill for performing CPR and using AEDs. However, high-quality skills for CPR required longer and hands-on training, particularly hands-on training with AEDs. PMID:27529066

Training Aids for Basic Combat Skills: A Video Feedback System

DTIC Science & Technology

2011-05-01

U.S. Army Research Institute for the Behavioral and Social Sciences Research Report 1945 Training Aids for Basic Combat...Training Aids for Basic Combat Skills: A Video Feedback System 5a. CONTRACT OR GRANT NUMBER W74V8H-04-D-0045 (DO #0034) 5b. PROGRAM ELEMENT...Subject Matter POC: Martin L. Bink 14. ABSTRACT (Maximum 200 words): The overarching goal was to develop a training aid that could be used by

Adolescents Who Work: Effects on Work Values, Achievement, and Basic Living Skills.

ERIC Educational Resources Information Center

Donohue, Peggy J.

A study investigated the relationship of adolescent work status to personal values associated with work, social skills, and academic performance. The Work Values Inventory and the Basic Living Skills Pupil Record Form were administered to 165 eleventh and twelfth grade students. These students were subsequently classified as being naturally…

The Basic Surgical Skills Course in Sub-Saharan Africa: An Observational Study of Effectiveness.

PubMed

Fergusson, Stuart J; Sedgwick, David M; Ntakiyiruta, Georges; Ntirenganya, Faustin

2018-04-01

The Basic Surgical Skills (BSS) course is a common component of postgraduate surgical training programmes in sub-Saharan Africa, but was originally designed in a UK context, and its efficacy and relevance have not been formally assessed in Africa. An observational study was carried out during a BSS course delivered to early-stage surgical trainees from Rwanda and the Democratic Republic of the Congo. Technical skill in a basic wound closure task was assessed in a formal Objective Structured Assessment of Technical Skills (OSAT) before and after course completion. Participants completed a pre-course questionnaire documenting existing surgical experience and self-perceived confidence levels in surgical skills which were to be taught during the course. Participants repeated confidence ratings and completed course evaluation following course delivery. A cohort of 17 participants had completed a pre-course median of 150 Caesarean sections as primary operator. Performance on the OSAT improved from a mean of 10.5/17 pre-course to 14.2/17 post-course (mean of paired differences 3.7, p < 0.001). Improvements were seen in 15/17 components of wound closure. Pre-course, only 47% of candidates were forming hand-tied knots correctly and 38% were appropriately crossing hands with each throw, improving to 88 and 76%, respectively, following the course (p = 0.01 for both components). Confidence levels improved significantly in all technical skills taught, and the course was assessed as highly relevant by trainees. The Basic Surgical Skills course is effective in improving the basic surgical technique of surgical trainees from sub-Saharan Africa and their confidence in key technical skills.

31M10 Functional Basic Skills Education Package.

DTIC Science & Technology

1982-09-01

administered under test-like conditions to 14 high school students having academic difficulties. Each student was interviewed following the test to identify...in school . However, in recent years, there has been a movement, in both military and civilian adult basic skill training, toward teaching of...independent, responsible learners. Student Characteristics The students in FBSEP are young men and women, most of them recent high school graduates or

What should be included in the assessment of laypersons' paediatric basic life support skills? Results from a Delphi consensus study.

PubMed

Hasselager, Asbjørn Børch; Lauritsen, Torsten; Kristensen, Tim; Bohnstedt, Cathrine; Sønderskov, Claus; Østergaard, Doris; Tolsgaard, Martin Grønnebæk

2018-01-18

laypersons' resuscitation attempts. International consensus on how to assess laypersons' paediatric basic life support and foreign body airway obstruction management skills was established. The assessment of these skills may help to determine when laypersons have acquired competencies. Not relevant.

Reclaiming Basic Skills: In Defence of Long-Life Learning

ERIC Educational Resources Information Center

Pirrie, Anne

2005-01-01

The author draws upon recent experience of providing consultancy services to a working group established by the European Commission in 2001 to facilitate the implementation of the Lisbon Strategy for economic, social, and environmental renewal in the European Union. The article begins with a critique of the "new basic skills" identified…

Proxy Measurement of Adult Basic Skills: Lessons from Canada.

ERIC Educational Resources Information Center

Murray, T. Scott

"Proxy" measures have been developed and applied that extend the usefulness of direct assessments of adult basic skills. Three categories of users of data on adult literacy are as follows: (1) government authorities who need objective data to inform the decision-making process; (2) program delivery institutions who require an assessment…

Reinforcing Basic Skills Through Social Studies. Grades 4-7.

ERIC Educational Resources Information Center

Lewis, Teresa Marie

Arranged into seven parts, this document provides a variety of games and activities, bulletin board ideas, overhead transparencies, student handouts, and learning station ideas to help reinforce basic social studies skills in the intermediate grades. In part 1, students learn about timelines, first constructing their own life timeline, then a…

Technology Literacy: A Key to the New Basic Skills.

ERIC Educational Resources Information Center

Brown, Richard

The United States needs a vocational educational system that delivers, in an applied technological setting, the new basic skills that industry needs, as well as a general education system that provides creative instruction in applied math, physics, and science. To be effective, technological training should encompass, along with machine-specific…

Adult Basic Skills: Innovations in Measurement and Policy Analysis. Series on Literacy: Research, Policy, and Practice.

ERIC Educational Resources Information Center

Tuijnman, Albert C., Ed.; Kirsch, Irwin S., Ed.; Wagner, Daniel A., Ed.

This book contains 13 papers examining innovations in measuring adults' basic skills and analyzing adult literacy policy. The following papers are included: "Series Preface" (Daniel A. Wagner); "Foreword" (Torsten Husen); "Introduction" (Albert Tuijnman); "Adult Basic Skills: Policy Issues and a Research…

Effects of basic clinical skills training on objective structured clinical examination performance.

PubMed

Jünger, Jana; Schäfer, Sybille; Roth, Christiane; Schellberg, Dieter; Friedman Ben-David, Miriam; Nikendei, Christoph

2005-10-01

The aim of curriculum reform in medical education is to improve students' clinical and communication skills. However, there are contradicting results regarding the effectiveness of such reforms. A study of internal medicine students was carried out using a static group design. The experimental group consisted of 77 students participating in 7 sessions of communication training, 7 sessions of skills-laboratory training and 7 sessions of bedside-teaching, each lasting 1.5 hours. The control group of 66 students from the traditional curriculum participated in equally as many sessions but was offered only bedside teaching. Students' cognitive and practical skills performance was assessed using Multiple Choice Question (MCQ) testing and an objective structured clinical examination (OSCE), delivered by examiners blind to group membership. The experimental group performed significantly better on the OSCE than did the control group (P < 0.01), whereas the groups did not differ on the MCQ test (P < 0.15). This indicates that specific training in communication and basic clinical skills enabled students to perform better in an OSCE, whereas its effects on knowledge did not differ from those of the traditional curriculum. Curriculum reform promoting communication and basic clinical skills are effective and lead to an improved performance in history taking and physical examination skills.

Teaching Basic Skills in Life Skills Contexts: An Inservice Training Module for LVA-CT English as a Second Language Tutors.

ERIC Educational Resources Information Center

Literacy Volunteers of America--Connecticut, Hartford.

The set of instructional materials is designed as a training module for volunteer tutors in English as a Second Language (ESL) for adults. It presents the content of a workshop, about 2.5 hours long, with three main objectives: to (1) help tutors understand the distinction between basic skills and life skills in ESL; (2) develop skills in two…

The National Conference on Achievement Testing and Basic Skills. March 1-3, 1978. Conference Proceedings.

ERIC Educational Resources Information Center

National Inst. of Education (DHEW), Washington, DC.

Extracts from the papers and position statements presented at the National Conference on Achievement Testing and Basic Skills are provided in an attempt to capture both the diversity and the consensus among the participants. Six sessions are summarized: (1) achievement tests and basic skills: the issues and the setting--by Harold Howe II; (2)…

Reading Component Skills of Learners in Adult Basic Education

ERIC Educational Resources Information Center

MacArthur, Charles A.; Konold, Timothy R.; Glutting, Joseph J.; Alamprese, Judith A.

2010-01-01

The purposes of this study were to investigate the reliability and construct validity of measures of reading component skills with a sample of adult basic education (ABE) learners, including both native and nonnative English speakers, and to describe the performance of those learners on the measures. Investigation of measures of reading components…

Technical knowledge and skills development in the informal sector in Kenya: The case of custom tailors

NASA Astrophysics Data System (ADS)

Apunda, Edwinah Amondi; de Klerk, Helena M.; Ogina, Teresa

2017-06-01

Custom tailors working in the informal sector in Nairobi, Kenya, mainly acquire technical skills through undertaking traditional apprenticeships (TAs). However, most of these tailors are semi-skilled, produce low-quality products and are often poorer than their formally trained counterparts. This qualitative case study explores the aspects of technical skills and knowledge which tailoring apprentices develop, and the factors which influence these outcomes. The findings show that apprentices do acquire basic technical skills for immediate application to ongoing tailoring activities (such as how to take body measurements, draft patterns, and cut, sew and finish constructed garments). However, apprentices do not acquire the technical knowledge that underpins the trade. Most master tailors who have completed TAs lack technical knowledge and have no access to technical skills upgrading. This perpetuates the cycle of basic and limited technical skills transfer to apprentices, poor performance and poverty among tailors. Both apprentices and master tailors expressed concern over knowledge limitations in TAs and a need to access further training to improve skills and acquire knowledge of the trade. The authors of this article argue that, technically and pedagogically, skilled master tailors are critical to improving training quality. Complementary training in theoretical knowledge is also important in improving apprentices' technical skills and understanding of the trade. Inclusion of TAs in government policy may help ensure sustainable improvement of skills.

A Summary of an Assessment of Fourth and Sixth Grade Basic Skills.

ERIC Educational Resources Information Center

CTB / McGraw-Hill, Monterey, CA.

A comprehensive assessment was made of the status of elementary education in Missouri in reading, mathematics, language, and study skills. The Comprehensive Tests of Basic Skills (CTBS) and the Short Form Test of Academic Aptitude (SFTAA) were administered to a sample of Missouri fourth and sixth graders. For each curricular area, Missouri…

Robotic surgery basic skills training: Evaluation of a pilot multidisciplinary simulation-based curriculum

PubMed Central

Foell, Kirsten; Finelli, Antonio; Yasufuku, Kazuhiro; Bernardini, Marcus Q.; Waddell, Thomas K.; Pace, Kenneth T.; Honey, R. John D.’A.; Lee, Jason Y.

2013-01-01

Purpose: Simulation-based training improves clinical skills, while minimizing the impact of the educational process on patient care. We present results of a pilot multidisciplinary, simulation-based robotic surgery basic skills training curriculum (BSTC) for robotic novices. Methods: A 4-week, simulation-based, robotic surgery BSTC was offered to the Departments of Surgery and Obstetrics & Gynecology (ObGyn) at the University of Toronto. The course consisted of various instructional strategies: didactic lecture, self-directed online-training modules, introductory hands-on training with the da Vinci robot (dVR) (Intuitive Surgical Inc., Sunnyvale, CA), and dedicated training on the da Vinci Skills Simulator (Intuitive Surgical Inc., Sunnyvale, CA) (dVSS). A third of trainees participated in competency-based dVSS training, all others engaged in traditional time-based training. Pre- and post-course skill testing was conducted on the dVR using 2 standardized skill tasks: ring transfer (RT) and needle passing (NP). Retention of skills was assessed at 5 months post-BSTC. Results: A total of 37 participants completed training. The mean task completion time and number of errors improved significantly post-course on both RT (180.6 vs. 107.4 sec, p < 0.01 and 3.5 vs. 1.3 sec, p < 0.01, respectively) and NP (197.1 vs. 154.1 sec, p < 0.01 and 4.5 vs. 1.8 sec, p = 0.04, respectively) tasks. No significant difference in performance was seen between specialties. Competency-based training was associated with significantly better post-course performance. The dVSS demonstrated excellent face validity. Conclusions: The implementation of a pilot multidisciplinary, simulation-based robotic surgery BSTC revealed significantly improved basic robotic skills among novice trainees, regardless of specialty or level of training. Competency-based training was associated with significantly better acquisition of basic robotic skills. PMID:24381662

Understanding the "Crisis" in Basic Skills: Framing the Issues in Community Colleges. Basic Skills Instruction in California Community Colleges. Working Paper, Number 1

ERIC Educational Resources Information Center

Grubb, W. Norton; Boner, Elizabeth; Frankel, Kate; Parker, Lynette; Patterson, David; Gabriner, Robert; Hope, Laura; Schiorring, Eva; Smith, Bruce; Taylor, Richard; Walton, Ian; Wilson, Smokey

2011-01-01

While increases in remedial education (or basic skills instruction or developmental education) have taken place at several levels of the education and training system, there are reasons for thinking that the issue is particularly acute in community colleges. This introductory working paper divides the problem into two. The first is the high…

Evaluation Research in Basic Skills with Incarcerated Adults. Technical Report No. 303.

ERIC Educational Resources Information Center

Meyer, Linda A.; And Others

To evaluate the relative effectiveness of traditional versus computer managed instruction (CMI) basic skills programs for incarcerated adults, 359 male inmates from three traditional self-paced and three PLATO/CMI programs were given pretests in the Test of Adult Basic Education (TABE) and the Tennessee Self-Concept Scale (TSCS). Following three…

New and Effective Approaches to Adult Basic Skills Advocacy

ERIC Educational Resources Information Center

Rosen, David J.

2016-01-01

US public adult basic skills education, as adult education researcher Thomas Sticht has often pointed out, is on the margins of public education. By many measures, in the past decade it has experienced significant further decline. In the last decade and a half, according to Sticht's (2015) analysis, "enrollments in the Adult Education and…

Temporal guidance of musicians' performance movement is an acquired skill.

PubMed

Rodger, M W M; O'Modhrain, S; Craig, C M

2013-04-01

The ancillary (non-sounding) body movements made by expert musicians during performance have been shown to indicate expressive, emotional, and structural features of the music to observers, even if the sound of the performance is absent. If such ancillary body movements are a component of skilled musical performance, then it should follow that acquiring the temporal control of such movements is a feature of musical skill acquisition. This proposition is tested using measures derived from a theory of temporal guidance of movement, "General Tau Theory" (Lee in Ecol Psychol 10:221-250, 1998; Lee et al. in Exp Brain Res 139:151-159, 2001), to compare movements made during performances of intermediate-level clarinetists before and after learning a new piece of music. Results indicate that the temporal control of ancillary body movements made by participants was stronger in performances after the music had been learned and was closer to the measures of temporal control found for an expert musician's movements. These findings provide evidence that the temporal control of musicians' ancillary body movements develops with musical learning. These results have implications for other skillful behaviors and nonverbal communication.

A Trainer's Manual for Basic Helping Skills. Counseling Older Persons. Volume III.

ERIC Educational Resources Information Center

Myers, Jane E., Ed.

This manual, the third in a three-volume series on counseling older adults, is designed to accompany and supplement volume II, "Basic Helping Skills for Service Providers," and focuses on training for communication skills. The units and their sections correspond to those in volume II, for easy cross-referencing. The units contain information for…

Analysis of Prospective Mathematics Teachers’ Basic Teaching Skills (a Study of Mathematics Education Departement Students’ Field Experience Program at STKIP Garut)

NASA Astrophysics Data System (ADS)

Rahayu, D. V.

2017-02-01

This study was intended to figure out basic teaching skills of Mathematics Department Students of STKIP Garut at Field Experience Program in academic year 2014/2015. This study was qualitative research with analysis descriptive technique. Instrument used in this study was observation sheet to measure basic teaching mathematics skills. The result showed that ability of content mastery and explaining skill were in average category. Questioning skill, conducting variations skill and conducting assessment skill were in good category. Managing classroom skill and giving motivation skill were in poor category. Based on the result, it can be concluded that the students’ basic teaching skills weren’t optimal. It is recommended for the collegians to get lesson with appropriate strategy so that they can optimize their basic teaching skills.

Workplace Basic Skills Curriculum for the Financial Services Industry.

ERIC Educational Resources Information Center

Center--Resources for Education, Des Plaines, IL.

This curriculum guide contains the materials required to teach 16 workplace basic skills courses for bank employees. The guide begins with an overview of the project during which the courses were developed through a partnership between First Chicago/NBD and a training provider and used to provide training to 1,699 participants. Presented next is a…

The Prevalence of Anxiety and Pro-Social Behaviors in Child-Centered and Basic Skills Preschool Classrooms.

ERIC Educational Resources Information Center

Reio, Thomas G., Jr.; Maciolek, C. Lynn; Weiss, Erin M.

Although there is considerable evidence that kindergartners in child-centered programs have more opportunities to increase prosocial behavior and are more internally motivated than children in basic skills programs, the efficacy of child-centered versus basic skills programs with regard to prosocial behavior has not been examined among preschool…

Exploring Alignment of Community College Students for Preparedness and Achievement of Basic Skills

ERIC Educational Resources Information Center

Jeffcoat, Kendra; Weisblat, Irina A.; Bresciani, Marilee J.; Sly, Robert W.; Tucker, Mark; Herrin, Bridget; Cao, LiuHui

2014-01-01

This mixed-method study explored the alignment of expected student learning outcomes (SLOs) and expected student entrance skills, as stated within "course outlines of record" (CORs), for basic skills courses in one California community college district. Researchers evaluated consistencies and discrepancies in course alignment. There were…

Welding. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

ERIC Educational Resources Information Center

Browning, Terry

This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

[Psychomotor skills assessment in basic procedures of laparoscopic surgery in undergraduate medical students at the School of Medicine of the University of Colima].

PubMed

Prieto-Díaz-Chávez, Emilio; Medina-Chávez, José Luís; Martínez-Lira, Rafael; Millán-Guerrero, Rebeca; Vázquez-Jiménez, Clemente; Trujillo-Hernández, Benjamín

2014-01-01

The changes in recent decades in the training of medical student seem to agree that the educational model for professional skills is most appropriate. The virtual simulator translates skills acquired the operating room, in the Faculty of Medicine of the University of Colima noticed the need to prepare the students of pregrade transferring surgical trainees' skills in basic laparoscopic activities that require a simple cognitive effort. The hypothesis in this study was to evaluate the acquisition of skills in laparoscopic simulator in students of pregrade. Educational research, analytical comparison, which was conducted within the activities of the program of Problem Based Learning in the program of Education and Surgical Technique, Faculty of Medicine of the University of Colima. All participants in the simulator achieved a significantly better during the task one after three repetitions (p= 0.001). The evaluation of final students calcification, we observed significant differences in means being lower during the initial assessment (8.60 ± 0.76) compared to the end (8.96 ± 0.58) p= 0.001. The acquisition of skills in the simulator is longer but at the end is better than the acquisition of skills from the traditional method, showing that leads to the acquisition of skills that promote the transfer of skills to the surgical environment.

Effective Basic Skills Instruction: The Case for Contextualized Developmental Math. Policy Brief 11-1

ERIC Educational Resources Information Center

Wiseley, W. Charles

2011-01-01

As the state emerges from another recession, jobs that remain and those opening require workers with higher-order skills most often acquired in postsecondary education. Increasing numbers of adults look to community colleges to learn those skills and to find a way out of a cycle of low paying, unstable jobs. Even workers with years of experience…

An Activity-Based Study on Providing Basic Knowledge and Skills of Measurement in Teaching

ERIC Educational Resources Information Center

Maral, Sahide; Oguz-Unver, Ayse; Yurumezoglu, Kemal

2012-01-01

Even though one of the prerequisites of inquiry-based science classes is acquiring measuring skills, there is not enough emphasis in the schools today on developing these skills. The current study, which has been designed with the thought that this situation may be caused by the fact that teachers do not have a sufficient level of measurement…

Enhancing Access to and Quality of Basic Education through Head Teachers' Leadership Functions

ERIC Educational Resources Information Center

Oni, J. O.; Jegede, A. A.; Osisami, R. A.; Illo, C. O.; Lawal, R. O.; Fabinu, F. A.

2016-01-01

Basic education is the fundamental requirement for idiosyncratic and societal development. The individual child needs to have access to it and acquire it qualitatively. The sum total of all the knowledge attitude, skills and competences that the Nigerian child today acquires have been declared to be on the decline. Every stakeholder: teacher,…

Decoding Skills Acquired by Low Readers Taught in Regular Classrooms Using Clinical Techniques. Research Report No. 35.

ERIC Educational Resources Information Center

Gallistel, Elizabeth; Fischer, Phyllis

This study evaluated the decoding skills acquired by low readers in an experimental project that taught low readers in regular class through the use of clinical procedures based on a synthetic phonic, multisensory approach. An evaluation instrument which permitted the tabulation of specific decoding skills was administered as a pretest and…

Integrated Basic Education and Skills Training (I-BEST). Washington's Community and Technical Colleges

ERIC Educational Resources Information Center

Washington State Board for Community and Technical Colleges, 2014

2014-01-01

Washington's Integrated Basic Education and Skills Training Program (I-BEST) quickly teaches students literacy, work, and college-readiness skills so they can move through school and into living wage jobs faster. Pioneered by Washington's community and technical colleges, I-BEST uses a team-teaching approach to combine college-readiness classes…

Washington State's Integrated Basic Education and Skills Training Program (I-BEST): New Evidence of Effectiveness. CCRC Working Paper No. 20

ERIC Educational Resources Information Center

Zeidenberg, Matthew; Cho, Sung-Woo; Jenkins, Davis

2010-01-01

To increase the rate at which adult basic skills students advance to and succeed in college-level occupational programs, the Washington State Board for Community and Technical Colleges (SBCTC) developed the Integrated Basic Education and Skills Training, or I-BEST. In the I-BEST model, a basic skills instructor and an occupational instructor team…

Learning Paramedic Science Skills from a First Person Point of View

ERIC Educational Resources Information Center

Lynch, Kathy; Barr, Nigel; Oprescu, Florin

2012-01-01

Paramedic students need to acquire knowledge and skills necessary to perform basic as well as complex clinical skills, to ensure patient safety, and to manage sophisticated equipment. Time and resource pressures on students, teaching staff and institutions have led health professional educators to develop and embrace alternative opportunities such…

An Examination of the Basic Reading Skills of Incarcerated Males

ERIC Educational Resources Information Center

Shippen, Margaret E.; Houchins, David E.; Crites, Steven A.; Derzis, Nicholas C.; Patterson, Dashaunda

2010-01-01

One of the most common characteristics prison inmates typically share is unsuccessful educational experiences including dropping out of school, repeating grades, and not gaining basic literacy skills. The most recent National Assessment of Adult Prison Literacy Survey (NAAPLS) by the U.S. Department of Education indicates that large disparities in…

Multisensory Teaching of Basic Language Skills Activity Book. Revised Edition

ERIC Educational Resources Information Center

Carreker, Suzanne; Birsh, Judith R.

2011-01-01

With the new edition of this activity book--the companion to Judith Birsh's bestselling text, "Multisensory Teaching of Basic Language Skills"--students and practitioners will get the practice they need to use multisensory teaching effectively with students who have dyslexia and other learning disabilities. Ideal for both pre-service teacher…

Perceptions of Southern Nevada Employers Regarding the Importance of SCANS Workplace Basic Skills.

ERIC Educational Resources Information Center

Richens, Greg P.

The perceptions of southern Nevada employers regarding the importance of the Secretary's Commission for Achieving Necessary Skills (SCANS) workplace basic skills were examined in a survey that was administered to a random sample of southern Nevada businesses. Of the 415 employers who completed the survey, 313 (75.4%) believed that the SCANS skills…

Your Child's Scores in Basic Skills: Iowa Tests of Basic Skills. AISD Kindergarten, School Year 1981-82. AISD Elementary Schools, School Year 1981-82.

ERIC Educational Resources Information Center

Austin Independent School District, TX.

Designed for parents of kindergarten and elementary school children in Austin, Texas, this brochure explains the structure and function of the Iowa Tests of Basic Skills. A question and answer format is used to provide information on the scope and purposes of the tests, grade level differences in testing, meaning and accuracy of the scores, and…

Workplace Literacy and Basic Skills = L'alphabetisation et les competences de base en milieu de travail.

ERIC Educational Resources Information Center

Waugh, Sue

Workplace literacy and basic skills may be defined as skills needed by employees at work: reading, writing, math, and problem solving. Workplace literacy and skill requirements are based on the needs of each workplace and its workers. These skills are important because the work force needs to be highly skilled and adaptable to compete in a global…

Basic Skills Resource Center: Documentation and Phaseover Report for the Military Educators Resource NETWORK

DTIC Science & Technology

1985-01-01

narrative form. 111. Describe the subject of your request in 3 or 4 precise terms (e.g., reading skills , computer assisted instruction, adult literacy ...00 Research Product 85-03 L’C £ BASIC SKILLS RESOURCE CENTER: DOCUMENTATION AND PHASEOVER REPORT FOR THE MILITARY EDUCATORS RESOURCE NETWORK... SKILLS RESOURCE CENTER: DOCUMENTATION AND Interim Report PHLASEOVER REPORT FOR THE MILITARY EDUCATORS Feb 1982 - Sept 1984 RESOURCE NETWORK 6

Improving the basic skills of teaching mathematics through learning with search-solve-create-share strategy

NASA Astrophysics Data System (ADS)

Rahayu, D. V.; Kusumah, Y. S.; Darhim

2018-05-01

This study examined to see the improvement of prospective teachers’ basic skills of teaching mathematics through search-solve-create-share learning strategy based on overall and Mathematical Prior Knowledge (MPK) and interaction of both. Quasi experiments with the design of this experimental-non-equivalent control group design involved 67 students at the mathematics program of STKIP Garut. The instrument used in this study included pre-test and post-test. The result of this study showed that: (1) The improvement and achievement of the basic skills of teaching mathematics of the prospective teachers who get the learning of search-solve-create-share strategy is better than the improvement and achievement of the prospective teachers who get the conventional learning as a whole and based on MPK; (2) There is no interaction between the learning used and MPK on improving and achieving basic skills of teaching mathematics.

Automotive Mechanics. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

ERIC Educational Resources Information Center

Brown, Desmond

This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

Design Drafting. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

ERIC Educational Resources Information Center

Sharkey, Jeff

This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

Marine Trades. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

ERIC Educational Resources Information Center

Abbott, Alan

This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

Electrical Trades. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

ERIC Educational Resources Information Center

Cannone, Richard

This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

Fashion Merchandising. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

ERIC Educational Resources Information Center

Williams, Edwina

This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

Food Services. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

ERIC Educational Resources Information Center

Vastano, Josephine; And Others

This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

Building Trades. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

ERIC Educational Resources Information Center

Gudzak, Raymond

This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; a preface; a…

Cosmetology/Hairstyling. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

ERIC Educational Resources Information Center

Romano, Marie

This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

Custom Cabinetmaking. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

ERIC Educational Resources Information Center

Holmes, Kenneth

This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

Dental Assisting. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

ERIC Educational Resources Information Center

Mattia, Nancy

This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

The Best Time to Acquire New Skills: Age-Related Differences in Implicit Sequence Learning across the Human Lifespan

ERIC Educational Resources Information Center

Janacsek, Karolina; Fiser, Jozsef; Nemeth, Dezso

2012-01-01

Implicit skill learning underlies obtaining not only motor, but also cognitive and social skills through the life of an individual. Yet, the ontogenetic changes in humans' implicit learning abilities have not yet been characterized, and, thus, their role in acquiring new knowledge efficiently during development is unknown. We investigated such…

Surgical simulation in orthopaedic skills training.

PubMed

Atesok, Kivanc; Mabrey, Jay D; Jazrawi, Laith M; Egol, Kenneth A

2012-07-01

Mastering rapidly evolving orthopaedic surgical techniques requires a lengthy period of training. Current work-hour restrictions and cost pressures force trainees to face the challenge of acquiring more complex surgical skills in a shorter amount of time. As a result, alternative methods to improve the surgical skills of orthopaedic trainees outside the operating room have been developed. These methods include hands-on training in a laboratory setting using synthetic bones or cadaver models as well as software tools and computerized simulators that enable trainees to plan and simulate orthopaedic operations in a three-dimensional virtual environment. Laboratory-based training offers potential benefits in the development of basic surgical skills, such as using surgical tools and implants appropriately, achieving competency in procedures that have a steep learning curve, and assessing already acquired skills while minimizing concerns for patient safety, operating room time, and financial constraints. Current evidence supporting the educational advantages of surgical simulation in orthopaedic skills training is limited. Despite this, positive effects on the overall education of orthopaedic residents, and on maintaining the proficiency of practicing orthopaedic surgeons, are anticipated.

Improving basic surgical skills for final year medical students: the value of a rural weekend.

PubMed

House, A K; House, J

2000-05-01

Hospitals employing medical graduates often express concern at the inexperience of new interns in basic surgical skills. In self assessment questionnaires, our senior medical students reported little clinical procedural experience. A practical skills workshop was staged in order to set learning goals for the final study year. This gave the students an opportunity to learn, revise and practice basic surgical techniques. The Bruce Rock rural community sponsored a surgical camp at the beginning of the academic year. Ninety-five (80%) of the class registered at the workshop, which rotated them through teaching modules, with private study opportunities and the capacity to cater for varied skill levels. Eight teaching stations with multiple access points were provided, and ten mock trauma scenarios were staged to augment the learning process. The teaching weekend was rated by students on an evaluative entrance and exit questionnaire. Sixty-five (73%) students returned questionnaires. They recorded significant improvement (P < 0.05) in their ability to handle the teaching stations. All students had inserted intravenous lines in practice prior to the camp, so the rating change in intravenous line insertion ability was not statistically significant. The weekend retreat offers students a chance to focus on surgical skills, free from the pressures of a clinical setting or the classroom. The emphasis was on the value of practice and primary skills learning. Students endorsed the camp as relevant, practical and an enjoyable learning experience for basic surgical skills.

Responsiveness of the Test of Basic Motor Skills of Children with Down Syndrome

ERIC Educational Resources Information Center

van den Heuvel, Marieke E.; de Jong, Inge; Lauteslager, Peter E. M.; Volman, M. J. M.

2009-01-01

The aim of this study was to examine the responsiveness of the Test of Basic Motor Skills for Children with Down Syndrome (BMS). Forty-one children with Down Syndrome, 3 to 36 months of age, participated in the study. Gross motor skills were assessed three times using the BMS and the Gross Motor Function Measure (GMFM) before and after a baseline…

The Value of Basic Skills in the British Labour Market. CEE DP 77

ERIC Educational Resources Information Center

Marcenaro-Gutierrez, Oscar; Vignoles, Anna; De Coulon, Augustin

2007-01-01

In this paper we evaluate the labour market value of basic skills in the UK, focusing on the wage and employment returns to having better literacy and numeracy skills. We draw on literacy and numeracy assessments undertaken by all cohort members of the UK 1970 British Cohort Study. The data used are very rich and allow us to account for potential…

Daily Living Skills at Your Fingertips. Daily Living Skills for 0-4 Level Adult Basic Education Students. Curriculum and Teacher Guide.

ERIC Educational Resources Information Center

Greene, Margret

A curriculum and teacher guide are provided for a program to teach daily living skills to 0-4 level adult basic education students. The guide presents a method of instruction and lists the materials provided. Teaching plans (content outlines) are provided for these areas: cooking, housekeeping, laundry, leisure skills, and medication awareness. A…

A Model for Teaching Basic Skills in a Community College Setting.

ERIC Educational Resources Information Center

Brantley, Jerry; And Others

The Basic Skills Program described in this report was developed by Macomb County Community College (MCCC) as a semester-long pre-vocational program for Comprehensive Employment and Training Act (CETA) students. Following introductory material, Part I presents a general review of postsecondary developmental education programs for…

Improving the Basic Skills of Vocational-Technical Students: An Administrator's Guide. Competency-Based Vocational Education Administrator Module Series.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

This guide provides information and guidelines intended to assist vocational administrators in developing and evaluating programs to improve the basic skills of vocational-technical students. Part one provides background information about basic skills and examines their role in vocational education. Discussed next are various program types,…

Extended score interval in the assessment of basic surgical skills.

PubMed

Acosta, Stefan; Sevonius, Dan; Beckman, Anders

2015-01-01

The Basic Surgical Skills course uses an assessment score interval of 0-3. An extended score interval, 1-6, was proposed by the Swedish steering committee of the course. The aim of this study was to analyze the trainee scores in the current 0-3 scored version compared to a proposed 1-6 scored version. Sixteen participants, seven females and nine males, were evaluated in the current and proposed assessment forms by instructors, observers, and learners themselves during the first and second day. In each assessment form, 17 tasks were assessed. The inter-rater reliability between the current and the proposed score sheets were evaluated with intraclass correlation (ICC) with 95% confidence intervals (CI). The distribution of scores for 'knot tying' at the last time point and 'bowel anastomosis side to side' given by the instructors in the current assessment form showed that the highest score was given in 31 and 62%, respectively. No ceiling effects were found in the proposed assessment form. The overall ICC between the current and proposed score sheets after assessment by the instructors increased from 0.38 (95% CI 0.77-0.78) on Day 1 to 0.83 (95% CI 0.51-0.94) on Day 2. A clear ceiling effect of scores was demonstrated in the current assessment form, questioning its validity. The proposed score sheet provides more accurate scores and seems to be a better feedback instrument for learning technical surgical skills in the Basic Surgical Skills course.

Redesign of students’ worksheet on basic physics experiment based on students’ scientific process skills analysis in Melde’s law

NASA Astrophysics Data System (ADS)

Nugraha, M. G.; Utari, S.; Saepuzaman, D.; Nugraha, F.

2018-05-01

Scientific process skills (SPS) are an intellectual skill to build knowledge, solve problems scientifically, train thinking skills as well as a very important part of the inquiry process and contribute to scientific literacy. Therefore, SPS is very important to be developed. This study aims to develop Student Worksheets (SW) that can trace SPS through basic physics experiments (BPE) on Melde’s law. This research uses R&D method involving 18 physics education department students who take the BPE course as a sample. The research instrument uses an SW designed with a SPS approach that have been reviewed and judged by expert, which includes observing, communicating, classifying, measuring, inferring, predicting, identifying variable, constructing hypothesis, defining variable operationally, designing experiment, acquiring and processing data to conclusions. The result of the research shows that the student’s SPS has not been trained optimally, the students’ answers are not derived from the observations and experiments conducted but derived from the initial knowledge of the students, as well as in the determination of experimental variables, inferring and hypothesis. This result is also supported by a low increase of conceptual content on Melde’s law with n-gain of 0.40. The research findings are used as the basis for the redesign of SW.

Training opportunities and the role of virtual reality simulation in acquisition of basic laparoscopic skills.

PubMed

Aggarwal, Rajesh; Balasundaram, Indran; Darzi, Ara

2008-03-01

Within the past decade, there has been increasing interest in simulation-based devices for training and assessment of technical skills, especially for minimally invasive techniques such as laparoscopy. The aim of this study was to investigate the perceptions of senior and junior surgeons to virtual reality simulation within the context of current training opportunities for basic laparoscopic procedures. A postal questionnaire was sent to 245 consultants and their corresponding specialist registrar (SpR), detailing laparoscopic surgical practice and their knowledge and use of virtual reality (VR) surgical simulators. One hundred ninety-one (78%) consultants and 103(42%) SpRs returned questionnaires; 16%(10/61) of junior SpRs (year 1-4) had performed more than 50 laparoscopic cholecystectomies to date compared with 76% (32/42) of senior SpRs (year 5-6) (P < 0.001); 90% (55/61) of junior SpRs and 67% (28/42) of senior SpRs were keen to augment their training with VR (P = 0.007); 81% (238/294) of all surgeons agreed that VR has a useful role in the laparoscopic surgical training curriculum. There is a lack of experience in index laparoscopic cases of junior SpRs, and laparoscopic VR simulation is recognized as a useful mode of practice to acquire technical skills. This should encourage surgical program directors to drive the integration of simulation-based training into the surgical curriculum.

Education through Fiction: Acquiring Opinion-Forming Skills in the Context of Genomics

ERIC Educational Resources Information Center

Knippels, Marie-Christine P. J.; Severiens, Sabine E.; Klop, Tanja

2009-01-01

The present study examined the outcomes of a newly designed four-lesson science module on opinion-forming in the context of genomics in upper secondary education. The lesson plan aims to foster 16-year-old students' opinion-forming skills in the context of genomics and to test the effect of the use of fiction in the module. The basic hypothesis…

Retention of knowledge and skills in pediatric basic life support amongst pediatricians.

PubMed

Binkhorst, Mathijs; Coopmans, Michelle; Draaisma, Jos M T; Bot, Petra; Hogeveen, Marije

2018-05-07

Retention of resuscitation skills is usually assessed at a predefined moment, which enables participants to prepare themselves, possibly introducing bias. In this multicenter study, we evaluated the retention of knowledge and skills in pediatric basic life support (PBLS) amongst 58 pediatricians and pediatric residents with an unannounced examination. Practical PBLS skills were assessed with a validated scoring instrument, theoretical knowledge with a 10-item multiple-choice test (MCQ). Participants self-assessed their PBLS capabilities using five-point Likert scales. Background data were collected with a questionnaire. Of our participants, 21% passed the practical PBLS exam: 29% failed on compressions/ventilations, 31% on other parts of the algorithm, 19% on both. Sixty-nine percent passed the theoretical test. Participants who more recently completed a PBLS course performed significantly better on the MCQ (p = 0.03). This association was less clear-cut for performance on the practical exam (p = 0.11). Older, attending pediatricians with more years of experience in pediatrics performed less well than their younger colleagues (p < 0.05). Fifty-one percent of the participants considered themselves competent in PBLS. No correlation was found between self-assessed PBLS capabilities and actual performance on the practical exam (p = 0.25). Retention of PBLS skills appears to be poor amongst pediatricians and residents, whereas PBLS knowledge is retained somewhat better. What is Known: • Pediatricians and pediatric residents are not always competent in pediatric basic life support (PBLS) in daily practice. Poor retention of skills supposedly accounts for this incompetence. Without regular exposure, resuscitation skills usually deteriorate within 3 to 6 months after training. • Examination of resuscitation skills usually takes place after training. Also, in most studies evaluating retention of skills, participants are tested at a predefined moment

Perception of Business and Industry: Basic Skills Necessary for Successful Employment Compared to Competencies of Entry Level Employees.

ERIC Educational Resources Information Center

Junge, Denis A.; And Others

This study was conducted to assess business and industry's perceptions of the basic skills needed for entry-level successful employment. It also assessed business and industry's perceptions of the competencies that entry-level employees now have. Information was gathered via a basic skills questionnaire that was mailed to the personnel directors…

Women match men when learning a spatial skill.

PubMed

Spence, Ian; Yu, Jingjie Jessica; Feng, Jing; Marshman, Jeff

2009-07-01

Meta-analytic studies have concluded that although training improves spatial cognition in both sexes, the male advantage generally persists. However, because some studies run counter to this pattern, a closer examination of the anomaly is warranted. The authors investigated the acquisition of a basic skill (spatial selective attention) using a matched-pair two-wave longitudinal design. Participants were screened with the use of an attentional visual field task, with the objective of selecting and matching 10 male-female pairs, over a wide range (30% to 57% correct). Subsequently, 20 participants 17-23 years of age (selected from 43 screened) were trained for 10 hr (distributed over several sessions) by playing a first-person shooter video game. This genre is known to be highly effective in enhancing spatial skills. All 20 participants improved, with matched members of the male-female pairs achieving very similar gains, independent of starting level. This is consistent with the hypothesis that the learning trajectory of women is not inferior to that of men when acquiring a basic spatial skill. Training methods that develop basic spatial skills may be essential to achieve gender parity in both basic and complex spatial tasks.

Your Scores in Basic Skills: Iowa Tests of Basic Skills. AISD Junior High Schools, School Year 1981-82. AISD Senior High Schools, School Year 1981-82.

ERIC Educational Resources Information Center

Austin Independent School District, TX.

Designed for junior high and high school students and their parents, this brochure explains the structure, function, and method for interpretation of the Iowa Tests of Basic Skills and the Sequential Tests of Educational Progress. A question and answer format is used to provide information on scope and purposes of the tests, meaning and accuracy…

Linkage: A Manitoba Survey of Basic Skills Awareness in the Workplace.

ERIC Educational Resources Information Center

Manitoba Dept. of Education and Training, Winnipeg. Literacy and Continuing Education Branch.

Manitoba, Canada, workplace stakeholder groups were interviewed to determine the issues they faced and their awareness of, and ability to deal with, workplace basic skills issues. Interviews collected the opinions of 78 employer representatives, 121 employees, and 5 union representatives in the 6 emerging economic sectors of health care products,…

The Connection between Employee Basic Skills & Productivity. Workforce & Workplace Literacy Series.

ERIC Educational Resources Information Center

BCEL Brief, 1993

1993-01-01

The experience of a number of specific local workplace programs indicates a definite connection between the provision of employee basic skills programs and increased worker productivity. One Tennessee company, for example, reports a 95 percent drop in costs resulting from worker mistakes and a doubling of worker productivity since the company…

Improving Learning in Science and Basic Skills among Diverse Student Populations.

ERIC Educational Resources Information Center

Sutman, Francis X.; Guzman, Ana

This monograph is a rich resource of information designed to strengthen science and basic skills teaching, and improve learning for limited English proficient (LEP) minority student populations. It proposes the use of hands-on science investigations as the driving force for mathematics and English language development. The materials included in…

The usefulness of the surgical knowledge and skills acquired via the university curriculum for doctors' medical practice several years after graduation.

PubMed

Zyluk, Andrzej; Puchalski, Piotr; Szlosser, Zbigniew

2015-01-01

Teaching surgery during university curriculum comprises transferring theoretical knowledge traditionally and simultaneously acquiring manual skills, i.e., suturing, stitch removal, limb immobilization, catheterization, and assisting operations. Observations of doctors several years after graduation led to the reflection that teachers' ideas about surgical knowledge and skills that are useful in daily practice frequently fail to meet the facts of the case. The objective of this study was to determine which part of the surgical knowledge and skills taught via the university surgical curriculum proved to be useful in the daily practice of young doctors. A custom-made questionnaire was designed and mailed to 200 randomly chosen doctors who had graduated from the medical faculty at the authors' university 5 to 6 years previously. The questionnaire comprised 9 items concerning the knowledge and skills that proved to be the most useful in participants' daily practice, regardless of their specialty. A total of 64 completed questionnaires were returned (32% of 200 sent) and were the subject of analysis. The most useful knowledge in daily practice was that acquired from general surgery, followed by oncological and vascular surgery. The most useful was knowledge about the rational interpretation of clinical symptoms and signs acquired from examination of the patient, followed by arriving at an accurate diagnosis through logical analysis, and next developing "oncological sensitivity" to diagnosing neoplasms. The most effective teaching model was specialized outpatient clinic rounds, followed by training manual skills on a model and classical ward-round teaching. The most frequently learned (acquired) manual skills were removal of stitches, rectal examination, and examination of the abdomen. Of these skills, the most useful in daily practice appeared to be removal of stitches, catheterization of the urinary bladder, and wound suturing. Learning and practicing manual skills

The Effect of Employing Self-Explanation Strategy with Worked Examples on Acquiring Computer Programing Skills

ERIC Educational Resources Information Center

Alhassan, Riyadh

2017-01-01

The purpose of this study was to examine the effect of employing self-explanation learning strategy supported with Worked Examples on acquiring computer programing skills among freshmen high school students. The study adopted a quasi-experimental method, where an experimental group (n = 33) used the self-explanation strategy supported with worked…

Making Basic Math Skills Work for You in Marketing. Student Manual and Laboratory Guide.

ERIC Educational Resources Information Center

Klewer, Edwin D.

This student manual and workbook is the second part of a mathematics series for use with high school students. The manual is to be used to apply the mathematics skills that students have learned in a first part called "Developing Basic Math Skills for Marketing." The manual presents conceptual instruction in mathematics in a competency based…

Establishing the minimal number of virtual reality simulator training sessions necessary to develop basic laparoscopic skills competence: evaluation of the learning curve.

PubMed

Duarte, Ricardo Jordão; Cury, José; Oliveira, Luis Carlos Neves; Srougi, Miguel

2013-01-01

Medical literature is scarce on information to define a basic skills training program for laparoscopic surgery (peg and transferring, cutting, clipping). The aim of this study was to determine the minimal number of simulator sessions of basic laparoscopic tasks necessary to elaborate an optimal virtual reality training curriculum. Eleven medical students with no previous laparoscopic experience were spontaneously enrolled. They were submitted to simulator training sessions starting at level 1 (Immersion Lap VR, San Jose, CA), including sequentially camera handling, peg and transfer, clipping and cutting. Each student trained twice a week until 10 sessions were completed. The score indexes were registered and analyzed. The total of errors of the evaluation sequences (camera, peg and transfer, clipping and cutting) were computed and thereafter, they were correlated to the total of items evaluated in each step, resulting in a success percent ratio for each student for each set of each completed session. Thereafter, we computed the cumulative success rate in 10 sessions, obtaining an analysis of the learning process. By non-linear regression the learning curve was analyzed. By the non-linear regression method the learning curve was analyzed and a r2 = 0.73 (p < 0.001) was obtained, being necessary 4.26 (∼five sessions) to reach the plateau of 80% of the estimated acquired knowledge, being that 100% of the students have reached this level of skills. From the fifth session till the 10th, the gain of knowledge was not significant, although some students reached 96% of the expected improvement. This study revealed that after five simulator training sequential sessions the students' learning curve reaches a plateau. The forward sessions in the same difficult level do not promote any improvement in laparoscopic basic surgical skills, and the students should be introduced to a more difficult training tasks level.

Plumbing and Heating. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

ERIC Educational Resources Information Center

Mahieu, Louis

This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

Auto Body Repair. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

ERIC Educational Resources Information Center

Ormsbee, Robert

This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

Child Care Aide. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

ERIC Educational Resources Information Center

Moore, Pamela Hullen

This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

Developing Basic Mathematics Skills through the Use of African-American Children's Literature.

ERIC Educational Resources Information Center

Stewart, Loraine Moses

1997-01-01

Discusses several books, such as "Feast for 10" and "One Smiling Grandma," which are effective in reinforcing basic mathematical skills. States that counting books ("Feast for 10," for example) are useful for elementary curriculum enhancement as well as fun to read. (PA)

Mental skills training with basic combat training soldiers: A group-randomized trial.

PubMed

Adler, Amy B; Bliese, Paul D; Pickering, Michael A; Hammermeister, Jon; Williams, Jason; Harada, Coreen; Csoka, Louis; Holliday, Bernie; Ohlson, Carl

2015-11-01

Cognitive skills training has been linked to greater skills, self-efficacy, and performance. Although research in a variety of organizational settings has demonstrated training efficacy, few studies have assessed cognitive skills training using rigorous, longitudinal, randomized trials with active controls. The present study examined cognitive skills training in a high-risk occupation by randomizing 48 platoons (N = 2,432 soldiers) in basic combat training to either (a) mental skills training or (b) an active comparison condition (military history). Surveys were conducted at baseline and 3 times across the 10-week course. Multilevel mixed-effects models revealed that soldiers in the mental skills training condition reported greater use of a range of cognitive skills and increased confidence relative to those in the control condition. Soldiers in the mental skills training condition also performed better on obstacle course events, rappelling, physical fitness, and initial weapons qualification scores, although effects were generally moderated by gender and previous experience. Overall, effects were small; however, given the rigor of the design, the findings clearly contribute to the broader literature by providing supporting evidence that cognitive training skills can enhance performance in occupational and sports settings. Future research should address gender and experience to determine the need for targeting such training appropriately. (c) 2015 APA, all rights reserved).

Extended score interval in the assessment of basic surgical skills.

PubMed

Acosta, Stefan; Sevonius, Dan; Beckman, Anders

2015-01-01

Introduction The Basic Surgical Skills course uses an assessment score interval of 0-3. An extended score interval, 1-6, was proposed by the Swedish steering committee of the course. The aim of this study was to analyze the trainee scores in the current 0-3 scored version compared to a proposed 1-6 scored version. Methods Sixteen participants, seven females and nine males, were evaluated in the current and proposed assessment forms by instructors, observers, and learners themselves during the first and second day. In each assessment form, 17 tasks were assessed. The inter-rater reliability between the current and the proposed score sheets were evaluated with intraclass correlation (ICC) with 95% confidence intervals (CI). Results The distribution of scores for 'knot tying' at the last time point and 'bowel anastomosis side to side' given by the instructors in the current assessment form showed that the highest score was given in 31 and 62%, respectively. No ceiling effects were found in the proposed assessment form. The overall ICC between the current and proposed score sheets after assessment by the instructors increased from 0.38 (95% CI 0.77-0.78) on Day 1 to 0.83 (95% CI 0.51-0.94) on Day 2. Discussion A clear ceiling effect of scores was demonstrated in the current assessment form, questioning its validity. The proposed score sheet provides more accurate scores and seems to be a better feedback instrument for learning technical surgical skills in the Basic Surgical Skills course.

A Study on Basic Process Skills of Turkish Primary School Students

ERIC Educational Resources Information Center

Aydogdu, Bulent

2017-01-01

Purpose: The purpose of this study was to find out primary school students' basic process skills (BPSs) in terms of select variables. In addition, this study aims to investigate the relationship between BPSs and academic achievement. Research Methods: The study had a survey design and was conducted with 1272 primary school students. The study data…

The Divergent Thinking of Basic Skills of Sciences Process Skills of Life Aspects on Natural Sciences Subject in Indonesian Elementary School Students

ERIC Educational Resources Information Center

Subali, Bambang; Paidi; Mariyam, Siti

2016-01-01

This research aims at measuring the divergent thinking of basic skills of science process skills (SPS) of life aspects in Natural Sciences subjects on Elementary School. The test instruments used in this research have been standardized through the development of instruments. In this case, the tests were tried out to 3070 students. The results of…

Panel Workshops at the Conference--II. Improving Basic Education Skills of Appalachian Children.

ERIC Educational Resources Information Center

Appalachia, 1979

1979-01-01

Concern over the channeling and coordination of resources to basic skills programs, and their integration and evaluation made up the bulk of this workshop in a conference sponsored by the Appalachian Regional Commission. (KR)

Associations of Postural Knowledge and Basic Motor Skill with Dyspraxia in Autism: Implication for Abnormalities in Distributed Connectivity and Motor Learning

PubMed Central

Dowell, Lauren R.; Mahone, E. Mark; Mostofsky, Stewart H.

2009-01-01

Children with autism often have difficulty performing skilled movements. Praxis performance requires basic motor skill, knowledge of representations of the movement (mediated by parietal regions), and transcoding of these representations into movement plans (mediated by premotor circuits). The goals of this study were: (a) to determine whether dyspraxia in autism is associated with impaired representational (“postural”) knowledge, and (b) to examine the contributions of postural knowledge and basic motor skill to dyspraxia in autism. Thirty-seven children with autism spectrum disorder (ASD) and 50 typically developing (TD) children, ages 8–13, completed: (a) an examination of basic motor skills, (b) a postural knowledge test assessing praxis discrimination, and (c) a praxis examination. Children with ASD showed worse basic motor skill and postural knowledge than controls. The ASD group continued to show significantly poorer praxis than controls after accounting for age, IQ, basic motor skill, and postural knowledge. Dyspraxia in autism appears to be associated with impaired formation of spatial representations, as well as transcoding and execution. Distributed abnormality across parietal, premotor, and motor circuitry, as well as anomalous connectivity may be implicated. PMID:19702410

Basic Learning Skills Grades K-6. Minimum Statewide Educational Objectives Approved by the Board of Education May 27, 1977.

ERIC Educational Resources Information Center

Virginia State Dept. of Education, Richmond. Div. of Elementary Education.

The specific educational objectives or basic learning skills are listed for the Virginia elementary school grades. Minimum skills are listed in reading, communications, and mathematics. Terminal objectives for reading include skills in word identification or decoding, comprehension, and study skills. Communication skills include listening,…

Basic Skills Testing & Training. 1996 AMA Survey. Summary of Key Findings.

ERIC Educational Resources Information Center

American Management Association, New York, NY.

The American Management Association's (AMA) 10th annual survey on workplace testing was mailed in January 1996 to a sample of its 9,500 member companies, resulting in 961 usable responses. The survey sought to determine how many firms test for "basic skills," how job applicants perform on these tests, how much the tests costs, and what firms do…

Basic Psychological Skills Usage and Competitive Anxiety Responses: Perceived Underlying Mechanisms

ERIC Educational Resources Information Center

Wadey, Ross; Hanton, Sheldon

2008-01-01

This study examined the relationship between basic psychological skills usage (i.e., goal-setting, imagery, self-talk, and relaxation) and the intensity and directional dimensions of competitive anxiety. Semistructured interviews were used on a sample of 15 elite athletes (M age = 24.3 years, SD = 4.2) from a variety of team and individual sports.…

Impact of online training on delivering a difficult medical diagnosis: Acquiring communication skills.

PubMed

Saint-Dizier de Almeida, Valérie; Agnoletti, Marie-France

2015-09-01

This paper deals with developing and assessing the training of physicians to deliver a difficult diagnosis to patients. The training is provided by a web-based self-training package. This online training emphasizes the structural, functional and relational dimensions of interviews delivering a serious diagnosis, and a logical set of recommendations for behavior towards the patient. The content is illustrated by numerous delivery interview sequences that are described and for which commentary is provided. This online package was expected to enable physicians to acquire new skills and change their mental picture of diagnosis delivery. Here we discuss the assessment of training in managing the delivery of a serious diagnosis. The approach taken and the methods used to measure knowledge and skills are presented. Copyright © 2015 Elsevier Ltd and The Ergonomics Society. All rights reserved.

The Dynamics of Motivation in Teaching Literacy Skills.

ERIC Educational Resources Information Center

Stanchfield, Jo M.

Basic emotional and intellectual factors in motivation can help to stimulate the learner to acquire the five major literacy skills: listening, speaking, thinking, reading, and writing. Contagion, or the spread effect in psychology, is reflected in the readily communicated attitude of the teacher toward students and teaching itself. Similarly,…

Structural Indicators on Achievement in Basic Skills in Europe--2016. Eurydice Report

ERIC Educational Resources Information Center

Parveva, Teodora

2017-01-01

This publication reviews key structures, policies and reforms in the area of achievement in the basic skills (literacy, mathematics and science). It contains fi ve indicators on policies for organising nationally standardised tests, producing national reports on achievement, using student performance data in school evaluation, addressing…

The Development of Basic Reading Skills in Children: A Cross-Language Perspective.

ERIC Educational Resources Information Center

Geva, Esther; Wang, Min

2001-01-01

Reviews recent research evidence for universal and orthography- or language-specific processes in the development of basic reading skills in school-age children. The review focuses on three different aspects of reading--phonological processing, rapid naming, and morphosyntactic complexity--targeted in recent research on development of word…

Teaching Self-Determination to Students with Disabilities: Basic Skills for Successful Transition.

ERIC Educational Resources Information Center

Wehmeyer, Michael L.; Agran, Martin; Hughes, Carolyn

This book describes instructional methods for teaching basic self-determination skills to students with disabilities. The first section provides an introduction to self-determination as an educational and transition outcome, discusses the impetus for an educational focus on self determination, and describes the relationships between transition…

Establishing Derived Equivalence Relations of Basic Geography Skills in Children with Autism

ERIC Educational Resources Information Center

Dixon, Mark R.; Stanley, Caleb; Belisle, Jordan; Galliford, Megan E.; Alholail, Amani; Schmick, Ayla M.

2017-01-01

The present study evaluated the efficacy of a stimulus-equivalence training procedure in teaching basic geography skills to two children with autism. The procedures were taken directly from a standardized training curriculum based in stimulus equivalence theory called "Promoting the Emergence of Advanced Knowledge Equivalence Module"…

Evaluation of distributed practice schedules on retention of a newly acquired surgical skill: a randomized trial.

PubMed

Mitchell, Erica L; Lee, Dae Y; Sevdalis, Nick; Partsafas, Aaron W; Landry, Gregory J; Liem, Timothy K; Moneta, Gregory L

2011-01-01

practice influences new skill acquisition. The aim of this study was to prospectively investigate the impact of practice distribution (weekly vs monthly) on complex motor skill (end-side vascular anastomosis) acquisition and 4-month retention. twenty-four surgical interns were randomly assigned to weekly training for 4 weeks or monthly training for 4 months, with equal total training times. Performance was assessed before training, immediately after training, after the completion of distributed training, and 4 months later. there was no statistical difference in surgical skill acquisition and retention between the weekly and monthly scheduled groups, as measured by procedural checklist scores, global rating scores of operative performance, final product analysis, and overall performance or assessment of operative "competence." distributed practice results in improvement and retention of a newly acquired surgical skill independent of weekly or monthly practice schedules. Flexibility in a surgical skills laboratory curriculum is possible without adversely affecting training. 2011 Elsevier Inc. All rights reserved.

A Hybrid Model of Mathematics Support for Science Students Emphasizing Basic Skills and Discipline Relevance

ERIC Educational Resources Information Center

Jackson, Deborah C.; Johnson, Elizabeth D.

2013-01-01

The problem of students entering university lacking basic mathematical skills is a critical issue in the Australian higher-education sector and relevant globally. The Maths Skills programme at La Trobe University has been developed to address under preparation in the first-year science cohort in the absence of an institutional mathematics support…

South Bronx High School. Bilingual Basic Skills Program. O.E.E. Evaluation Report, 1981-1982.

ERIC Educational Resources Information Center

Collazo-Levy, Dora; And Others

To expedite acquisition of English language skills needed for full mainstreaming, the Bilingual Basic Skills Program at South Bronx High School in New York City provided instruction in English as a second language and native language arts, and bilingual mathematics, science, and social studies for 370 Spanish speaking students of limited English…

The Practice and Challenges of Implementing Critical Thinking Skills in Omani Post-Basic EFL Classrooms

ERIC Educational Resources Information Center

Al-Kindi, Naeema Saleh; AL-Mekhlafi, Abdo Mohammed

2017-01-01

The purpose of the current study is to investigate post-basic English teachers' practice of critical thinking skills and the challenges they face while teaching skills in EFL classrooms. Three research questions were investigated to achieve this purpose: 1--To what extent do EFL teachers use classroom behaviors that nurture critical thinking at…

Acquisition of Innovative and Entrepreneurial Skills in Basic Science Education for Job Creation in Nigeria

ERIC Educational Resources Information Center

Mbanefo, Maryrose Chinwe; Eboka, Obiajulu C.

2017-01-01

Innovative and entrepreneurial skill acquisition in Nigeria entails focusing on what should be done to bridge the gap between the school and labor market, where the learner will work after graduation, so as to be self-reliant in the society. Specifically, the study determined: The innovative and entrepreneurial skills needed in basic science…

Teaching Basic Field Skills Using Screen-Based Virtual Reality Landscapes

NASA Astrophysics Data System (ADS)

Houghton, J.; Robinson, A.; Gordon, C.; Lloyd, G. E. E.; Morgan, D. J.

2016-12-01

We are using screen-based virtual reality landscapes, created using the Unity 3D game engine, to augment the training geoscience students receive in preparing for fieldwork. Students explore these landscapes as they would real ones, interacting with virtual outcrops to collect data, determine location, and map the geology. Skills for conducting field geological surveys - collecting, plotting and interpreting data; time management and decision making - are introduced interactively and intuitively. As with real landscapes, the virtual landscapes are open-ended terrains with embedded data. This means the game does not structure student interaction with the information as it is through experience the student learns the best methods to work successfully and efficiently. These virtual landscapes are not replacements for geological fieldwork rather virtual spaces between classroom and field in which to train and reinforcement essential skills. Importantly, these virtual landscapes offer accessible parallel provision for students unable to visit, or fully partake in visiting, the field. The project has received positive feedback from both staff and students. Results show students find it easier to focus on learning these basic field skills in a classroom, rather than field setting, and make the same mistakes as when learning in the field, validating the realistic nature of the virtual experience and providing opportunity to learn from these mistakes. The approach also saves time, and therefore resources, in the field as basic skills are already embedded. 70% of students report increased confidence with how to map boundaries and 80% have found the virtual training a useful experience. We are also developing landscapes based on real places with 3D photogrammetric outcrops, and a virtual urban landscape in which Engineering Geology students can conduct a site investigation. This project is a collaboration between the University of Leeds and Leeds College of Art, UK, and all

Dynamic Indicators of Basic Early Literacy Skills: An Effective Tool to Assess Adult Literacy Students?

ERIC Educational Resources Information Center

Binder, Katherine S.; Snyder, Melissa A.; Ardoin, Scott P.; Morris, Robin K.

2011-01-01

This study examined the reliability and validity of administering Dynamic Indicators of Basic Early Literacy Skills (DIBELS) to adult basic education (ABE) students. Ninety ABE participants were administered DIBELS measures, the Woodcock-Johnson III Broad Reading (WJ III BR) measures, and four orthographic ability tests. Since ABE students are a…

Job-Oriented Basic Skills (JOBS) Program for the Acoustic Sensor Operations Strand.

ERIC Educational Resources Information Center

U'Ren, Paula Kabance; Baker, Meryl S.

An effort was undertaken to develop a job-oriented basic skills curriculum appropriate for the acoustic sensor operations area, which includes members of four ratings: ocean systems technician, aviation antisubmarine warfare operator, sonar technician (surface), and sonar technician (submarine). Analysis of the job duties of the four ratings…

Beyond Passive Learning: Problem-Based Learning and Concept Maps to Promote Basic and Higher-Order Thinking in Basic Skills Instruction

ERIC Educational Resources Information Center

Smith, Regina O.

2014-01-01

Research into the best practices for basic skills education, national bridge programs, the new GED® assessment, and accelerated developmental education indicated that contextualized instruction was most effective when preparing adult literacy students for college and work. Nevertheless, "remedial pedagogy" with a sole focus on the…

A Survey of Basic Instructional Program Graduate Teaching Assistant Development and Support Processes

ERIC Educational Resources Information Center

Russell, Jared A.

2009-01-01

For over 100 years, basic instructional programs (BIP) have played a pivotal role in providing undergraduates with opportunities to acquire sport-related skills and conceptual knowledge relevant to promoting their involvement in lifelong physical activity and establishing healthy lifestyle habits. Critical to delivering this instructional content…

Improving the Basic Skills and Job Awareness of Handicapped Students. Final Report.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

Because many handicapped students leave high school without a reasonable knowledge of the world of work, a clear understanding of self in relationship to potential occupational pursuits, or a mastery of the basic skills required to function in different occupational roles, the National Center for Research in Vocational Education developed and…

Commercial Building Construction (Masonry). COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

ERIC Educational Resources Information Center

Keck, Robert

This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

Medical Office Receptionist/Assistant. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

ERIC Educational Resources Information Center

Gorman, Dolores

This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

Landscaping and Greenhouse Technology. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

ERIC Educational Resources Information Center

Kucharewski, Dennis

This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

Face, content, and construct validity of a novel portable ergonomic simulator for basic laparoscopic skills.

PubMed

Xiao, Dongjuan; Jakimowicz, Jack J; Albayrak, Armagan; Buzink, Sonja N; Botden, Sanne M B I; Goossens, Richard H M

2014-01-01

Laparoscopic skills can be improved effectively through laparoscopic simulation. The purpose of this study was to verify the face and content validity of a new portable Ergonomic Laparoscopic Skills simulator (Ergo-Lap simulator) and assess the construct validity of the Ergo-Lap simulator in 4 basic skills tasks. Four tasks were evaluated: 2 different translocation exercises (a basic bimanual exercise and a challenging single-handed exercise), an exercise involving tissue manipulation under tension, and a needle-handling exercise. Task performance was analyzed according to speed and accuracy. The participants rated the usability and didactic value of each task and the Ergo-Lap simulator along a 5-point Likert scale. Institutional academic medical center with its affiliated general surgery residency. Forty-six participants were allotted into 2 groups: a Novice group (n = 26, <10 clinical laparoscopic procedures) and an Experienced group (n = 20, >50 clinical laparoscopic procedures). The Experienced group completed all tasks in less time than the Novice group did (p < 0.001, Mann-Whitney U test). The Experienced group also completed tasks 1, 2, and 4 with fewer errors than the Novice group did (p < 0.05). Of the Novice participants, 96% considered that the present Ergo-Lap simulator could encourage more frequent practice of laparoscopic skills. In addition, 92% would like to purchase this simulator. All of the experienced participants confirmed that the Ergo-Lap simulator was easy to use and useful for practicing basic laparoscopic skills in an ergonomic manner. Most (95%) of these respondents would recommend this simulator to other surgical trainees. This Ergo-Lap simulator with multiple tasks was rated as a useful training tool that can distinguish between various levels of laparoscopic expertise. The Ergo-Lap simulator is also an inexpensive alternative, which surgical trainees could use to update their skills in the skills laboratory, at home, or in the office

Destrezas de Lenguaje: Curriculo Basico. Guia para el Maestro (Language Skills: Basic Curriculum. Teacher's Guide).

ERIC Educational Resources Information Center

Puerto Rico State Dept. of Education, Hato Rey. Office of Special Education.

The basic special education curriculum of the Department of Public Instruction of Puerto Rico is designed so that the skills defined can be used to attend to the needs of children with disabilities. This teacher's guide, in Spanish, presents a basic language curriculum to help the child develop the ability to communicate effectively. It includes…

Basic and Advanced Numerical Performances Relate to Mathematical Expertise but Are Fully Mediated by Visuospatial Skills

ERIC Educational Resources Information Center

Sella, Francesco; Sader, Elie; Lolliot, Simon; Cohen Kadosh, Roi

2016-01-01

Recent studies have highlighted the potential role of basic numerical processing in the acquisition of numerical and mathematical competences. However, it is debated whether high-level numerical skills and mathematics depends specifically on basic numerical representations. In this study mathematicians and nonmathematicians performed a basic…

Accident Avoidance Skill Training and Performance Testing. Final Report.

ERIC Educational Resources Information Center

Hatterick, G. Richard; Barthurst, James R.

A two-phased study was conducted to determine the feasibility of training drivers to acquire skills needed to avoid critical conflict motor vehicle accidents, and to develop the procedures and materials necessary for such training. Basic data were derived from indepth accident investigations and task analyses of driver behavior. Principal…

Effluent Monitoring Procedures: Basic Laboratory Skills. Staff Guide for Conducting the Course.

ERIC Educational Resources Information Center

Engel, William T.; And Others

This manual is designed for use by instructors who will have to teach others the basic laboratory skills needed to perform National Pollution Discharge Elimination System (NPDES) Analyses. It includes topics related to the presentation of training courses in which the NPDES analyses would be taught. These topics include: examples of course…

Combatting Math Anxiety While Building Basic Skills: There is Time for Both.

ERIC Educational Resources Information Center

Lasher, Ann M.

Reducing math anxiety and building basic mathematical skills should not be treated as separate processes, but can and should be undertaken simultaneously. To do so requires a positive attitude on the part of the instructor; the establishment of an atmosphere in the classroom that encourages learning; and the instructor's awareness of different…

Subgroups of Adult Basic Education Learners with Different Profiles of Reading Skills

ERIC Educational Resources Information Center

MacArthur, Charles A.; Konold, Timothy R.; Glutting, Joseph J.; Alamprese, Judith A.

2012-01-01

The purpose of this study was to identify subgroups of adult basic education (ABE) learners with different profiles of skills in the core reading components of decoding, word recognition, spelling, fluency, and comprehension. The analysis uses factor scores of those 5 reading components from on a prior investigation of the reliability and…

[Acquiring Science English: A Plan and System Are Needed].

PubMed

Foong, Foo Wah

2018-01-01

　Literary English is different from science English (SE) and pharmaceutical science English (PSE). Therefore, a totally new approach was adopted for students to learn PSE at Kyoto Pharmaceutical University (KPU). In 2012, a 4-year program for teaching PSE was proposed, and a stepwise-stepup tertiary science English education (SSTSEE) system was introduced at KPU. The system provides a novel form of PSE teaching that stretches from year 1 to 4, where the PSE level progresses to higher levels of learning with each passing academic year. With the launch of the SSTSEE system, relevant science-educated staff were provided with training and were also requested to study the syllabi of the respective academic years to write textbooks with the appropriate PSE content for their respective levels. From 2012 to 2015, textbooks and curricula for 4 year academic levels were developed and published to meet the needs for PSE learning at each academic level. Based on results of the SSTSEE system, year 1 students acquired the SE basics, and year 2 students applied the SE basics acquired. In years 3 and 4, students further pursued and developed their PSE ability. Additionally, students participated actively in developing skills in the reading, listening, writing, and speaking of SE/PSE. Active-plus-deep learning prompted students in developing those skills using illustrations, posters, and power-point slideshow presentations. By year 4, average achievers had established an independent level of competency in reading, listening, speaking, and writing PSE. Moreover, the SSTSEE system accommodated students timely in developing communication skills for practical fieldwork (clerkships) at pharmacies/hospitals in year 5 and for their future endeavors.

Retention of robot-assisted surgical skills in urological surgeons acquired using Mimic dV-Trainer.

PubMed

Teishima, Jun; Hattori, Minoru; Inoue, Shogo; Ikeda, Kenichiro; Hieda, Keisuke; Ohara, Shinya; Egi, Hiroyuki; Ohdan, Hideki; Matsubara, Akio

2014-07-01

We assess the retention of robot-assisted surgical skills among urologic surgeons. The robot-assisted surgery skills of 20 urologic surgeons were assessed using a Mimic dV-Trainer program (Mimic Technologies, Inc., Seattle, WA) consisting of 6 tasks. These 20 surgeons had no previous experience either using the Mimic dV-Trainer or acting as the main surgeon in robot-assisted surgery. The surgeons completed the program 4 times in a row; after 1 year, they completed it again for a fifth time. Performance scores were recorded using the Mimic dV-Trainer's built-in algorithm. For all 6 tasks, there were significant improvements to the scores in the fourth trials compared with those in the first trials. The scores in the fifth trials did not significantly decline compared with those in the fourth trials. There was no significant difference between the fifth trial scores of surgeons with laparoscopic surgery skills/experience and those without. Our results indicate that fundamental robot-assisted surgical skills can be retained in the long-term after they are acquired.

The Philosopher's Stone: How Basic Skills Programs Fare in Troubled Financial Times

ERIC Educational Resources Information Center

Ray, Thomas P.

2012-01-01

This mixed methods study examined the relative position of basic skills programs with transfer and career technical programs in a large suburban community college in California during the three-year period of budget reductions from 2009-2010 through 2011-2012. The budget line dedicated to part-time or non-contract instruction was analyzed along…

The Relationship between Basic Skills and Operational Effectiveness in the British Army

ERIC Educational Resources Information Center

Swain, Jon

2015-01-01

This paper draws on data that formed part of a major three-year longitudinal study (2008-2011), which set out to investigate basic skills (BS) provision and needs in the British army and its relationship to operational effectiveness. Using mixed methods, the findings draw on qualitative data from 60 semi-structured interviews with 26 young…

From Research to Practice: Basic Mathematics Skills and Success in Introductory Statistics

ERIC Educational Resources Information Center

Lunsford, M. Leigh; Poplin, Phillip

2011-01-01

Based on previous research of Johnson and Kuennen (2006), we conducted a study to determine factors that would possibly predict student success in an introductory statistics course. Our results were similar to Johnson and Kuennen in that we found students' basic mathematical skills, as measured on a test created by Johnson and Kuennen, were a…

The NIE Conference on Basic Mathematical Skills and Learning (Euclid, Ohio, October 4-6, 1975). Volume I: Contributed Position Papers.

ERIC Educational Resources Information Center

National Inst. of Education (DHEW), Washington, DC.

In October 1975 a conference was convened in Euclid, Ohio, by the Basic Skills Group of the National Institute of Education (NIE). Thirty-three participants presented position papers addressing two major questions: (1) What are basic mathematical skills and learning? (2) What are the major problems related to children's acquisition of basic…

Student Competencies Guide: Survival Skills for a Changing World.

ERIC Educational Resources Information Center

Northwest Regional Educational Lab., Portland, OR.

This guide is designed to help junior and senior high school students acquire basic competencies in daily living. In addition to identifying 13 competencies, the guide explains how students can obtain certification in those skills by members of the community whose jobs require them to be proficient in them. The competencies include transacting…

Basic nursing care to prevent nonventilator hospital-acquired pneumonia.

PubMed

Quinn, Barbara; Baker, Dian L; Cohen, Shannon; Stewart, Jennifer L; Lima, Christine A; Parise, Carol

2014-01-01

Nonventilator hospital-acquired pneumonia (NV-HAP) is an underreported and unstudied disease, with potential for measurable outcomes, fiscal savings, and improvement in quality of life. The purpose of our study was to (a) identify the incidence of NV-HAP in a convenience sample of U.S. hospitals and (b) determine the effectiveness of reliably delivered basic oral nursing care in reducing NV-HAP. A descriptive, quasi-experimental study using retrospective comparative outcomes to determine (a) the incidence of NV-HAP and (b) the effectiveness of enhanced basic oral nursing care versus usual care to prevent NV-HAP after introduction of a basic oral nursing care initiative. We used the International Statistical Classification of Diseases and Related Problems (ICD-9) codes for pneumonia not present on admission and verified NV-HAP diagnosis using the U.S. Centers for Disease Control and Prevention diagnostic criteria. We completed an evidence-based gap analysis and designed a site-specific oral care initiative designed to reduce NV-HAP. The intervention process was guided by the Influencer Model (see Figure) and participatory action research. We found a substantial amount of unreported NV-HAP. After we initiated our oral care protocols, the rate of NV-HAP per 100 patient days decreased from 0.49 to 0.3 (38.8%). The overall number of cases of NV-HAP was reduced by 37% during the 12-month intervention period. The avoidance of NV-HAP cases resulted in an estimated 8 lives saved, $1.72 million cost avoided, and 500 extra hospital days averted. The extra cost for therapeutic oral care equipment was $117,600 during the 12-month intervention period. Cost savings resulting from avoided NV-HAP was $1.72 million. Return on investment for the organization was $1.6 million in avoided costs. NV-HAP should be elevated to the same level of concern, attention, and effort as prevention of ventilator-associated pneumonia in hospitals. Nursing needs to lead the way in the design and

Video self-assessment of basic suturing and knot tying skills by novice trainees.

PubMed

Hu, Yinin; Tiemann, Debbie; Michael Brunt, L

2013-01-01

Self-assessment is important to learning but few studies have utilized video self-assessment of basic surgical skills. We compared a video self-assessment of suturing and knot tying skills by novice trainees to the assessment by a senior attending surgeon. Sixteen senior medical students and 7 beginner surgical interns were video-recorded while performing five suturing and knot tying tasks. All videos were analyzed using an objective structured assessment of technical skills (OSATS) metrics (1-5 scale; 1 = novice, 5 = expert). Video self-assessment was carried out within 4 weeks of an instructional session and subsequently by one senior surgery instructor (blinded to the individual). Both a Global score and total combined OSATS scores were analyzed. Total possible OSATS scores were: interrupted suture-30, subcuticular closure-30, one and two-handed knot tying-25 each, tying in a restricted space 20; maximum combined score-130 points). Confidence levels in performing the tasks pre-test and the value of video self-assessment were rated on a 1-5 Likert scale (1 = low and 5 = high). Data are mean±SD and statistical significance was evaluated using Friedman's test. Self-assessment scoring was significantly higher than the assessment by a senior instructor for three tasks by global score and all five tasks by combined OSATS score (self-assessment 71.8±16.7 vs attending assessment 56.7±11.0, p = 0.007). Mean self-assessment Global scores ranged from 2.5 to 2.8 for all tasks performed compared to 1.8-2.3 for attending surgeon assessment (p<0.05). Confidence levels demonstrated no correlation to performance speed or proficiency. The video self-assessment was rated as a highly valuable (mean 4.3±0.8) component to skills training. Novice trainees over-estimate their basic technical skills performance compared to the assessment by a senior surgeon. Video self-assessment may be a valuable addition to a pre-residency and surgical internship preparatory curriculum in basic

Success in Institutionalizing Basic Computer Skills Courses at a Community College Level.

ERIC Educational Resources Information Center

Dodge, Lucy

This article outlines the development of basic computer literacy skills courses under the auspices of the Title III Grant awarded to San Jose City College (SJCC) of San Jose, California by the United States Department of Education (Grant no. PO31A980093, Strengthening Institutions, 1998-2003). The grant has been in effect for 3 years, and grant…

Developing Basic Mathematical Skills of Pre-School Children by Using Plasticized Clay

ERIC Educational Resources Information Center

Chumark, Charung; Puncreobutr, Vichian

2016-01-01

The main objective of this research was to study the development of basic mathematical skills in preschool children by using plasticized clay. A pre-test and post-test design was adopted for the study to compare the difference before and after the art activity. The experimental group of 15 preschool children of 3-4 years old, attending…

The Basic Skills Assessment Program, Spring 1987. Annual Report No. 87-24.

ERIC Educational Resources Information Center

Siskind, Theresa G.

Information from the administration of the Basic Skills Assessment Program (BSAP) within the Charleston County (South Carolina) School District is presented. Tests are administered in the spring of each school year to students in grades 1, 2, 3, 6, and 8 as part of the BSAP. These tests have been administered statewide since 1981. BSAP tests were…

California Basic Skills Initiative (BSI) Regional Networks as Self-Sustaining Communities of Practice

ERIC Educational Resources Information Center

Mullen, Adrienne Ann

2011-01-01

The Basic Skills Report for California Community Colleges (2007) stresses the importance of comprehensive training and development opportunities for all faculty (tenured and part-time), administrators and staff members who work with underprepared students. With such a large number of academically underprepared students entering the community…

Face validity of a Wii U video game for training basic laparoscopic skills.

PubMed

Jalink, Maarten B; Goris, Jetse; Heineman, Erik; Pierie, Jean-Pierre E N; Ten Cate Hoedemaker, Henk O

2015-06-01

Although the positive effects of playing video games on basic laparoscopic skills have been studied for several years, no games are actually used in surgical training. This article discusses the face validity of the first video game and custom-made hardware, which takes advantage of these effects. Participants were recruited at the Chirurgendagen 2013 and the Society of American Gastrointestinal and Endoscopic Surgeons 2014 annual meeting. In total, 72 laparoscopic surgeons completed a demo of the game and filled in a questionnaire. On a 1-to-10 scale, the mean score for hardware realism was 7.2 and the mean score for usefulness as a training tool was 8.4. Participants did not mind the fact that the workspace does not look like an abdominal cavity, but do have some trouble with the absence of tactile feedback. We obtained face validity for both the hardware and the usefulness of Underground, a video game made for training basic laparoscopic skills. Copyright © 2015 Elsevier Inc. All rights reserved.

The Effect of Instructional Method on Cardiopulmonary Resuscitation Skill Performance: A Comparison Between Instructor-Led Basic Life Support and Computer-Based Basic Life Support With Voice-Activated Manikin.

PubMed

Wilson-Sands, Cathy; Brahn, Pamela; Graves, Kristal

2015-01-01

Validating participants' ability to correctly perform cardiopulmonary resuscitation (CPR) skills during basic life support courses can be a challenge for nursing professional development specialists. This study compares two methods of basic life support training, instructor-led and computer-based learning with voice-activated manikins, to identify if one method is more effective for performance of CPR skills. The findings suggest that a computer-based learning course with voice-activated manikins is a more effective method of training for improved CPR performance.

QuickSmart: a basic academic skills intervention for middle school students with learning difficulties.

PubMed

Graham, Lorraine; Bellert, Anne; Thomas, Jenny; Pegg, John

2007-01-01

QuickSmart is a basic academic skills intervention designed for persistently low-achieving students in the middle years of schooling that aims to improve the automaticity of basic skills to improve higher-order processes, such as problem solving and comprehension, as measured on standardized tests. The QuickSmart instructional program consists of three structured, teacher- or teacher aide-directed, 30-minute, small-group lessons each week for approximately 26 weeks. In this study, 42 middle school students experiencing learning difficulties (LD) completed the QuickSmart reading program, and a further 42 students with LD took part in the QuickSmart mathematics program. To investigate the effects of the intervention, comparisons were made between the reading and mathematics progress of the intervention group and a group of 10 high-achieving and 10 average-achieving peers. The results indicated that although the standardized reading comprehension and mathematics scores of QuickSmart students remained below those of comparison students, they improved significantly from pretest to posttest. In contrast, the standardized scores of comparison students were not significantly different from pretest to posttest. On measures of response speed and accuracy gathered using the Cognitive Aptitude Assessment System (CAAS), QuickSmart students were able to narrow the gap between their performance and that of their high- and average-achieving peers. Implications are drawn regarding the importance of interventions that emphasize the automaticity of basic academic skills for students with learning difficulties.

Stimulating Prewriting Skills with the Help of Pictorial Images

ERIC Educational Resources Information Center

Podobnik, Uršula

2017-01-01

Increasingly, children who start school have already acquired basic reading and writing skills provided by their parents or preschool teachers. However, even if we choose to accept the fact that by teaching preschool children how to read and write parents wish to help them integrate successfully into the school environment and methods of work, we…

Project BEST-PAL (Basic Education Skills Through-Parenting Affective Learning): Level I Modules.

ERIC Educational Resources Information Center

Brevard Community Coll., Cocoa, FL.

These eight learning modules were prepared for parents participating in Brevard Community College's Project BEST-PAL (Basic Education Skills Through-Parenting Affective Learning), which was designed for low socioeconomic parents who are in need of an opportunity to explore effective parenting. First, materials for the BEST-PAL volunteer sponsors…

Project BEST-PAL (Basic Education Skills Through-Parenting Affective Learning): Level II Modules.

ERIC Educational Resources Information Center

Brevard Community Coll., Cocoa, FL.

These eight learning modules were prepared for parents participating in Brevard Community College's Project BEST-PAL (Basic Education Skills Through-Parenting Affective Learning), which was designed for low socioeconomic parents who are in need of an opportunity to explore effective parenting. First, materials for the BEST-PAL volunteer sponsors…

Do Basic Skills Predict Youth Unemployment (16- to 24-Year-Olds) Also when Controlled for Accomplished Upper-Secondary School? A Cross-Country Comparison

ERIC Educational Resources Information Center

Lundetrae, Kjersti; Gabrielsen, Egil; Mykletun, Reidar

2010-01-01

Basic skills and educational level are closely related, and both might affect employment. Data from the Adult Literacy and Life Skills Survey were used to examine whether basic skills in terms of literacy and numeracy predicted youth unemployment (16-24 years) while controlling for educational level. Stepwise logistic regression showed that in…

Recreational Vehicle Maintenance and Repair. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

ERIC Educational Resources Information Center

Felice, Michael

This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

Air Conditioning, Refrigeration and Heating. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

ERIC Educational Resources Information Center

Hardman, Thomas

This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

Automotive and Diesel Engine Rebuilding. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

ERIC Educational Resources Information Center

Salvatore, Gerald

This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

Iowa Test of Basic Skills, 2000-2001. Measuring Up. E&R Report.

ERIC Educational Resources Information Center

Tyler, Doris

In the Wake County Public School System (WCPSS), North Carolina, the Iowa Test of Basic Skills (ITBS) is administered to all third grade students each year. The ITBS, which is one of the assessments used as a screening tool for the Academically Gifted Program, was given to approximately 7,700 third graders in 2000. The ITBS can be given as a…

Bridging Authentic Experiences and Literacy Skills through the Language Experience Approach

ERIC Educational Resources Information Center

Huang, Jiuhan

2013-01-01

Although the research base is small on adult English language learners (ELLs) who are learning English while also acquiring basic literacy, this research can still guide instructional practices. The essential components of reading skills suggests that the Language Experience Approach has the potential to integrate relevant meaning-focused reading…

Job-Related Basic Math Skills: An Analysis of Employees and Employers/Supervisors' Perception of Needed Math Skills for Office Occupations.

ERIC Educational Resources Information Center

Redmann, Donna H.

Phase I of a study was conducted to identify the basic mathematics competencies needed for job success in office occupations (14 job clusters). It also sought to determine the differences between employees' and employer/supervisors' perceptions of the degree of importance of mathematics skills for office occupations. Following a review of…

A hybrid model of mathematics support for science students emphasizing basic skills and discipline relevance

NASA Astrophysics Data System (ADS)

Jackson, Deborah C.; Johnson, Elizabeth D.

2013-09-01

The problem of students entering university lacking basic mathematical skills is a critical issue in the Australian higher-education sector and relevant globally. The Maths Skills programme at La Trobe University has been developed to address under preparation in the first-year science cohort in the absence of an institutional mathematics support centre. The programme was delivered through first-year science and statistics subjects with large enrolments and focused on basic mathematical skills relevant to each science discipline. The programme offered a new approach to the traditional mathematical support centre or class. It was designed through close collaboration between science subject coordinators and the project leader, a mathematician, and includes resources relevant to science and mathematics questions written in context. Evaluation of the programme showed it improved the confidence of the participating students who found it helpful and relevant. The programme was delivered through three learning modes to allow students to select activities most suitable for them, which was appreciated by students. Mathematics skills appeared to increase following completion of the programme and student participation in the programme correlated positively and highly with academic grades in their relevant science subjects. This programme offers an alternative model for mathematics support tailored to science disciplines.

Job Counseling and Placement for the Use of Basic Skills. Volume 2: Jobs.

ERIC Educational Resources Information Center

Munger, Sara J.; And Others

Primary intended users of this second volume of a two-volume handbook are professional counselors and placement officers involved in expanding the range of jobs available to persons having only basic cognitive skills (e.g., mentally retarded, slow learners, learning disabled). Summary job requirements information is presented for more than 8,000…

Texas Assessment of Basic Skills (TABS). Austin Independent School District. Final Report, 1985.

ERIC Educational Resources Information Center

Defino, Maria E.

This report presents the Austin (Texas) Independent School District's 1985 test results on the Texas Assessment of Basic Skills (TABS). It was administered to all third, fifth, and ninth grade students and to high school students not meeting ninth grade state-set mastery criteria, the minimum competency requirement for graduation. Results are…

Improving Attendance and Punctuality of FE Basic Skill Students through an Innovative Scheme

ERIC Educational Resources Information Center

Ade-Ojo, Gordon O.

2005-01-01

This paper reports the findings of a study set up to establish the impact of a particular scheme on the attendance and punctuality performance of a group of Basic Skills learners against the backdrop of various theoretical postulations on managing undesirable behavior. Data collected on learners' performance was subjected to statistical analysis…

Confirmatory Factor Analysis of the TerraNova Comprehensive Tests of Basic Skills/5

ERIC Educational Resources Information Center

Stevens, Joseph J.; Zvoch, Keith

2007-01-01

Confirmatory factor analysis was used to explore the internal validity of scores on the TerraNova Comprehensive Tests of Basic Skills/5 using samples from a southwestern school district and standardization samples reported by the publisher. One of the strengths claimed for battery-type achievement tests is provision of reliable and valid samples…

A proposal for teaching basic clinical skills for mastery: the case against vertical integration.

PubMed

Benbassat, Jochanan; Baumal, Reuben

2007-01-01

The authors argue that medical school faculty should (1) make a distinction among competencies that they feel need to be taught for mastery (i.e., at a level of proficiency expected from a practicing physician) and those that should be taught at lower levels of proficiency, and (2) impart the former competencies in single teaching units. The authors propose that the skills that students should be expected to master include patient interviewing, physical examination, patient counseling on health promotion and disease prevention (HP/DP), and self-directed learning. The concepts of a hypothetical teaching unit that aims to impart these skills are described. By the end of this unit, the students would be expected to (1) examine simulated and real patients to detect risk indicators and physical findings for the diseases that are the most common causes of death in the patient's gender and age group, and to look for risk indicators and physical findings for diseases where early diagnosis and treatment have been shown to reduce mortality for such patients, and (2) provide counseling for lifestyle changes and future clinical examinations. The authors believe that the objective of acquiring an ability to counsel a patient on HP/DP at the level of competence of a practicing physician will motivate students to acquire the skills of patient interviewing, physical examination, and self-directed learning more effectively than would a succession of reinforcements of these subjects throughout the curriculum.

Basic Skills Resource Center: Teaching Reading Comprehension to Adults in Basic Skills Courses

DTIC Science & Technology

1985-08-01

paper trash out to be burned 4. A hockey coach telling his players to keep shooting at the goalie . What skill, or skills, did you use to answer the...With this exercise the learner is introduced to the idea of INFERENCE. The learner’s mind must INFER the rest of the idea in order to pull the four...to pull the ideas of the paragraph together. (Lesson 3 will teach learners how to construct an "umbrella" idea to act as a topic sentence for readings

Virtual reality-based assessment of basic laparoscopic skills using the Leap Motion controller.

PubMed

Lahanas, Vasileios; Loukas, Constantinos; Georgiou, Konstantinos; Lababidi, Hani; Al-Jaroudi, Dania

2017-12-01

The majority of the current surgical simulators employ specialized sensory equipment for instrument tracking. The Leap Motion controller is a new device able to track linear objects with sub-millimeter accuracy. The aim of this study was to investigate the potential of a virtual reality (VR) simulator for assessment of basic laparoscopic skills, based on the low-cost Leap Motion controller. A simple interface was constructed to simulate the insertion point of the instruments into the abdominal cavity. The controller provided information about the position and orientation of the instruments. Custom tools were constructed to simulate the laparoscopic setup. Three basic VR tasks were developed: camera navigation (CN), instrument navigation (IN), and bimanual operation (BO). The experiments were carried out in two simulation centers: MPLSC (Athens, Greece) and CRESENT (Riyadh, Kingdom of Saudi Arabia). Two groups of surgeons (28 experts and 21 novices) participated in the study by performing the VR tasks. Skills assessment metrics included time, pathlength, and two task-specific errors. The face validity of the training scenarios was also investigated via a questionnaire completed by the participants. Expert surgeons significantly outperformed novices in all assessment metrics for IN and BO (p < 0.05). For CN, a significant difference was found in one error metric (p < 0.05). The greatest difference between the performances of the two groups occurred for BO. Qualitative analysis of the instrument trajectory revealed that experts performed more delicate movements compared to novices. Subjects' ratings on the feedback questionnaire highlighted the training value of the system. This study provides evidence regarding the potential use of the Leap Motion controller for assessment of basic laparoscopic skills. The proposed system allowed the evaluation of dexterity of the hand movements. Future work will involve comparison studies with validated simulators and

Motivational, Parental, and Cultural Influences on Achievement and Persistence in Basic Skills Mathematics at the Community College

ERIC Educational Resources Information Center

Nordstrom, Donna E.

2012-01-01

The purpose of this study was to address the gap in the current literature on community college students in basic math courses by examining motivational, parental and cultural factors as predictors of achievement and persistence of students enrolled in basic skills mathematics courses at a community college. More specifically, this study…

[Effects of Self-directed Feedback Practice using Smartphone Videos on Basic Nursing Skills, Confidence in Performance and Learning Satisfaction].

PubMed

Lee, Seul Gi; Shin, Yun Hee

2016-04-01

This study was done to verify effects of a self-directed feedback practice using smartphone videos on nursing students' basic nursing skills, confidence in performance and learning satisfaction. In this study an experimental study with a post-test only control group design was used. Twenty-nine students were assigned to the experimental group and 29 to the control group. Experimental treatment was exchanging feedback on deficiencies through smartphone recorded videos of nursing practice process taken by peers during self-directed practice. Basic nursing skills scores were higher for all items in the experimental group compared to the control group, and differences were statistically significant ["Measuring vital signs" (t=-2.10, p=.039); "Wearing protective equipment when entering and exiting the quarantine room and the management of waste materials" (t=-4.74, p<.001) "Gavage tube feeding" (t=-2.70, p=.009)]. Confidence in performance was higher in the experimental group compared to the control group, but the differences were not statistically significant. However, after the complete practice, there was a statistically significant difference in overall performance confidence (t=-3.07. p=.003). Learning satisfaction was higher in the experimental group compared to the control group, but the difference was not statistically significant (t=-1.67, p=.100). Results of this study indicate that self-directed feedback practice using smartphone videos can improve basic nursing skills. The significance is that it can help nursing students gain confidence in their nursing skills for the future through improvement of basic nursing skills and performance of quality care, thus providing patients with safer care.

Outcomes of a virtual-reality simulator-training programme on basic surgical skills in robot-assisted laparoscopic surgery.

PubMed

Phé, Véronique; Cattarino, Susanna; Parra, Jérôme; Bitker, Marc-Olivier; Ambrogi, Vanina; Vaessen, Christophe; Rouprêt, Morgan

2017-06-01

The utility of the virtual-reality robotic simulator in training programmes has not been clearly evaluated. Our aim was to evaluate the impact of a virtual-reality robotic simulator-training programme on basic surgical skills. A simulator-training programme in robotic surgery, using the da Vinci Skills Simulator, was evaluated in a population including junior and seasoned surgeons, and non-physicians. Their performances on robotic dots and suturing-skin pod platforms before and after virtual-simulation training were rated anonymously by surgeons experienced in robotics. 39 participants were enrolled: 14 medical students and residents in surgery, 14 seasoned surgeons, 11 non-physicians. Junior and seasoned surgeons' performances on platforms were not significantly improved after virtual-reality robotic simulation in any of the skill domains, in contrast to non-physicians. The benefits of virtual-reality simulator training on several tasks to basic skills in robotic surgery were not obvious among surgeons in our initial and early experience with the simulator. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

FBSEP (Functional Basic Skills Education Program) Development Report 05C10.

DTIC Science & Technology

1982-06-11

learning activities that must take place to make sure that instruction is as effective and efficient as possible and to guarantee its relation to task...be two correct answers. If there are, you must write down both letters. 1. SUBJECT: USE OF AMMUNITION TO ALL UNITS. EFFECTIVE IMMEDIATELY. RESTRICT...It rt*c""-a7 dIdeti fj by block n඗bor;’ - The report describes in detail the development of a job task speciflc function basic skills education

Beyond Job Search or Basic Education: Rethinking the Role of Skills in Welfare Reform.

ERIC Educational Resources Information Center

Strawn, Julie

Most welfare-to-work programs may be classified as quick employment programs emphasizing individual or group job searches or skill-building programs emphasizing basic education. Although both types of programs offer benefits, they also suffer from significant limitations. To be more effective than their predecessors, current-generation…

Construct and concurrent validity of a Nintendo Wii video game made for training basic laparoscopic skills.

PubMed

Jalink, M B; Goris, J; Heineman, E; Pierie, J P E N; ten Cate Hoedemaker, H O

2014-02-01

Virtual reality (VR) laparoscopic simulators have been around for more than 10 years and have proven to be cost- and time-effective in laparoscopic skills training. However, most simulators are, in our experience, considered less interesting by residents and are often poorly accessible. Consequently, these devices are rarely used in actual training. In an effort to make a low-cost and more attractive simulator, a custom-made Nintendo Wii game was developed. This game could ultimately be used to train the same basic skills as VR laparoscopic simulators ought to. Before such a video game can be implemented into a surgical training program, it has to be validated according to international standards. The main goal of this study was to test construct and concurrent validity of the controls of a prototype of the game. In this study, the basic laparoscopic skills of experts (surgeons, urologists, and gynecologists, n = 15) were compared to those of complete novices (internists, n = 15) using the Wii Laparoscopy (construct validity). Scores were also compared to the Fundamentals of Laparoscopy (FLS) Peg Transfer test, an already established assessment method for measuring basic laparoscopic skills (concurrent validity). Results showed that experts were 111 % faster (P = 0.001) on the Wii Laparoscopy task than novices. Also, scores of the FLS Peg Transfer test and the Wii Laparoscopy showed a significant, high correlation (r = 0.812, P < 0.001). The prototype setup of the Wii Laparoscopy possesses solid construct and concurrent validity.

An Assessment of Basic Patient Safety Skills in Residents Entering the First Year of Clinical Training.

PubMed

Comunale, Mark E; Sandoval, Mathew; Broussard, La Toya

2018-06-01

During safety rounds, we observed few residents demonstrating hand hygiene and patient identification as they began their postgraduate clinical training. We assessed baseline performance of these 2 basic safety skills in residents entering the first year of postgraduate clinical training (PGY1). PGY1 residents beginning training on July 1, 2013, and July 1, 2014, at our institution were examined using a simulated scenario testing for hand hygiene and patient identification. Nurse volunteers posed as patients and evaluated each resident using a standardized scoring tool. Residents were observed for the following behaviors when interacting: (1) hand hygiene before or upon entry into the patient's room (HHE); (2) resident introducing himself or herself (INTRO); (3) resident identifying patient (IDNB); (4) resident comparing patient's stated name and date of birth to patient's ID band (IDC); (5) resident explaining procedure to patient (EXP); and (6) resident performing hand hygiene upon exiting patient's room (HHL). A total of 114 residents were examined. Compliance results were as follows: HHE at 66% (75); INTRO at 96% (110); IDNB at 52% (59); IDC at 42% (48); EXP at 90% (103); and HHL at 58% (66). Developing and hardwiring basic patient safety skills is essential for creating an institutional culture of safety. We used a simulated patient scenario to provide a baseline assessment of 2 important safety skills.The results obtained demonstrate poor compliance with hand hygiene and patient identification. Our results suggest that there is a need for additional training and perhaps new methods of training and reinforcement in medical school and beyond, to hardwire these basic patient safety skills.

Basic Skills for Reflective Inquiry in the Social Studies. Bridges to the Future.

ERIC Educational Resources Information Center

Rodabaugh, Mary Jane; And Others

The document consists of five social studies units for developing basic inquiry skills at the secondary level. Students read and analyze data through the construction of a table and a graph in Unit I, "Reading Graphs and Charts." Topics include a model of consumer demand, census information, and national budgeting. In Unit II, "Community Change,"…

Basic Reading Skills in High-Functioning Swedish Children with Autism Spectrum Disorders or Attention Disorder

ERIC Educational Resources Information Center

Asberg, Jakob; Dahlgren, SvenOlof; Dahlgren Sandberg, Annika

2008-01-01

High-functioning children with autism spectrum disorders (ASD) have been reported to have an early success in reading. Children with attention disorders such as DAMP or ADHD, on the other hand, often struggle acquiring reading skills. The primary aim of the study was two-fold: (a) to compare reading performance of children with ASD, DAMP and…

Integrating Motivational Interviewing into a Basic Counseling Skills Course to Enhance Counseling Self-Efficacy

ERIC Educational Resources Information Center

Iarussi, Melanie H.; Tyler, Jessica M.; Littlebear, Sarah; Hinkle, Michelle S.

2013-01-01

Motivational interviewing (MI), a humanistic counseling style used to help activate clients' motivation to change, was integrated into a basic counseling skills course. Nineteen graduate-level counseling students completed the Counselor Estimate of Self-Efficacy at the start and conclusion of the course. Significant differences were found between…

Project BEST-PAL (Basic Education Skills Through-Parenting Affective Learning): Volunteer Sponsor's Leader's Guide.

ERIC Educational Resources Information Center

Brevard Community Coll., Cocoa, FL.

This handbook was developed for volunteer group leaders participating in Brevard Community College's Project BEST-PAL (Basic Education Skills Through-Parenting Affective Learning). Project BEST-PAL was developed especially for low socioeconomic parents who are in need of an opportunity to explore effective parenting, with a primary objective being…

Adult Education and Training in Europe: Programmes to Raise Achievement in Basic Skills. Country Descriptions. Eurydice Report

ERIC Educational Resources Information Center

Kocanova, Daniela

2015-01-01

This inventory of adult basic education and basic skills programmes takes the form of 35 system descriptions, covering 32 countries (all EU Member States as well as Iceland, Liechtenstein, Norway and Turkey). Its main goal is to support mutual understanding and dialogue between countries. The document has been drafted on the basis of a standalone…

Does metacognitive strategy instruction improve impaired receptive cognitive-communication skills following acquired brain injury?

PubMed

Copley, Anna; Smith, Kathleen; Savill, Katelyn; Finch, Emma

2015-01-01

To investigate if metacognitive strategy instruction (MSI) improves the receptive language skills of adults with cognitive-communication disorders secondary to acquired brain injury (ABI). An ABA intervention programme was implemented with eight adults with ABI, aged 25-70 years. The Measure of Cognitive-Linguistic Abilities (MCLA) was administered at baseline and following treatment. The treatment employed in this study involved three components: individual goal-based therapy, group remediation therapy using self-instruction and home practice. No receptive language sub-tests of the MCLA reached statistical significance. However, participants' raw score improvements in receptive language sub-tests indicated that MSI may be effective at remediating CCDs following ABI. Preliminary findings indicate that MSI may be effective in improving receptive language skills in adults with CCDs following ABI. Further research involving a more rigorous study, a larger sample size and a more reliable outcome measure is necessary and may provide statistically significant evidence for the effectiveness of MSI for remediating receptive language disorders.

Workplace Basic Skills in the Metal Casting Industry for World Class Process and Technology.

ERIC Educational Resources Information Center

Rasmussen, Bonnie

A workplace basic skills project for the metal casting industry was established jointly by Central Alabama Community College and Robinson Foundry, Inc. Evaluation of the project was made through a commercial test of hourly workers' general literacy level gains, instructor-developed pre- and posttests of mastery of the industrial process and…

Management System for Integrating Basic Skills 2 Training and Unit Training Programs

DTIC Science & Technology

1983-09-01

Social Sciences. NOTEs The findings in this report are not to be construed as en official Department of the Army position, unless so designated by other...This report describes methods used and results obtained in the design , development, and field test of a management system and curriculum components...for integrating the Army’s Basic Skills Education Program, Phase II (BSEP II) and unit training programs. The curriculum components are designed to

VirTUal remoTe labORatories managEment System (TUTORES): Using Cloud Computing to Acquire University Practical Skills

ERIC Educational Resources Information Center

Caminero, Agustín C.; Ros, Salvador; Hernández, Roberto; Robles-Gómez, Antonio; Tobarra, Llanos; Tolbaños Granjo, Pedro J.

2016-01-01

The use of practical laboratories is a key in engineering education in order to provide our students with the resources needed to acquire practical skills. This is specially true in the case of distance education, where no physical interactions between lecturers and students take place, so virtual or remote laboratories must be used. UNED has…

Social skills treatment for people with severe, chronic acquired brain injuries: a multicenter trial.

PubMed

McDonald, Skye; Tate, Robyn; Togher, Leanne; Bornhofen, Cristina; Long, Esther; Gertler, Paul; Bowen, Rebecca

2008-09-01

To determine whether social skills deficits including unskilled, inappropriate behavior, problems reading social cues (social perception), and mood disturbances (such as depression and anxiety) could be remediated after severe traumatic brain injuries. Randomized controlled trial comparing a social skills program with social activity alone or with waitlist control. Several participants were reassigned after randomization. Hospital outpatient and community facilities. Fifty-one outpatients from 3 brain injury units in Sydney, Australia, with severe, chronic acquired brain injuries were recruited. A total of 39 people (13 in skills training, 13 in social activity, 13 in waitlist) completed all phases of the study. Twelve-week social skills treatment program encompassing weekly 3-hour group sessions focused on shaping social behavior and remediating social perception and 1-hour individual sessions to address psychologic issues with mood, self-esteem, etc. Primary outcomes were: (1) social behavior during encounters with a confederate as rated on the Behaviorally Referenced Rating System of Intermediary Social Skills-Revised (BRISS-R), (2) social perception as measured by The Awareness of Social Inference Test, and (3) depression and anxiety as measured by the Depression, Anxiety and Stress Scale. Secondary outcomes were: relative report on social behavior and participation using: the Katz Adjustment Scale-R1; the Social Performance Survey Schedule; the La Trobe Communication Questionnaire; and the Sydney Psychosocial Reintegration Scale (both relative and self-report). Repeated-measures analysis of variance indicated that social activity alone did not lead to improved performance relative to waitlist (placebo effect) on any outcome variable. On the other hand, the skills training group improved differentially on the Partner Directed Behavior Scale of the BRISS-R, specifically the self-centered behavior and partner involvement behavior subscales. No treatment effects

A Validity and Reliability Study of the Basic Electronics Skills Self-Efficacy Scale (BESS)

ERIC Educational Resources Information Center

Korkmaz, Ö.; Korkmaz, M. K.

2016-01-01

The aim of this study is to improve a measurement tool to evaluate the self-efficacy of Electrical-Electronics Engineering students through their basic electronics skills. The sample group is composed of 124 Electrical-Electronics engineering students. The validity of the scale is analyzed with two different methods through factor analysis and…

Maintaining Basic Skills through Summer Thematic Tutoring with Exceptional Students in Residential Foster Care.

ERIC Educational Resources Information Center

Colombey, Hanna

A thematic teaching program and portfolio assessment were used to maintain basic academic language arts and mathematics skills during the summer for 21 elementary students placed in residential foster care settings as victims of physical and/or sexual abuse. All activities were designed around the selected theme of a safari. Students listened to…

The Effect of Classroom Performance Assessment on EFL Students' Basic and Inferential Reading Skills

ERIC Educational Resources Information Center

El-Koumy, Abdel Salam Abdel Khalek

2009-01-01

The purpose of this study was to investigate the effect of classroom performance assessment on the EFL students' basic and inferential reading skills. A pretest-posttest quasi-experimental design was employed in the study. The subjects of the study consisted of 64 first-year secondary school students in Menouf Secondary School for Boys at Menoufya…

Evaluation of Retention of Knowledge and Skills Imparted to First-Year Medical Students through Basic Life Support Training

ERIC Educational Resources Information Center

Pande, Sushma; Pande, Santosh; Parate, Vrushali; Pande, Sanket; Sukhsohale, Neelam

2014-01-01

Poor awareness among medical graduates about basic life support (BLS) is a matter of great concern. The presence of a trained rescuer is the key determinant of ultimate survival from life-threatening emergencies. To achieve this goal, early exposure to such life-saving skills is the right decision to foster these skills for medical students, which…

Teaching Basic Reading Skills in Secondary Schools.

ERIC Educational Resources Information Center

Carnine, Linda

1980-01-01

This document presents diagnostic and prescriptive techniques that will enable teachers to enhance secondary school students' learning through reading in content areas. Three terms used in the document are defined in Section I: "vocabulary skills" include word attack skills, sight word skills, and word meanings; "comprehension skills" are literal,…

Basic Skills: Quality Education Program Study. Booklet 3 (Description) and Booklet 3A (Needs Assessment).

ERIC Educational Resources Information Center

Bucks County Public Schools, Doylestown, PA.

Categories of effective and ineffective behavior in regard to Goal Three of the Quality Education Program (regarding basic skills) are listed. Both the rationales for areas of effective student behavior and the categories of teacher strategies are also included. (See TM 001 375 for project description.) (MS)

Basic Skills Assessment

ERIC Educational Resources Information Center

Yin, Alexander C.; Volkwein, J. Fredericks

2010-01-01

After surveying 1,827 students in their final year at eighty randomly selected two-year and four-year public and private institutions, American Institutes for Research (2006) reported that approximately 30 percent of students in two-year institutions and nearly 20 percent of students in four-year institutions have only basic quantitative…

Project BEST-PAL (Basic Education Skills Through-Parenting Affective Learning): Process Manual for Program Implementation.

ERIC Educational Resources Information Center

Brevard Community Coll., Cocoa, FL.

This manual describes and evaluates the implementation of Project BEST-PAL (Basic Education Skills Through-Parent Affective Learning), Brevard Community College's special demonstration training project intended to return adults who have dropped out of the educational system back into the learning environment by bringing them to parenting classes…

da Vinci skills simulator for assessing learning curve and criterion-based training of robotic basic skills.

PubMed

Brinkman, Willem M; Luursema, Jan-Maarten; Kengen, Bas; Schout, Barbara M A; Witjes, J Alfred; Bekkers, Ruud L

2013-03-01

To answer 2 research questions: what are the learning curve patterns of novices on the da Vinci skills simulator parameters and what parameters are appropriate for criterion-based robotic training. A total of 17 novices completed 2 simulator sessions within 3 days. Each training session consisted of a warming-up exercise, followed by 5 repetitions of the "ring and rail II" task. Expert participants (n = 3) performed a warming-up exercise and 3 repetitions of the "ring and rail II" task on 1 day. We analyzed all 9 parameters of the simulator. Significant learning occurred on 5 parameters: overall score, time to complete, instrument collision, instruments out of view, and critical errors within 1-10 repetitions (P <.05). Economy of motion and excessive instrument force only showed improvement within the first 5 repetitions. No significant learning on the parameter drops and master workspace range was found. Using the expert overall performance score (n = 3) as a criterion (overall score 90%), 9 of 17 novice participants met the criterion within 10 repetitions. Most parameters showed that basic robotic skills are learned relatively quickly using the da Vinci skills simulator, but that 10 repetitions were not sufficient for most novices to reach an expert level. Some parameters seemed inappropriate for expert-based criterion training because either no learning occurred or the novice performance was equal to expert performance. Copyright © 2013 Elsevier Inc. All rights reserved.

Enhancing Basic Skill Levels of Marketing and Distributive Education Students Identified as Disadvantaged--A Tutorial Approach. Final Report, July 1, 1980-June 30, 1981.

ERIC Educational Resources Information Center

Wells, Randall L.

A project was undertaken to enhance the basic skill levels of marketing and distributive education students identified as disadvantaged by using a tutorial approach. After determining the basic skill competencies needed for students to succeed in marketing and distributive education, project staff identified existing materials in the areas of math…

Determination of a Common Core of Basic Skills for Agribusiness and Natural Resources. Final Report.

ERIC Educational Resources Information Center

McCracken, J. David; Yoder, Edgar P.

The purpose of the project was to identify a common core of basic skills for agribusiness and natural resources instruction in vocational education. This objective was undertaken through an inventory of 28 tasks and 28 occupational surveys. Completed task inventories were made for 28 representative occupations in agribusiness and natural…

Basic Skills Instruction in Community Colleges: The Dominance of Remedial Pedagogy. Working Paper, Number 2

ERIC Educational Resources Information Center

Grubb, W. Norton; Boner, Elizabeth; Frankel, Kate; Parker, Lynette; Patterson, David; Gabriner, Robert; Hope, Laura; Schiorring, Eva; Smith, Bruce; Taylor, Richard; Walton, Ian; Wilson, Smokey

2011-01-01

A previous working paper argued, that, to understand basic skills education, it is necessary to observe classrooms to see what the "instructional triangle" involving the instructor, students, and content is like. This working paper presents the results of observing classes in 13 community colleges. It starts with a conceptualization of…

Effectiveness of Modeling and Rehearsal to Teach Fire Safety Skills to Children with Autism

ERIC Educational Resources Information Center

Garcia, David

2013-01-01

Autism is a disorder that affects children at an alarming rate. One out of every 88 children is diagnosed with autism in the United States. The disorder is characterized by communication, social, and behavioral deficits. Children with autism often require specialized teaching methods to learn basic skills that most children acquire without…

Should surgical novices trade their retractors for joysticks? Videogame experience decreases the time needed to acquire surgical skills.

PubMed

Shane, Matthew D; Pettitt, Barbara J; Morgenthal, Craig B; Smith, C Daniel

2008-05-01

Video game experience (VGE) has been identified as a possible predictive factor for surgical skill. We hypothesized that surgical novices with previous VGE would acquire new surgical skills faster than those without. Fourth-year medical students (M4) and first-year surgical residents (PG-1) completed a survey asking about standard demographic data and previous VGE. Gamers had high VGE, defined as more than 3 h per week of videogame playing. Nongamers had little or no VGE. Both groups trained to proficiency on two tasks (AcquirePlace and Traversal) of the MIST-VR simulator, with proficiency defined as meeting previously validated criteria on two consecutive trials. The number of trials required to achieve proficiency for each task was recorded. The 26 participants included 11 M4s and 15 PG-1s: 17 males (8 gamers/9 nongamers) and 9 females (3 gamers/6 nongamers), mean age 27.8 years. There were no differences in time to proficiency between the M4 and PG-1 residents, and there were no significant differences in the relative number of gamers per gender. All participants eventually met proficiency criteria. The 11 gamers reached proficiency more quickly than the 15 nongamers (median 0 trials versus 6 trials, p = 0.01). Gamers scored lower than nongamers on their initial attempts. Women overall took longer to reach proficiency than did men (median 10 trials versus 0 trials, p = 0.002). When stratified according to VGE, female nongamers took longer to reach proficiency than male nongamers (median 11 trials versus 1 trial, p = 0.006) but among gamers, there was no difference between females and males (median 0 trials versus 0.5 trials, NS). Previous VGE shortens time to achieve proficiency on two tasks on a validated surgical simulator. The possibility that VGE may ameliorate gender differences in length of time required to acquire surgical skills should be explored further.

Basic Reading Skills in Swedish Children with Late Developing Language and with or without Autism Spectrum Disorder or ADHD

ERIC Educational Resources Information Center

Miniscalco, Carmela; Sandberg, Annika Dahlgren

2010-01-01

Reading skills at age 7-8 years were examined in a community-representative sample of 21 screened and clinically examined children with language delay (LD) followed prospectively from 2.5 years of age. The present study aimed to (1) determine whether these children with a history of LD had deficits in basic reading skills, i.e. decoding and…

Stochastic Reinforcement Benefits Skill Acquisition

ERIC Educational Resources Information Center

Dayan, Eran; Averbeck, Bruno B.; Richmond, Barry J.; Cohen, Leonardo G.

2014-01-01

Learning complex skills is driven by reinforcement, which facilitates both online within-session gains and retention of the acquired skills. Yet, in ecologically relevant situations, skills are often acquired when mapping between actions and rewarding outcomes is unknown to the learning agent, resulting in reinforcement schedules of a stochastic…

GUIDANCE UNITS FOR THE LEARNING LABORATORY TO TEACH BASIC SKILLS IN A CULTURALLY DEPRIVED AREA.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

THE PURPOSE OF THIS HANDBOOK IS TO PROVIDE GUIDANCE UNITS FOR THE LEARNING LABORATORY. THE 10 UNITS ARE STRUCTURED TO TEACH BASIC SKILLS TO CULTURALLY DISADVANTAGED STUDENTS. THE FOLLOWING AREAS ARE SUBJECTS FOR INSTRUCTIONAL UNITS OF STUDY--(1) EXPLORING THE SELF-CONCEPT, (2) ATTITUDES, (3) HOW TO STUDY, (4) HOW TO PASS EXAMINATIONS, (5) GROUP…

The "Lost Boys" of Higher Education African American Males from Basic Skills through University Transfer

ERIC Educational Resources Information Center

Harvey, Marilyn Denise

2010-01-01

Ten African American men, who began their college career in Basic Skills courses at an urban community college in California and successfully transferred to a four-year college or university, share their life stories through that process in this case study. Their experiences differed from the literature in peer group interaction and definition, in…

Number games, magnitude representation, and basic number skills in preschoolers.

PubMed

Whyte, Jemma Catherine; Bull, Rebecca

2008-03-01

The effect of 3 intervention board games (linear number, linear color, and nonlinear number) on young children's (mean age = 3.8 years) counting abilities, number naming, magnitude comprehension, accuracy in number-to-position estimation tasks, and best-fit numerical magnitude representations was examined. Pre- and posttest performance was compared following four 25-min intervention sessions. The linear number board game significantly improved children's performance in all posttest measures and facilitated a shift from a logarithmic to a linear representation of numerical magnitude, emphasizing the importance of spatial cues in estimation. Exposure to the number card games involving nonsymbolic magnitude judgments and association of symbolic and nonsymbolic quantities, but without any linear spatial cues, improved some aspects of children's basic number skills but not numerical estimation precision.

Neither Basic Life Support knowledge nor self-efficacy are predictive of skills among dental students.

PubMed

Mac Giolla Phadraig, C; Ho, J D; Guerin, S; Yeoh, Y L; Mohamed Medhat, M; Doody, K; Hwang, S; Hania, M; Boggs, S; Nolan, A; Nunn, J

2017-08-01

Basic life support (BLS) is considered a core competence for the graduating dentist. This study aimed to measure BLS knowledge, self-efficacy and skills of undergraduate dental students in Dublin. This study consisted of a cross-sectional survey measuring BLS knowledge and self-efficacy, accompanied by a directly observed BLS skills assessment in a subsample of respondents. Data were collected in January 2014. Bivariate correlations between descriptive and outcome variables (knowledge, self-efficacy and skills) were tested using Pearson's chi-square. We included knowledge and self-efficacy as predictor variables, along with other variables showing association, into a binary logistic regression model with BLS skills as the outcome measure. One hundred and thirty-five students participated. Almost all (n = 133, 98.5%) participants had BLS training within the last 2 years. One hundred and four (77%) felt that they were capable of providing effective BLS (self-efficacy), whilst only 46 (34.1%) scored >80% of knowledge items correct. Amongst the skills (n = 85) subsample, 38.8% (n = 33) were found to pass the BLS skills assessment. Controlling for gender, age and skills assessor, the regression model did not identify a predictive relationship between knowledge or self-efficacy and BLS skills. Neither knowledge nor self-efficacy was predictive of BLS skills. Dental students had low levels of knowledge and skills in BLS. Despite this, their confidence in their ability to perform BLS was high and did not predict actual competence. There is a need for additional hands-on training, focusing on self-efficacy and BLS skills, particularly the use of AED. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Evaluation of retention of knowledge and skills imparted to first-year medical students through basic life support training.

PubMed

Pande, Sushma; Pande, Santosh; Parate, Vrushali; Pande, Sanket; Sukhsohale, Neelam

2014-03-01

Poor awareness among medical graduates about basic life support (BLS) is a matter of great concern. The presence of a trained rescuer is the key determinant of ultimate survival from life-threatening emergencies. To achieve this goal, early exposure to such life-saving skills is the right decision to foster these skills for medical students, which can be reenforced in succeeding years. Forty-two first-year medical students participated in this study. The entire procedure consisted of faculty training, assessment of knowledge of students by a pretest questionnaire, a lecture, a demonstration, and hands-on training using a mannequin (with special emphasis on the site, depth, rate, and sustainment of uninterrupted chest compressions). Posttest 1 was conducted to assess the knowledge gained. The retention of knowledge and skills in the second year was evaluated by posttest 2 and directly observed procedural skills, respectively. Student feedback was collected on five-point Likert scale. Analysis using a Freidman test indicated the mean rank for posttest 1 (2.81) to be significantly higher than the pretest (1.26), indicating a gain in knowledge. The mean rank for posttest 2 (1.93) was lower than for posttest 1 (2.81) but was significantly higher compared with the pretest (1.26), indicating a significant retention of knowledge during the second year. Directly observed procedural skill evaluation showed that 7% students could perform all the seven steps correctly and that 74% students could perform three or more steps correctly, signifying a good retention of skill. Two students taught BLS skills to their family members as well. The results of this study suggest that the program provides students with sound basic knowledge and adequate practical skills in BLS.

An Internal Construct Validation Study of the "Iowa Tests of Basic Skills" (Level 12, Form G) Reading Comprehension Test Items.

ERIC Educational Resources Information Center

Perkins, Kyle; Duncan, Ann

An assessment analysis was performed to determine whether sets of items designed to measure three different subskills of reading comprehension of the Iowa Tests of Basic Skills (ITBSs) did, in fact, distinguish among these subskills. The three major skills objectives were: (1) facts; (2) generalizations; and (3) inferences. Data from…

Examining validity evidence for a simulation-based assessment tool for basic robotic surgical skills.

PubMed

Havemann, Maria Cecilie; Dalsgaard, Torur; Sørensen, Jette Led; Røssaak, Kristin; Brisling, Steffen; Mosgaard, Berit Jul; Høgdall, Claus; Bjerrum, Flemming

2018-05-14

Increasing focus on patient safety makes it important to ensure surgical competency among surgeons before operating on patients. The objective was to gather validity evidence for a virtual-reality simulator test for robotic surgical skills and evaluate its potential as a training tool. Surgeons with varying experience in robotic surgery were recruited: novices (zero procedures), intermediates (1-50), experienced (> 50). Five experienced surgeons rated five exercises on the da Vinci Skills Simulator. Participants were tested using the five exercises. Participants were invited back 3 times and completed a total of 10 attempts per exercise. The outcome was the average simulator performance score for the 5 exercises. 32 participants from 5 surgical specialties were included. 38 participants completed all 4 sessions. A moderate correlation between the average total score and robotic experience was identified for the first attempt (Spearman r = 0.58; p = 0.0004). A difference in average total score was observed between novices and intermediates [median score 61% (IQR 52-66) vs. 83% (IQR 75-91), adjusted p < 0.0001], as well as novices and experienced [median score 61% (IQR 52-66) vs. 80 (IQR 69-85), adjusted p = 0.002]. All three groups improved their performance between the 1st and 10th attempts (p < 0.00). This study describes validity evidence for a virtual-reality simulator for basic robotic surgical skills, which can be used for assessment of basic competency and as a training tool. However, more validity evidence is needed before it can be used for certification or high-stakes assessment.

Sex Differences in Item Functioning in the Comprehensive Inventory of Basic Skills-II Vocabulary Assessments

ERIC Educational Resources Information Center

French, Brian F.; Gotch, Chad M.

2013-01-01

The Brigance Comprehensive Inventory of Basic Skills-II (CIBS-II) is a diagnostic battery intended for children in grades 1st through 6th. The aim of this study was to test for item invariance, or differential item functioning (DIF), of the CIBS-II across sex in the standardization sample through the use of item response theory DIF detection…

Basic Policy Studies Skills.

ERIC Educational Resources Information Center

Coplin, William D., Ed.; O'Leary, Michael K., Ed.

This publication will help high school and college students develop policy analysis skills and techniques and apply these to important public issues. A public policy issue is defined as a disagreement between two or more elements of a society over the way that the society's government deals with a given situation. There are six chapters. Chapter…

Helping Students Acquire Thinking Skills through Mathematics Instruction.

ERIC Educational Resources Information Center

Van Devender, Evelyn M.

1992-01-01

Describes three activities that the teacher can employ to help students develop thinking skills through mathematics instruction: (1) memorization using the technique of chunking; (2) higher order thinking with magic squares; and (3) predicting games. Identifies eight facets of the teacher's role in promoting thinking skills. (MDH)

Effect of basic laparoscopic skills courses on essential knowledge of equipment.

PubMed

van Hove, P Diederick; Verdaasdonk, Emiel G G; van der Harst, Erwin; Jansen, Frank Willem; Dankelman, Jenny; Stassen, Laurents P S

2012-12-01

This study aims to evaluate the effect of laparoscopic skills courses on the knowledge of laparoscopic equipment. A knowledge test on laparoscopic equipment was developed, and participants of 3 separate basic laparoscopic skills courses in the Netherlands completed the test at the beginning and end of these courses. All lectures and demonstrations during the courses were recorded on video to assess the matching of its contents with the items in the test. As a reference, the test was also completed by a group of laparoscopic experts by e-mail. In total, 36 participants (64.3%) completed both the pretest and posttest. Overall, the mean test score improved from 60.4% of the maximum possible score for the pretest to 68.4% for the posttest. There were no significant differences in test scores between the 3 separate courses. However, the actual content varied among the courses. The correspondence of the test items with the course content varied from 47% to 69%. Although 30% of the participants had already received training for laparoscopic equipment in their own hospital, 92.5% wanted to receive more training. 28 experts completed the test with a mean score of 75.7%, which was significantly better than the posttest score of the course participants. The laparoscopic skills courses evaluated in this study had a modest positive effect on the acquisition of knowledge about laparoscopic equipment. Variance exists among their contents.

Low-fidelity bench models for basic surgical skills training during undergraduate medical education.

PubMed

Denadai, Rafael; Saad-Hossne, Rogério; Todelo, Andréia Padilha; Kirylko, Larissa; Souto, Luís Ricardo Martinhão

2014-01-01

It is remarkable the reduction in the number of medical students choosing general surgery as a career. In this context, new possibilities in the field of surgical education should be developed to combat this lack of interest. In this study, a program of surgical training based on learning with models of low-fidelity bench is designed as a complementary alternative to the various methodologies in the teaching of basic surgical skills during medical education, and to develop personal interests in career choice.

The effect of acquiring life skills through humor on social adjustment rate of the female students.

PubMed

Maghsoudi, Jahangir; Sabour, Nazanin Hashemi; Yazdani, Mohsen; Mehrabi, Tayebeh

2010-01-01

Life skills have different effects on various aspects of the mental health. Social adjustment prepares adolescents for entering to the adulthood. On the other hand, humor and joking in the education is considered as a stress reducer and learning increaser. Therefore, the present study conducted aimed to determine the effect of acquiring life skills through humor on the social adjustment rate of the high school girls. This was a two-group semi-experimental study including three phases. The study population included 69 first year high school female students of Isfahan Department of Education district 3 who were selected in simple random sampling. First of all, the social adjustment rate was measured using California Personality Inventory. Thereafter, life skills education was conducted using humor during five sessions. Finally, a test was taken in order to assess the acquisition of the life skills in which passing score was required for re-completing the questionnaire. The data were analyzed using software SPSS(10) and independent and paired t-tests. The findings of the study indicated that the mean score of the social adjustment statistically had a significant difference in the intervention group before and after the intervention. Furthermore, statistically, there was a significant difference between mean score of the social adjustment in the control group and test group after conducting the intervention. The findings of the study indicated that life skills education has been increased through humor on the social adjustment rate of the high school girl students. Considering the efficacy of learning life skills on the social adjustment and results of the other studies which were in accordance with the present study, implementing such trainings with a new method comprehensively is recommended in the schools.

Impact of Super Monkey Ball and Underground video games on basic and advanced laparoscopic skill training.

PubMed

Rosser, James C; Liu, Xinwei; Jacobs, Charles; Choi, Katherine Mia; Jalink, Maarten B; Ten Cate Hoedemaker, Henk O

2017-04-01

This abstract profiles the comparison of correlations between previously validated Super Monkey Ball (SMB) and recently introduced Underground (U) video game on the Nintendo Wii U to multiple validated tasks used for developing basic and advanced laparoscopic skills. Sixty-eight participants, 53 residents and 15 attending surgeons, performed the Top Gun Pea Drop, FLS Peg Pass, intracorporeal suturing, and two video games (SMB and U). SMB is an over-the-counter game, and U was formulated for laparoscopic skill training. Spearman's rank correlations were performed looking at performance comparing the three validated laparoscopic training tasks, and SMB/U. The SMB score had a moderate correlation with intracorporeal suturing (ρ = 0.39, p < 0.01), and the final score involving all three tasks (ρ = 0.39, p < 0.01), but low correlations with Pea Drop Drill and FLS Peg Transfer (ρ = 0.11, 0.18, p < 0.01). The U score had a small correlation with intracorporeal suturing and final score (ρ = 0.09, 0.13, p < 0.01). However, there were correlations between U score and Pea Drop Drill, and FLS Peg Transfer (ρ = 0.24, 0.27, p < 0.01, respectively). In this study, SMB had a very significant correlation with intracorporeal suturing. U demonstrated more of a correlation with basic skills. At this point, our conclusion would be that both are effective for laparoscopic skill training, and they should be used in tandem rather than alone.

Parent-Implemented Behavioral Skills Training of Social Skills

ERIC Educational Resources Information Center

Dogan, Rebecca K.; King, Melissa L.; Fischetti, Anthony T.; Lake, Candice M.; Mathews, Therese L.; Warzak, William J.

2017-01-01

Impairment in social skills is a primary feature of Autism Spectrum Disorders (ASDs). Research indicates that social skills are intimately tied to social development and negative social consequences can persist if specific social behaviors are not acquired. The present study evaluated the effects of behavioral skills training (BST) on teaching…

Effectiveness of Using the iPad in Learning to Acquire the Mental and Performance Skills in Teaching Social Studies Curriculum

ERIC Educational Resources Information Center

Alajmi, Maadi Mahdi; Al-Hadiah, Hanan Abdullah

2017-01-01

This study aims to examine the effectiveness of using the iPad in learning to acquire the mental and performance skills in teaching the social studies. Using experimental design method, the study compared two groups: (a) experimental, taught using the iPad, and (b) control group, taught using the traditional learning without iPad. A total of 48…

Retention of first aid and basic life support skills in undergraduate medical students.

PubMed

de Ruijter, Pim A; Biersteker, Heleen A; Biert, Jan; van Goor, Harry; Tan, Edward C

2014-01-01

Undergraduate medical students follow a compulsory first aid (FA) and basic life support (BLS) course. Retention of BLS seems poor and only little information is provided on the retention of FA skills. This study aims at evaluating 1- and 2-year retention of FA and BLS training in undergraduate medical students. One hundred and twenty students were randomly selected from first year (n=349) medical students who successfully followed a compulsory FA and BLS course. From these 120 students, 94 (78%) and 69 (58%) participated in retention tests of FA and BLS skills after 1 and 2 years, respectively. The assessment consisted of two FA stations and one BLS station. After 1 year, only 2% passed both FA and BLS stations and 68% failed both FA and BLS stations. After 2 years, 5% passed and 50% failed both FA and BLS stations. Despite the high failure rate at the stations, 90% adequately checked vital signs and started cardiopulmonary resuscitation appropriately. The long-term retention of FA and BLS skills after a compulsory course in the first year is poor. Adequate check of vital signs and commencing cardiopulmonary resuscitation retained longer.

Retention of first aid and basic life support skills in undergraduate medical students.

PubMed

de Ruijter, Pim A; Biersteker, Heleen A; Biert, Jan; van Goor, Harry; Tan, Edward C

2014-01-01

Background Undergraduate medical students follow a compulsory first aid (FA) and basic life support (BLS) course. Retention of BLS seems poor and only little information is provided on the retention of FA skills. This study aims at evaluating 1- and 2-year retention of FA and BLS training in undergraduate medical students. Methods One hundred and twenty students were randomly selected from first year (n=349) medical students who successfully followed a compulsory FA and BLS course. From these 120 students, 94 (78%) and 69 (58%) participated in retention tests of FA and BLS skills after 1 and 2 years, respectively. The assessment consisted of two FA stations and one BLS station. Results After 1 year, only 2% passed both FA and BLS stations and 68% failed both FA and BLS stations. After 2 years, 5% passed and 50% failed both FA and BLS stations. Despite the high failure rate at the stations, 90% adequately checked vital signs and started cardiopulmonary resuscitation appropriately. Conclusions The long-term retention of FA and BLS skills after a compulsory course in the first year is poor. Adequate check of vital signs and commencing cardiopulmonary resuscitation retained longer.

Basic Process Skills and Attitude toward Science: Inputs to an Enhanced Students' Cognitive Performance

ERIC Educational Resources Information Center

Maranan, Veronique M.

2017-01-01

This study focused on the correlation of mastery in basic process skills and attitude toward Science to grade 7 students' performance. From the 200 respondents 74% or most of the students are normally in the age bracket for Grade 7 students which is 11 to 12. One hundred one (101) respondents or 50.5 % of the total respondents are male while 99…

Using Basic Reading Skills Instruction and Formative Assessments to Teach an Adult with Traumatic Brain Injury to Read: A Case Study

ERIC Educational Resources Information Center

Goddard, Yvonne; Rinderknecht, Laura

2009-01-01

Literacy expectations for persons with cognitive impairments, including impairments caused by traumatic brain injury (TBI), have remained quite low. Some researchers have suggested that educators move from a focus on teaching functional skills to teaching basic reading skills in a manner similar to instruction for nondisabled learners. The purpose…

Pre-training evaluation and feedback improved skills retention of basic life support in medical students.

PubMed

Li, Qi; Zhou, Rong-hua; Liu, Jin; Lin, Jing; Ma, Er-Li; Liang, Peng; Shi, Ting-wei; Fang, Li-qun; Xiao, Hong

2013-09-01

Pre-training evaluation and feedback have been shown to improve medical students' skills acquisition of basic life support (BLS) immediately following training. The impact of such training on BLS skills retention is unknown. This study was conducted to investigate effects of pre-training evaluation and feedback on BLS skills retention in medical students. Three hundred and thirty 3rd year medical students were randomized to two groups, the control group (C group) and pre-training evaluation and feedback group (EF group). Each group was subdivided into four subgroups according to the time of retention-test (at 1-, 3-, 6-, 12-month following the initial training). After a 45-min BLS lecture, BLS skills were assessed (pre-training evaluation) in both groups before training. Following this, the C group received 45 min training. 15 min of group feedback corresponding to students' performance in pre-training evaluation was given only in the EF group that was followed by 30 min of BLS training. BLS skills were assessed immediately after training (post-test) and at follow up (retention-test). No skills difference was observed between the two groups in pre-training evaluation. Better skills acquisition was observed in the EF group (85.3 ± 7.3 vs. 68.1 ± 12.2 in C group) at post-test (p<0.001). In all retention-test, better skills retention was observed in each EF subgroup, compared with its paired C subgroup. Pre-training evaluation and feedback improved skills retention in the EF group for 12 months after the initial training, compared with the control group. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Are minimally invasive procedures harder to acquire than conventional surgical procedures?

PubMed

Hiemstra, Ellen; Kolkman, Wendela; le Cessie, Saskia; Jansen, Frank Willem

2011-01-01

It is frequently suggested that minimally invasive surgery (MIS) is harder to acquire than conventional surgery. To test this hypothesis, residents' learning curves of both surgical skills are compared. Residents had to be assessed using a general global rating scale of the OSATS (Objective Structured Assessment of Technical Skills) for every procedure they performed as primary surgeon during a 3-month clinical rotation in gynecological surgery. Nine postgraduate-year-4 residents collected a total of 319 OSATS during the 2 years and 3 months investigation period. These assessments concerned 129 MIS (laparoscopic and hysteroscopic) and 190 conventional (open abdominal and vaginal) procedures. Learning curves (in this study defined as OSATS score plotted against procedure-specific caseload) for MIS and conventional surgery were compared using a linear mixed model. The MIS curve revealed to be steeper than the conventional curve (1.77 vs. 0.75 OSATS points per assessed procedure; 95% CI 1.19-2.35 vs. 0.15-1.35, p < 0.01). Basic MIS procedures do not seem harder to acquire during residency than conventional surgical procedures. This may have resulted from the incorporation of structured MIS training programs in residency. Hopefully, this will lead to a more successful implementation of the advanced MIS procedures. Copyright © 2010 S. Karger AG, Basel.

The Utility of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in Predicting Reading Achievement

ERIC Educational Resources Information Center

Echols, Julie M. Young

2010-01-01

Reading proficiency is the goal of many local and national reading initiatives. A key component of these initiatives is accurate and reliable reading assessment. In this high-stakes testing arena, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) has emerged as a preferred measure for identification of students at risk for reading…

An Empirical Determination of Tasks Essential to Successful Performance as a Chemical Applicator. Determination of a Common Core of Basic Skills in Agribusiness and Natural Resources.

ERIC Educational Resources Information Center

Miller, Daniel R.; And Others

To improve vocational educational programs in agriculture, occupational information on a common core of basic skills within the occupational area of the chemical applicator is presented in the revised task inventory survey. The purpose of the occupational survey was to identify a common core of basic skills which are performed and are essential…

Basic Science Training Program.

ERIC Educational Resources Information Center

Brummel, Clete

These six learning modules were developed for Lake Michigan College's Basic Science Training Program, a workshop to develop good study skills while reviewing basic science. The first module, which was designed to provide students with the necessary skills to study efficiently, covers the following topics: time management; an overview of a study…

An Empirical Determination of Tasks Essential to Successful Performance as a Swine Farmer. Determination of a Common Core of Basic Skills in Agribusiness and Natural Resources.

ERIC Educational Resources Information Center

Byrd, J. Rick; And Others

To improve vocational educational programs in agriculture, occupational information on a common core of basic skills within the occupational area of the swine farmer is presented in the revised task inventory survey. The purpose of the occupational survey was to identify a common core of basic skills which are performed and are essential for…

Development of laparoscopic skills in Medical students naive to surgical training

PubMed Central

Cavalini, Worens Luiz Pereira; Claus, Christiano Marlo Paggi; Dimbarre, Daniellson; Cury, Antonio Moris; Bonin, Eduardo Aimoré; Loureiro, Marcelo de Paula; Salvalaggio, Paolo

2014-01-01

Objective To assess the acquisition of basic laparoscopic skills of Medical students trained on a surgical simulator. Methods First- and second-year Medical students participated on a laparoscopic training program on simulators. None of the students had previous classes of surgical technique, exposure to surgical practice nor training prior to the enrollment in to the study. Students´ time were collected before and after the 150-minute training. Skill acquisition was measured comparing time and scores of students and senior instructors of laparoscopic surgery Results Sixty-eight students participated of the study, with a mean age of 20.4 years, with a predominance of first-year students (62%). All students improved performance in score and time, after training (p<0,001). Score improvement in the exercises ranged from 294.1 to 823%. Univariate and multivariate analyses identified that second-year Medical students have achieved higher performance after training. Conclusions Medical students who had never been exposed to surgical techniques can acquire basic laparoscopic skills after training in simulators. Second-year undergraduates had better performance than first-year students. PMID:25628198

Acquiring Procedural Skills from Lesson Sequences.

DTIC Science & Technology

1985-08-13

Teachers of Mathematics . Washington, D)C: NCTM . Brueckner, I..J. (1930) Diagnostic aund remedial teaching in arithmetic. Philadelphia. PA: Winston. Burton...arithmetic and algebra, fr-m multi-lesson curricula. The central hypothesis is that students and teachers obey cc: :-.entions that cause the goal hierarchy...students and • . teachers obey conventions that cause the goal hierarchy of the acquired procedure to be a particular structural function of the sequential

Developing Cognitive Task Analysis-based Educational Videos for Basic Surgical Skills in Plastic Surgery.

PubMed

Yeung, Celine; McMillan, Catherine; Saun, Tomas J; Sun, Kimberly; D'hondt, Veerle; von Schroeder, Herbert P; Martou, Glykeria; Lee, Matthew; Liao, Elizabeth; Binhammer, Paul

To describe the development of cognitive task analysis (CTA)-based multimedia educational videos for surgical trainees in plastic surgery. A needs assessment survey was used to identify 5 plastic surgery skills on which to focus the educational videos. Three plastic surgeons were video-recorded performing each skill while describing the procedure, and were interviewed with probing questions. Three medical student reviewers coded transcripts and categorized each step into "action," "decision," or "assessment," and created a cognitive demands table (CDT) for each skill. The CDTs were combined into 1 table that was reviewed by the surgeons performing each skill to ensure accuracy. The final CDTs were compared against each surgeon's original transcripts. The total number of steps identified, percentage of steps shared, and the average percentage of steps omitted were calculated. Sunnybrook Health Sciences Centre, Toronto, Ontario, Canada, an urban tertiary care teaching center. Canadian junior plastic surgery residents (n = 78) were sent a needs assessment survey. Four plastic surgeons and 1 orthopedic surgeon performed the skills. Twenty-eight residents responded to the survey (36%). Subcuticular suturing, horizontal and vertical mattress suturing, hand splinting, digital nerve block, and excisional biopsy had the most number of residents (>80%) rank the skills as being skills that students should be able to perform before entering residency. The number of steps identified through CTA ranged from 12 to 29. Percentage of steps shared by all 3 surgeons for each skill ranged from 30% to 48%, while the average percentage of steps that were omitted by each surgeon ranged from 27% to 40%. Instructional videos for basic surgical skills may be generated using CTA to help experts provide comprehensive descriptions of a procedure. A CTA-based educational tool may give trainees access to a broader, objective body of knowledge, allowing them to learn decision-making processes

Sonographic physical diagnosis 101: teaching senior medical students basic ultrasound scanning skills using a compact ultrasound system.

PubMed

Angtuaco, Teresita L; Hopkins, Robert H; DuBose, Terry J; Bursac, Zoran; Angtuaco, Michael J; Ferris, Ernest J

2007-06-01

This project was designed to test the feasibility of introducing ultrasound to senior medical students as a primary diagnostic tool in the evaluation of patients. Specifically, its aim was to determine if it is possible for medical students untrained in sonography to gain basic competence in performing abdominal ultrasound with limited didactic and hands-on instructions. Registered sonographers provided the students with hands-on instructions on the use of a compact ultrasound system. They were likewise shown how to evaluate specific organs and perform measurements. The results of the student measurements and those obtained by the sonographers were compared. There was close correlation between the results obtained by sonographers and students on both normal and abnormal findings. This supports the concept that medical students can be taught basic ultrasound skills with limited didactic and hands-on instructions with the potential of using these skills in the patient clinics as an adjunct to routine physical diagnosis.

Comparison of outcomes of two skills-teaching methods on lay-rescuers' acquisition of infant basic life support skills.

PubMed

Shavit, Itai; Peled, Shuny; Steiner, Ivan P; Harley, Dwight D; Ross, Shelley; Tal-Or, Eran; Lemire, April

2010-09-01

The objective was to determine if lay-rescuers' acquisition of infant basic life support (BLS) skills would be better when skills teaching consisted of videotaping practice and providing feedback on performances, compared to conventional skills-teaching and feedback methods.   This pilot-exploratory, single-blind, prospective, controlled, randomized study was conducted on November 12, 2007, at the Rappaport Faculty of Medicine, Technion-Israel Institute of Technology, Haifa, Israel. The population under study consisted of all first-year medical students enrolled in the 2007-2008 year. BLS training is part of their mandatory introductory course in emergency medicine. Twenty-three students with previous BLS training were excluded. The remaining 71 were randomized into four and then two groups, with final allocation to an intervention and control group of 18 and 16 students, respectively. All the students participated in infant BLS classroom teaching. Those in the intervention group practiced skills acquisition independently, and four were videotaped while practicing. Tapes were reviewed by the group and feedback was provided. Controls practiced using conventional teaching and feedback methods. After 3 hours, all subjects were videotaped performing an unassisted, lone-rescuer, infant BLS resuscitation scenario. A skills assessment tool was developed. It consisted of 25 checklist items, grouped into four sections: 6 points for "categories" (with specific actions in six categories), 14 points for "scoring" (of accuracy of performance of each action), 4 points for "sequence" (of actions within a category), and 1 point for "order" of resuscitation (complete and well-sequenced categories). Two blinded expert raters were given a workshop on the use of the scoring tool. They further refined it to increase scoring consistency. The main outcome of the study was defined as evidence of better skills acquisition in overall skills in the four sections and in the specific skills

Mastery versus the standard proficiency target for basic laparoscopic skill training: effect on skill transfer and retention.

PubMed

Kolozsvari, Nicoleta O; Kaneva, Pepa; Brace, Chantalle; Chartrand, Genevieve; Vaillancourt, Marilou; Cao, Jiguo; Banaszek, Daniel; Demyttenaere, Sebastian; Vassiliou, Melina C; Fried, Gerald M; Feldman, Liane S

2011-07-01

Little evidence exists to guide educators in the best way to implement simulation within surgical skills curricula. This study investigated whether practicing a basic Fundamentals of Laparoscopic Surgery (FLS) simulator task [peg transfer (PT)] facilitates learning a more complex skill [intracorporeal suturing (ICS)] and compared the effect of PT training to mastery with training to the passing level on PT retention and on learning ICS. For this study, 98 surgically naïve subjects were randomized to one of three PT training groups: control, standard training, and overtraining. All the participants then trained in ICS. The learning curves for ICS were analyzed by estimating the learning plateau and rate using nonlinear regression. Skill retention was assessed by retesting participants 1 month after training. The groups were compared using analysis of variance (ANOVA). Effectiveness of skill transfer was calculated using the transfer effectiveness ratio (TER). Data are presented as mean±standard deviation (p<0.05). The study was completed by 77 participants (28 control, 26 standard, and 23 overtrained subjects). The ICS learning plateau rose with increasing PT training (452±10 vs. 459±10 vs. 467±10; p<0.01). Increased PT training was associated with a trend toward higher initial ICS scores (128±107 vs. 127±110 vs. 183±106; p=0.13) and faster learning rates (15±4 vs. 14±4 vs. 13±4 trials; p=0.10). At retention, there were no differences in PT scores (p=0.5). The PT training took 20±10 min for standard training and 39±20 min for overtraining (p<0.01). Overtrained participants saved 11±5 min in ICS training compared with the control subjects (p=0.04). However, TER was 0.165 for the overtraining group and 0.160 for the standard training group, suggesting that PT overtraining took longer than the time saved on ICS training. For surgically naïve subjects, part-task training with PT alone was associated with slight improvements in the learning curve for ICS

Evaluation of Games in Games and Physical Activity Course Curriculum in Terms of Common Basic Skills

ERIC Educational Resources Information Center

Inan, Mehmet; Ozden, Bülent; Dervent, Fatih; Küçüktepe, Coskun

2016-01-01

The purpose of this study was to provide an overview of the games in the "I am Playing Games" (IPG) compilation booklet that was used in the Games and Physical Activity (GPA) curriculum. 257 games in IPG compilation booklet were coded whether they had elements that would enable development of common basic skills or not. Common basic…

Cognitive and Linguistic Predictors of Basic Arithmetic Skills: Evidence from First-Language and Second-Language Learners

ERIC Educational Resources Information Center

Kleemans, Tijs; Segers, Eliane; Verhoeven, Ludo

2014-01-01

The present study investigated the role of both cognitive and linguistic predictors in basic arithmetic skills (i.e., addition and subtraction) in 69 first-language (L1) learners and 60 second-language (L2) learners from the second grade of primary schools in the Netherlands. All children were tested on non-verbal intelligence, working memory,…

GETTING LOST: TOPOGRAPHIC SKILLS IN ACQUIRED AND DEVELOPMENTAL PROSOPAGNOSIA

PubMed Central

Lee, Edison; Pancaroglu, Raika; Burles, Ford; Duchaine, Brad; Iaria, Giuseppe; Barton, Jason J S

2016-01-01

Previous studies report that acquired prosopagnosia is frequently associated with topographic disorientation. Whether this is associated with a specific anatomic subtype of prosopagnosia, how frequently it is seen with the developmental variant, and what specific topographic function is impaired to account for this problem are not known. We studied ten subjects with acquired prosopagnosia from either occipitotemporal or anterior temporal lesions and seven with developmental prosopagnosia. Subjects were given a battery of topographic tests, including house and scene recognition, the road map test, a test of cognitive map formation, and a standardized self-report questionnaire. House and/or scene recognition were frequently impaired after either occipitotemporal or anterior temporal lesions in acquired prosopagnosia. Subjects with occipitotemporal lesions were also impaired in cognitive map formation: an overlap analysis identified right fusiform and parahippocampal gyri as a likely correlate. Only one subject with acquired prosopagnosia had mild difficulty with directional orientation on the road map test. Only one subject with developmental prosopagnosia had difficulty with cognitive map formation, and none were impaired on the other tests. Scores for house and scene recognition correlated most strongly with the results of the questionnaire. We conclude that topographic disorientation in acquired prosopagnosia reflects impaired place recognition, with a contribution from poor cognitive map formation when there is occipitotemporal damage. Topographic impairments are less frequent in developmental prosopagnosia. PMID:26874939

Effects of Computer-Based Practice on the Acquisition and Maintenance of Basic Academic Skills for Children with Moderate to Intensive Educational Needs

ERIC Educational Resources Information Center

Everhart, Julie M.; Alber-Morgan, Sheila R.; Park, Ju Hee

2011-01-01

This study investigated the effects of computer-based practice on the acquisition and maintenance of basic academic skills for two children with moderate to intensive disabilities. The special education teacher created individualized computer games that enabled the participants to independently practice academic skills that corresponded with their…

Training hospital providers in basic CPR skills in Botswana: Acquisition, retention and impact of novel training techniques☆

PubMed Central

Meaney, Peter A.; Sutton, Robert M.; Tsima, Billy; Steenhoff, Andrew P.; Shilkofski, Nicole; Boulet, John R.; Davis, Amanda; Kestler, Andrew M.; Church, Kasey K.; Niles, Dana E.; Irving, Sharon Y.; Mazhani, Loeto; Nadkarni, Vinay M.

2013-01-01

Objective Globally, one third of deaths each year are from cardiovascular diseases, yet no strong evidence supports any specific method of CPR instruction in a resource-limited setting. We hypothesized that both existing and novel CPR training programs significantly impact skills of hospital-based healthcare providers (HCP) in Botswana. Methods HCP were prospectively randomized to 3 training groups: instructor led, limited instructor with manikin feedback, or self-directed learning. Data was collected prior to training, immediately after and at 3 and 6 months. Excellent CPR was prospectively defined as having at least 4 of 5 characteristics: depth, rate, release, no flow fraction, and no excessive ventilation. GEE was performed to account for within subject correlation. Results Of 214 HCP trained, 40% resuscitate ≥1/month, 28% had previous formal CPR training, and 65% required additional skills remediation to pass using AHA criteria. Excellent CPR skill acquisition was significant (infant: 32% vs. 71%, p < 0.01; adult 28% vs. 48%, p < 0.01). Infant CPR skill retention was significant at 3 (39% vs. 70%, p < 0.01) and 6 months (38% vs. 67%, p < 0.01), and adult CPR skills were retained to 3 months (34% vs. 51%, p = 0.02). On multivariable analysis, low cognitive score and need for skill remediation, but not instruction method, impacted CPR skill performance. Conclusions HCP in resource-limited settings resuscitate frequently, with little CPR training. Using existing training, HCP acquire and retain skills, yet often require remediation. Novel techniques with increased student: instructor ratio and feedback manikins were not different compared to traditional instruction. PMID:22561463

Virtual laboratory learning media development to improve science literacy skills of mechanical engineering students on basic physics concept of material measurement

NASA Astrophysics Data System (ADS)

Jannati, E. D.; Setiawan, A.; Siahaan, P.; Rochman, C.

2018-05-01

This study aims to determine the description of virtual laboratory learning media development to improve science literacy skills of Mechanical Engineering students on the concept of basic Physics. Quasi experimental method was employed in this research. The participants of this research were first semester students of mechanical engineering in Majalengka University. The research instrument was readability test of instructional media. The results of virtual laboratory learning media readability test show that the average score is 78.5%. It indicates that virtual laboratory learning media development are feasible to be used in improving science literacy skill of Mechanical Engineering students in Majalengka University, specifically on basic Physics concepts of material measurement.

An Empirical Determination of Tasks Essential to Successful Performance as an Animal Health Assistant. Determination of a Common Core of Basic Skills in Agribusiness and Natural Resources.

ERIC Educational Resources Information Center

Cooke, Fred C.; And Others

To improve vocational educational programs in agriculture, occupational information on a common core of basic skills within the occupational area of the animal health assistant is presented in the revised task inventory survey. The purpose of the occupational survey was to identify a common core of basic skills which are performed and are…

Ensuring the profitability of acquired physician practices.

PubMed

Ortiz, J P

1997-01-01

Healthcare organizations are aggressively acquiring physician group practices to create primary care networks and broaden their managed care market penetration. However, few are realizing a positive return on investment after acquisition. The odds that acquired practices will be profitable can be improved if healthcare organizations plan carefully by establishing separate acquiring entities, setting clear goals for the practices, forming skilled management teams with strong physician leadership to manage the acquired practices, and carefully structuring their physician incentive compensation plans.

Children Acquire Emotion Categories Gradually

ERIC Educational Resources Information Center

Widen, Sherri C.; Russell, James A.

2008-01-01

Some accounts imply that basic-level emotion categories are acquired early and quickly, whereas others imply that they are acquired later and more gradually. Our study examined this question for fear, happiness, sadness, and anger in the context of children's categorization of emotional facial expressions. Children (N=168, 2-5 years) first labeled…

Frequency of Home Numeracy Activities Is Differentially Related to Basic Number Processing and Calculation Skills in Kindergartners.

PubMed

Mutaf Yıldız, Belde; Sasanguie, Delphine; De Smedt, Bert; Reynvoet, Bert

2018-01-01

Home numeracy has been shown to play an important role in children's mathematical performance. However, findings are inconsistent as to which home numeracy activities are related to which mathematical skills. The present study disentangled between various mathematical abilities that were previously masked by the use of composite scores of mathematical achievement. Our aim was to shed light on the specific associations between home numeracy and various mathematical abilities. The relationships between kindergartners' home numeracy activities, their basic number processing and calculation skills were investigated. Participants were 128 kindergartners ( M age = 5.43 years, SD = 0.29, range: 4.88-6.02 years) and their parents. The children completed non-symbolic and symbolic comparison tasks, non-symbolic and symbolic number line estimation tasks, mapping tasks (enumeration and connecting), and two calculation tasks. Their parents completed a home numeracy questionnaire. Results indicated small but significant associations between formal home numeracy activities that involved more explicit teaching efforts (i.e., identifying numerals, counting) and children's enumeration skills. There was no correlation between formal home numeracy activities and non-symbolic number processing. Informal home numeracy activities that involved more implicit teaching attempts , such as "playing games" and "using numbers in daily life," were (weakly) correlated with calculation and symbolic number line estimation, respectively. The present findings suggest that disentangling between various basic number processing and calculation skills in children might unravel specific relations with both formal and informal home numeracy activities. This might explain earlier reported contradictory findings on the association between home numeracy and mathematical abilities.

Frequency of Home Numeracy Activities Is Differentially Related to Basic Number Processing and Calculation Skills in Kindergartners

PubMed Central

Mutaf Yıldız, Belde; Sasanguie, Delphine; De Smedt, Bert; Reynvoet, Bert

2018-01-01

Home numeracy has been shown to play an important role in children’s mathematical performance. However, findings are inconsistent as to which home numeracy activities are related to which mathematical skills. The present study disentangled between various mathematical abilities that were previously masked by the use of composite scores of mathematical achievement. Our aim was to shed light on the specific associations between home numeracy and various mathematical abilities. The relationships between kindergartners’ home numeracy activities, their basic number processing and calculation skills were investigated. Participants were 128 kindergartners (Mage = 5.43 years, SD = 0.29, range: 4.88–6.02 years) and their parents. The children completed non-symbolic and symbolic comparison tasks, non-symbolic and symbolic number line estimation tasks, mapping tasks (enumeration and connecting), and two calculation tasks. Their parents completed a home numeracy questionnaire. Results indicated small but significant associations between formal home numeracy activities that involved more explicit teaching efforts (i.e., identifying numerals, counting) and children’s enumeration skills. There was no correlation between formal home numeracy activities and non-symbolic number processing. Informal home numeracy activities that involved more implicit teaching attempts, such as “playing games” and “using numbers in daily life,” were (weakly) correlated with calculation and symbolic number line estimation, respectively. The present findings suggest that disentangling between various basic number processing and calculation skills in children might unravel specific relations with both formal and informal home numeracy activities. This might explain earlier reported contradictory findings on the association between home numeracy and mathematical abilities. PMID:29623055

It Doesn't Get Any Better: The Impact of Poor Basic Skills on the Lives of 37 Year Olds. A Summary

ERIC Educational Resources Information Center

Basic Skills Agency, 1997

1997-01-01

This report summarises the main findings of research based on the National Child Development Study which has followed a group born in a single week in 1958. It examines their literacy and numeracy skills at the age of 37 and gives evidence on the relationship between poor basic skills and qualifications, unemployment, type of job, amount of…

A Comparison of Methodological Approaches for Evaluating the Quality of Basic Skills Programs. AIR Forum 1982 Paper.

ERIC Educational Resources Information Center

Dumont, Richard G.; And Others

A multiple-indicator and multiple-design approach for evaluating the quality of basic skills programs in reading, writing, and mathematics that has been implemented within a statewide system of higher education in the southeastern United States was assessed. Several of the evaluation methodologies are compared in order to determine whether results…

Teaching communication skills in clinical settings: comparing two applications of a comprehensive program with standardized and real patients

PubMed Central

2014-01-01

Background Communication is important for the quality of clinical practice, and programs have been implemented to improve healthcare providers’ communication skills. However, the consistency of programs teaching communication skills has received little attention, and debate exists about the application of acquired skills to real patients. This study inspects whether (1) results from a communication program are replicated with different samples, and (2) results with standardized patients apply to interviews with real patients. Methods A structured, nine-month communication program was applied in two consecutive years to two different samples of healthcare professionals (25 in the first year, 20 in the second year). Results were assessed at four different points in time, each year, regarding participants’ confidence levels (self-rated), basic communication skills in interviews with standardized patients, and basic communication skills in interviews with real patients. Data were analyzed using GLM Repeated-Measures procedures. Results Improvements were statistically significant in both years in all measures except in simulated patients’ assessment of the 2008 group. Differences between the two samples were non-significant. Differences between interviews with standardized and with real patients were also non-significant. Conclusions The program’s positive outcomes were replicated in different samples, and acquired skills were successfully applied to real-patient interviews. This reinforces this type of program structure as a valuable training tool, with results translating into real situations. It also adds to the reliability of the assessment instruments employed, though these may need adaptation in the case of real patients. PMID:24886341

An Empirical Determination of Tasks Essential to Successful Performance as a Tree Service Worker. Determination of a Common Core of Basic Skills in Agribusiness and Natural Resources.

ERIC Educational Resources Information Center

Waddy, Paul H.; And Others

To improve vocational educational programs in agriculture, occupational information on a common core of basic skills within the occupational area of the tree service worker is presented in the revised task inventory survey. The purpose of the occupational survey was to identify a common core of basic skills which are performed and are essential…

On acquiring decision making skills for endovascular interventions.

PubMed

Lanzer, Peter; Prechelt, Lutz

2008-11-01

To improve interventional training we propose a staged rational approach for decision making and skill acquisition. Education and training for endovascular interventions should start to develop the learners' decision-making skills by learning from explicit representations of master interventionist's tacit decision-making knowledge through implementation of the notions of generic interventional modules, interventional strategic and tactical designs. We hope that these suggestions will encourage action, stimulate dialogue and advance the precision of our learning, procedures, practice and patient care.

Do the skills acquired by novice surgeons using anatomic dry models transfer effectively to the task of diagnostic knee arthroscopy performed on cadaveric specimens?

PubMed

Butler, Aaron; Olson, Tyson; Koehler, Ryan; Nicandri, Gregg

2013-02-06

The use of surgical simulation in orthopaedic education is increasing; however, its ideal place within the training curriculum remains unknown. The purpose of this study was to determine the effectiveness of training novice surgeons on an anatomic dry model of the knee prior to training them to perform diagnostic arthroscopy on cadaveric specimens. Fourteen medical students were randomly assigned to two groups. The experimental group was trained to perform diagnostic arthroscopy of the knee on anatomic dry models prior to training on cadaveric specimens. The control group was trained only on cadaveric specimens. Proficiency was assessed with use of a modified version of a previously validated objective assessment of arthroscopic skill, the Basic Arthroscopic Knee Skill Scoring System (BAKSSS). The mean number of trials required to attain minimal proficiency when performing diagnostic knee arthroscopy was compared between the groups. The cumulative transfer effectiveness ratio (CTER) was calculated to measure the transfer of skills acquired by the experimental group. The mean number of trials to demonstrate minimum proficiency was significantly lower in the experimental group (2.57) than in the control group (4.57) (p < 0.01). The mean time to demonstrate proficiency was also significantly less in the experimental group (37.51 minutes) than in the control group (60.48 minutes) (p < 0.01). The CTER of dry-model training for the task of performing diagnostic knee arthroscopy on cadaveric specimens was 0.2. Previous training utilizing an anatomic dry knee model resulted in improved proficiency for novice surgeons learning to perform diagnostic knee arthroscopy on cadaveric specimens. A CTER of 0.2 suggests that dry models can serve as a useful adjunct to cadaveric training for diagnostic knee arthroscopy but cannot entirely replace it within the orthopaedic curriculum. Further work is necessary to determine the optimal amount of training on anatomic dry models

A Culturally Appropriate Approach to Teaching Basic (and Other) Critical Communication Skills to Black College Students.

ERIC Educational Resources Information Center

Hoover, Mary Rhodes

1982-01-01

The Culturally Appropriate Teaching (C.A.T.) method combines the "Back to Basics" paradigm with a culturally oriented approach and has proved to be successful in Black colleges and adult education programs. The C.A.T. method improves the reading levels of students by two years per semester and gives them standard English as a skill in one or two…

Are short-term focused training courses on a phantom model using porcine gall bladder useful for trainees in acquiring basic laparoscopic skills?

PubMed

Bansal, Virinder Kumar; Panwar, Rajesh; Misra, Mahesh C; Bhattacharjee, Hemanga K; Jindal, Vikas; Loli, Athiko; Goswami, Amit; Krishna, Asuri; Tamang, Tseten

2012-04-01

The best training method in laparoscopic surgery has not been defined. We evaluated the efficacy of laparoscopic skills acquisition in a short-term focused program. Two hundred fifty-six participants undergoing training on a phantom model were divided into 2 groups. Group 1 had no exposure and group 2 had performed a few laparoscopic surgeries. Acquisition of laparoscopic skills was assessed by operation time and the modified Global Operative Assessment of Laparoscopic Skills (GOALS) scale. A questionnaire was sent to the participants after 3 to 6 months for assessment of impact of training. There was a statistically significant improvement in the assessed parameters and in the mean score of all 5 domains of GOALS. The participants in group 2 performed better than those in group 1 in the first case. The difference between both the groups disappeared after the training. Participants who responded to the questionnaire felt that training helped them in improving their performance in the operation theater.

[Basic psychosomatic care in ophthalmology. Relevance, training and case examples].

PubMed

Brumm, G; Schnell, S

2016-02-01

The incidence of psychosomatic disorders and their impact on society are increasing. Many patients suffer from psychosomatic symptoms. Medical studies and most notably medical training for ophthalmologists do not sufficiently cover these topics and do not adequately prepare doctors for dealing with patients suffering from psychosomatic disorders. Training in basic psychosomatic care can be absolved by all physicians irrespective of specialization. The structure, benefits and importance of this professional training are explained. The curriculum of the German Medical Association forms the basis of training in basic psychosomatic care. The personal experiences of the authors after completing the training as well as case studies are presented. Training in basic psychosomatic care conveys practical skills for dealing with patients with psychosomatic symptoms, which are often not acquired during medical training for ophthalmologists, where technical procedures predominate. Thus the professional ability is broadened with an immediate positive effect not only on the physician-patient relationship but also on the professional and private environment. Training in basic psychosomatic care should be obligatory in the specialist training of ophthalmologists.

Does the Dynamic Indicators of Basic Early Literacy Skills Next Assessment Take a "Simple View" of Reading?

ERIC Educational Resources Information Center

Munger, Kristen A.; LoFaro, Stephen A.; Kawryga, Erin A.; Sovocool, Elizabeth A.; Medina, Siani Y.

2014-01-01

This study involved examination of the validity evidence of the Dynamic Indicators of Basic Early Literacy Skills-Next Edition (DIBELS Next) for a sample of 85 third-and fifth-grade students, in reference to the "simple view" of reading. Tests administered included DIBELS Next, Peabody Picture Vocabulary Test-IV (PPVT-IV), Group Reading…

Math anxiety and its relationship with basic arithmetic skills among primary school children.

PubMed

Sorvo, Riikka; Koponen, Tuire; Viholainen, Helena; Aro, Tuija; Räikkönen, Eija; Peura, Pilvi; Dowker, Ann; Aro, Mikko

2017-09-01

Children have been found to report and demonstrate math anxiety as early as the first grade. However, previous results concerning the relationship between math anxiety and performance are contradictory, with some studies establishing a correlation between them while others do not. These contradictory results might be related to varying operationalizations of math anxiety. In this study, we aimed to examine the prevalence of math anxiety and its relationship with basic arithmetic skills in primary school children, with explicit focus on two aspects of math anxiety: anxiety about failure in mathematics and anxiety in math-related situations. The participants comprised 1,327 children at grades 2-5. Math anxiety was assessed using six items, and basic arithmetic skills were assessed using three assessment tasks. Around one-third of the participants reported anxiety about being unable to do math, one-fifth about having to answer teachers' questions, and one tenth about having to do math. Confirmatory factor analysis indicated that anxiety about math-related situations and anxiety about failure in mathematics are separable aspects of math anxiety. Structural equation modelling suggested that anxiety about math-related situations was more strongly associated with arithmetic fluency than anxiety about failure. Anxiety about math-related situations was most common among second graders and least common among fifth graders. As math anxiety, particularly about math-related situations, was related to arithmetic fluency even as early as the second grade, children's negative feelings and math anxiety should be identified and addressed from the early primary school years. © 2017 The British Psychological Society.

PALS: Parent Activities for Learning Basic Skills.

ERIC Educational Resources Information Center

South Carolina State Dept. of Education, Columbia.

Developed for K-3 teachers to send home with their students, this collection of learning activities and games is offered to help reinforce students' language arts and mathematics skills and to enhance parental involvement. Suggestions to the teacher include sending home only those pages containing activities for skills currently being studied and…

What basic clinical procedures should be mastered by junior clerkship students? Experience at a single medical school in Tanzania.

PubMed

Konje, Eveline T; Kabangila, Rodrick; Manyama, Mange; van Wyk, Jacqueline M

2016-01-01

Clinical training in most medical schools, including the Catholic University of Health and Allied Sciences (CUHAS), is offered in the form of junior and senior rotations. During these clinical rotations, students are expected to acquire and master the basic procedural skills. However, students' learning process should be evaluated for quality improvement. This study was conducted to identify the basic medical procedural skills that third-year medical students should acquire and master and determine the level of students' exposure on these procedures at the end of junior rotation in internal medicine. Identification of the gap between clinicians' opinions, skills practiced by students, and third-year students' curriculum in the medical department at CUHAS was also done. The descriptive cross-sectional study was used to collect data through a self-administered, structured questionnaire from clinicians in medicine. A review of logbooks was considered to determine level of students' exposure, and a document analysis was done using existing medical curriculum. The response of 71% (n=22) was obtained. Clinicians agreed on basic procedures that students should perform independently (ie, Foley catheter insertion, venipuncture, and intravenous drip insertion). Clinicians thought that lumbar punctures, abdominal paracentesis, and nasogastric tube insertion should be done under minimal supervision. A considerable number of students (25%, n=75) did not practice any procedure throughout their rotation. The majority of the students performed venipuncture independently (82.14%, n=56) and lumbar punctures (73.21%, n=56) under supervision. Less than 25% (n=56) of the students met the required number of exposures on the basic procedures. The procedures to be performed and the level of competency in the procedures are not specified in the current curriculum. The study identified the procedures that should be taught and practiced by students. It also highlighted the discrepancies in

Training hospital providers in basic CPR skills in Botswana: acquisition, retention and impact of novel training techniques.

PubMed

Meaney, Peter A; Sutton, Robert M; Tsima, Billy; Steenhoff, Andrew P; Shilkofski, Nicole; Boulet, John R; Davis, Amanda; Kestler, Andrew M; Church, Kasey K; Niles, Dana E; Irving, Sharon Y; Mazhani, Loeto; Nadkarni, Vinay M

2012-12-01

Globally, one third of deaths each year are from cardiovascular diseases, yet no strong evidence supports any specific method of CPR instruction in a resource-limited setting. We hypothesized that both existing and novel CPR training programs significantly impact skills of hospital-based healthcare providers (HCP) in Botswana. HCP were prospectively randomized to 3 training groups: instructor led, limited instructor with manikin feedback, or self-directed learning. Data was collected prior to training, immediately after and at 3 and 6 months. Excellent CPR was prospectively defined as having at least 4 of 5 characteristics: depth, rate, release, no flow fraction, and no excessive ventilation. GEE was performed to account for within subject correlation. Of 214 HCP trained, 40% resuscitate ≥ 1/month, 28% had previous formal CPR training, and 65% required additional skills remediation to pass using AHA criteria. Excellent CPR skill acquisition was significant (infant: 32% vs. 71%, p<0.01; adult 28% vs. 48%, p<0.01). Infant CPR skill retention was significant at 3 (39% vs. 70%, p<0.01) and 6 months (38% vs. 67%, p<0.01), and adult CPR skills were retained to 3 months (34% vs. 51%, p=0.02). On multivariable analysis, low cognitive score and need for skill remediation, but not instruction method, impacted CPR skill performance. HCP in resource-limited settings resuscitate frequently, with little CPR training. Using existing training, HCP acquire and retain skills, yet often require remediation. Novel techniques with increased student: instructor ratio and feedback manikins were not different compared to traditional instruction. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

CBT Pilot Program Instructional Guide. Basic Drafting Skills Curriculum Delivered through CAD Workstations and Artificial Intelligence Software.

ERIC Educational Resources Information Center

Smith, Richard J.; Sauer, Mardelle A.

This guide is intended to assist teachers in using computer-aided design (CAD) workstations and artificial intelligence software to teach basic drafting skills. The guide outlines a 7-unit shell program that may also be used as a generic authoring system capable of supporting computer-based training (CBT) in other subject areas. The first section…

Machine Tool Technology. Automatic Screw Machine Troubleshooting & Set-Up Training Outlines [and] Basic Operator's Skills Set List.

ERIC Educational Resources Information Center

Anoka-Hennepin Technical Coll., Minneapolis, MN.

This set of two training outlines and one basic skills set list are designed for a machine tool technology program developed during a project to retrain defense industry workers at risk of job loss or dislocation because of conversion of the defense industry. The first troubleshooting training outline lists the categories of problems that develop…

A Comparison of Japanese and Turkish Mothers' Views about Self Care Skill Acquisition Age and Their Expectations from Preschools

ERIC Educational Resources Information Center

Ramazan, M. Oya; Sakai, Aya

2017-01-01

Spanning the vital temporal interval between birth and the elementary school education, the preschool period is one of the most critical times of human life due to its importance in the formation and nourishment of personality. Specifically the preschool education enables children to acquire and develop basic knowledge, skills and habits, thus…

An Empirical Determination of Tasks Essential to Successful Performance as a Bulk Fertilizer Plant Worker. Determination of a Common Core of Basic Skills in Agribusiness and Natural Resources.

ERIC Educational Resources Information Center

Miller, Daniel R.; And Others

To improve vocational educational programs in agriculture, occupational information on a common core of basic skills within the occupational area of the bulk fertilizer plant worker is presented in the revised task inventory survey. The purpose of the occupational survey was to identify a common core of basic skills which are performed and are…

Evaluation of Medical Students' Attitudes and Performance of Basic Surgery Skills in a Training Program Using Fresh Human skin, Excised During Body Contouring Surgeries.

PubMed

Rothenberger, Jens; Seyed Jafari, Seyed Morteza; Schnabel, Kai P; Tschumi, Christian; Angermeier, Sarina; Shafighi, Maziar

2015-01-01

Learning surgical skills in the operating room may be a challenge for medical students. Therefore, more approaches using simulation to enable students to develop their practical skills are required. We hypothesized that (1) there would be a need for additional surgical training for medical students in the pre-final year, and (2) our basic surgery skills training program using fresh human skin would improve medical students' surgical skills. We conducted a preliminary survey of medical students to clarify the need for further training in basic surgery procedures. A new approach using simulation to teach surgical skills on human skin was set up. The procedural skills of 15 randomly selected students were assessed in the operating room before and after participation in the simulation, using Objective Structured Assessment of Technical Skills. Furthermore, subjective assessment was performed based on students' self-evaluation. The data were analyzed using SPSS, version 21 (SPSS, Inc., Chicago, IL). The study took place at the Inselspital, Bern University Hospital. A total of 186 pre-final-year medical students were enrolled into the preliminary survey; 15 randomly selected medical students participated in the basic surgical skills training course on the fresh human skin operating room. The preliminary survey revealed the need for a surgical skills curriculum. The simulation approach we developed showed significant (p < 0.001) improvement for all 12 surgical skills, with mean cumulative precourse and postcourse values of 31.25 ± 5.013 and 45.38 ± 3.557, respectively. The self-evaluation contained positive feedback as well. Simulation of surgery using human tissue samples could help medical students become more proficient in handling surgical instruments before stepping into a real surgical situation. We suggest further studies evaluating our proposed teaching method and the possibility of integrating this simulation approach into the medical school curriculum

Basic Skills--Identifying and Meeting Needs. Information for People Who Give Advice on Courses, Careers and Employment

ERIC Educational Resources Information Center

Basic Skills Agency, 2007

2007-01-01

There are very few jobs today that do not require basic literacy and numeracy skills. Even when the job itself is manual, employees need to read health and safety notices, fill in a job sheet and check their pay and overtime hours. Service industry jobs place even more demands on the workforce, with their emphasis on efficiently and rapidly…

An Inventory of U.S. Navy Courses Suitable for Use in Training Civiliam Personnel in Basic Technical Skills.

ERIC Educational Resources Information Center

Rogers, William A., Jr.; Nisos, Michael J.

An inventory of courses of study developed by the United States Navy which might be useful to other private and public institutions in training civilian students in basic technological skills is presented. Individual course reports contain the following information: course description, comments, course content (including blocks of instruction and…

The Development of a Comprehensive Student Basic Skills Assessment Program at St. Louis Community College's Florissant Valley Campus.

ERIC Educational Resources Information Center

Webb, Mel

A comprehensive student basic skills assessment program was developed at St. Louis Community College (SLCC) at Florissant Valley to appraise student readiness to take courses, gather information for counseling and advising, diagnose student problems, and evaluate program efficiency and effectiveness. The steps taken in developing the program were:…

[Evaluation of practical skills in echocardiography for intensivists].

PubMed

Giraud, Raphael; Siegenthaler, Nils; Tagan, Damien; Bendjelid, Karim

2009-12-09

In 2009, the Critical Care NetWork of the American College of Chest Physicians (ACCP) in partnership with La Société de réanimation de langue française (SRLF) selected a panel of experts to characterize competence in critical care ultrasonography (CCUS) and suggest a consensus statement on competence in CCUS. CCUS may be divided into general CCUS (thoracic, abdominal, and vascular), and echocardiography (basic and advanced). For each component, the experts defined the specific skills that the intensivist should acquire to be competent in that aspect of CCUS. They, also, defined a reasonable minimum standard statement to serve as a guide for the intensivist in achieving proficiency in the field. The present article focuses on the consensus statement concerning the evaluation of the competences (basic level) in critical care echocardiography.

How Do Primary School Students Acquire the Skill of Making Hypothesis

ERIC Educational Resources Information Center

Darus, Faridah Binti; Saat, Rohaida Mohd

2014-01-01

Science education in Malaysia emphasizes three components: namely knowledge, scientific skills which include science process skills and manipulative skills; scientific attitudes; and noble values. The science process skills are important in enhancing students' cognitive development and also to facilitate students' active participation during the…

Learning basic surgical skills with mental imagery: using the simulation centre in the mind.

PubMed

Sanders, Charles W; Sadoski, Mark; van Walsum, Kim; Bramson, Rachel; Wiprud, Robert; Fossum, Theresa W

2008-06-01

Although surgeons and athletes frequently use mental imagery in preparing to perform, mental imagery has not been extensively researched as a learning technique in medical education. A mental imagery rehearsal technique was experimentally compared with textbook study to determine the effects of each on the learning of basic surgical skills. Sixty-four Year 2 medical students were randomly assigned to 2 treatment groups in which they undertook either mental imagery or textbook study. Both groups received the usual skills course of didactic lectures, demonstrations, physical practice with pigs' feet and a live animal laboratory. One group received additional training in mental imagery and the other group was given textbook study. Performance was assessed at 3 different time-points using a reliable rating scale. Analysis of variance on student performance in live rabbit surgery revealed a significant interaction favouring the imagery group over the textbook study group. The mental imagery technique appeared to transfer learning from practice to actual surgery better than textbook study.

Adult Education Basic Skills Task Force: Writing Skills.

ERIC Educational Resources Information Center

Utah State Office of Education, Salt Lake City.

In response to the Utah State Board of Education's new high school graduation requirements, five task forces of adult basic education teachers were charged with the identification of functional competencies for adult students in the areas of reading, writing, speaking, listening, and computation, and with the development of curricular materials…

Readers in Adult Basic Education.

PubMed

Barnes, Adrienne E; Kim, Young-Suk; Tighe, Elizabeth L; Vorstius, Christian

The present study explored the reading skills of a sample of 48 adults enrolled in a basic education program in northern Florida, United States. Previous research has reported on reading component skills for students in adult education settings, but little is known about eye movement patterns or their relation to reading skills for this population. In this study, reading component skills including decoding, language comprehension, and reading fluency are reported, as are eye movement variables for connected-text oral reading. Eye movement comparisons between individuals with higher and lower oral reading fluency revealed within- and between-subject effects for word frequency and word length as well as group and word frequency interactions. Bivariate correlations indicated strong relations between component skills of reading, eye movement measures, and both the Test of Adult Basic Education ( Reading subtest) and the Woodcock-Johnson III Diagnostic Reading Battery Passage Comprehension assessments. Regression analyses revealed the utility of decoding, language comprehension, and lexical activation time for predicting achievement on both the Woodcock Johnson III Passage Comprehension and the Test of Adult Basic Education Reading Comprehension.

A real-life study on acquired skills from using an adrenaline autoinjector.

PubMed

Topal, Erdem; Bakirtas, Arzu; Yilmaz, Ozlem; Ertoy, Ilbilge Hacer; Arga, Mustafa; Demirsoy, Mehmet Sadik; Turktas, Ipek

2013-01-01

Training programs performed by allergists have increased the ability of patients' recognition and management of anaphylaxis. We aim to investigate the permanence of effect of an anaphylaxis training program and to determine the factors affecting it beyond training given by allergists. Children and/or their caregivers who had been prescribed an adrenaline autoinjector at least 1 year before were invited to take part in the study. The knowledge about anaphylaxis was assessed using a questionnaire and the skills were practically tested. Sixty-four (50 caregivers/14 children >12 years of age) of 80 patients who accepted the invitation were included in the study. Fifty-nine patients obtained the autoinjector after initial prescription. Among them, 42 (71%) still had the device at the time of the study. The most common reason for not having the autoinjector was no longer feeling it was necessary (54.6%). Of the cases, 39.4% were competent in autoinjector use. There was a significant relation between adrenaline autoinjector competency and regular allergy visits (p = 0.010), believing that it is necessary (p = 0.04), having an adrenaline autoinjector (p = 0.003), and previous history of severe anaphylaxis (p = 0.010). Autoinjector competency score decreased as time elapsed from the last visit (rho = -0.382; p = 0.002) and the first instruction (rho = -0.317; p = 0.01). Regular visits (p = 0.009) and history of severe anaphylaxis (p = 0.007) were found as independent factors having an effect on adrenaline autoinjector competency. Training of patients/caregivers by allergists does not guarantee the permanence of acquired skills on anaphylaxis in the long run. Regular follow-up visits should be fostered. Copyright © 2012 S. Karger AG, Basel.

Examination of the relationship between preservice science teachers' scientific reasoning and problem solving skills on basic mechanics

NASA Astrophysics Data System (ADS)

Yuksel, Ibrahim; Ates, Salih

2018-02-01

The purpose of this study is to determine relationship between scientific reasoning and mechanics problem solving skills of students in science education program. Scientific Reasoning Skills Test (SRST) and Basic Mechanics Knowledge Test (BMKT) were applied to 90 second, third and fourth grade students who took Scientific Reasoning Skills course at science teaching program of Gazi Faculty of Education for three successive fall semesters of 2014, 2015 and 2016 academic years. It was found a statistically significant positive (p = 0.038 <0.05) but a low correlation (r = 0.219) between SRST and BMKT. There were no significant relationship among Conservation Laws, Proportional Thinking, Combinational Thinking, Correlational Thinking, Probabilistic Thinking subskills of reasoning and BMKT. There were significant and positive correlation among Hypothetical Thinking and Identifying and Controlling Variables subskills of reasoning and BMKT. The findings of the study were compared with other studies in the field and discussed.

The Relationship between the Information Technology Skills Acquired by Secretarial Teachers in Nigeria Colleges of Education and Their Utilization of Internet for Effective Teaching

ERIC Educational Resources Information Center

Adeshina, Tunde Joel; Udoh, Abasido; Ndomi, Benjamin; Aliyu, Muhibeedeen

2013-01-01

This study established the relationship between the Information Technology skills acquired by Secretarial Teachers in Nigerian Colleges of Education and their utilization of Internet for effective teaching. 250 Secretarial Teachers drawn from 58 Accredited Nigerian Colleges of Education responded to the questionnaire that was divided into 4 parts.…

European consensus on a competency-based virtual reality training program for basic endoscopic surgical psychomotor skills.

PubMed

van Dongen, Koen W; Ahlberg, Gunnar; Bonavina, Luigi; Carter, Fiona J; Grantcharov, Teodor P; Hyltander, Anders; Schijven, Marlies P; Stefani, Alessandro; van der Zee, David C; Broeders, Ivo A M J

2011-01-01

Virtual reality (VR) simulators have been demonstrated to improve basic psychomotor skills in endoscopic surgery. The exercise configuration settings used for validation in studies published so far are default settings or are based on the personal choice of the tutors. The purpose of this study was to establish consensus on exercise configurations and on a validated training program for a virtual reality simulator, based on the experience of international experts to set criterion levels to construct a proficiency-based training program. A consensus meeting was held with eight European teams, all extensively experienced in using the VR simulator. Construct validity of the training program was tested by 20 experts and 60 novices. The data were analyzed by using the t test for equality of means. Consensus was achieved on training designs, exercise configuration, and examination. Almost all exercises (7/8) showed construct validity. In total, 50 of 94 parameters (53%) showed significant difference. A European, multicenter, validated, training program was constructed according to the general consensus of a large international team with extended experience in virtual reality simulation. Therefore, a proficiency-based training program can be offered to training centers that use this simulator for training in basic psychomotor skills in endoscopic surgery.

The Use of Classroom Assessment to Explore Problem Solving Skills Based on Pre-Service Teachers’ Cognitive Style Dimension in Basic Physics Course

NASA Astrophysics Data System (ADS)

Rahmawati; Rustaman, Nuryani Y.; Hamidah, Ida; Rusdiana, Dadi

2017-02-01

The aim of this study was to explore the use of assessment strategy which can measure problem solving skills of pre-service teachers based on their cognitive style in basic physics course. The sample consisted of 95 persons (male = 15, female = 75). This study used an exploratory research with observation techniques by interview, questionnaire, and test. The results indicated that the lecturer only used paper-pencil test assessment strategy to measure pre-service teachers’ achievement and also used conventional learning strategy. It means that the lecturer did not measure pre-services’ thinking process in learning, like problem solving skills. One of the factors which can influence student problem solving skills is cognitive style as an internal factor. Field Dependent (FD) and Field Independent (FI) are two cognitive styles which were measured with using Group Embedded Figure Test (GEFT) test. The result showed that 82% of pre-service teachers were FD cognitive style and only 18% of pre-service teachers had FI cognitive style. Furthermore, these findings became the fundamental design to develop a problem solving assessment model to measure pre-service teachers’ problem solving skills and process in basic physics course.

Teacher's Guide for Home Economics Curriculum Competency Based Modules for Integrating Basic Skills in Reading, Writing, and Mathematics.

ERIC Educational Resources Information Center

Crabtree, Myrna P.; Maltby, Carolyn T.

This teacher's guide is designed to encourage home economics teachers to plan and implement units of study that will facilitate student competency development in home economics content areas as well as in basic skills. It is intended to assist teachers in the effective use of "Home Economics Curriculum Competency Based Modules in Reading,…

Employability Skills Center.

ERIC Educational Resources Information Center

Sweetwater Union High School District, Chula Vista, CA.

The Employability Skills Center (ESC) of the Division of Adult and Continuing Education (DACE) of the Sweetwater Union High School District (California) was created out of a need to help adult students develop the basic skills that are required for success in their chosen vocational programs but not taught in regular adult basic education classes.…

Clinical skills training in a skills lab compared with skills training in internships: comparison of skills development curricula.

PubMed

Peeraer, G; Scherpbier, A J J A; Remmen, R; De winter, B Y; Hendrickx, K; van Petegem, P; Weyler, J; Bossaert, L

2007-11-01

The necessity of learning skills through "integrated skills training" at an undergraduate level has been supported by several studies. The University of Antwerp implemented undergraduate skills training in its renewed curriculum in 1998, after it was demonstrated that Flemish students did not master their medical skills as well as Dutch students who received "integrated skills training" as part of their undergraduate medical course. The aim of this study was to compare the skill outcome levels of two different student populations: students who had been trained in basic clinical skills mainly through clinical internships in year 7 with students who had learned these skills through an integrated longitudinal programme in a special learning environment in years 1-5 prior to their internship experience. Students of the traditional curriculum learned skills through a 75 hour programme in years 4 and 5, through plenary sessions followed by a 12 month period of internships during which skills could be further practiced. We tested this group right after completion of their internships. Students from the renewed curriculum followed a 200 hour intensive small group skills training programme offered in years 1-5. This group was tested before starting their internships. On global OSCE-scores, renewed curriculum students had significantly higher overall scores (p<0.001) and they scored significantly higher at 6 of 15 stations. There was no significant difference at 8 stations, while traditional curriculum students scored better at station 1. 5 years and 200 hours of integrated undergraduate skills training is more effective as a method of learning basic clinical skills, compared to learning these skills through 75 hours of traditional skill training and reinforcement of these skills in 12 month clinical internships, when measured by means of an OSCE.

Influences on Adult Basic Skills. Factors Affecting the Development of Literacy and Numeracy from Birth to 37.

ERIC Educational Resources Information Center

Parsons, Samantha; Bynner, John

The factors influencing development of basic skills from birth to age 37 were examined by analyzing a sample of 1,700 people who were part of the National Child Development Study (NCDS), a longitudinal study in which data on more than 17,000 people who were born in Great Britain in a single week in 1958 were collected when they were 7, 11, 16, 23,…

Get Involved in the Job Opportunities and Basic Skills Training Program (JOBS). What Local Areas Need To Know.

ERIC Educational Resources Information Center

JTPA Issues, 1989

1989-01-01

This Job Training Partnership Act (JTPA) Update provides a quick primer of some of the key areas where states have flexibility to develop their own programs and processes in the new Job Opportunities and Basic Skills (JOBS) program. This guide is organized in seven sections that cover the following topics: (1) introduction; (2) why local areas…

Continuum of Major Life Activities "Bank of Basic Skills."

ERIC Educational Resources Information Center

Charlton, Sue; And Others

The manual lists those skills considered critical for independent living of severely handicapped persons from elementary to senior high school. The skills are intended to help serve as guidelines in selecting and developing appropriate curriculum and Individualized Education Program objectives. The skills are grouped according to their general…

Impact of simulation training on Jordanian nurses' performance of basic life support skills: A pilot study.

PubMed

Toubasi, Samar; Alosta, Mohammed R; Darawad, Muhammad W; Demeh, Waddah

2015-09-01

Providing efficient basic life support (BLS) training is crucial for practicing nurses who provide direct patient care. Nevertheless, data addressing the impact of BLS courses on the skills and performance of Jordanian nurses are scarce. This study aimed to assess the effectiveness of a BLS simulation training on Jordanian nurses' skill improvement in cardiopulmonary resuscitation. A prospective quasi-experimental, single group pretest-posttest design was used to study the effect of BLS simulation; using a 9-item checklist; on the spot training; American Heart Association, on a group of Jordanian nurses. A pre-test was conducted following a CPR scenario to test the skills using 9-item checklist extrapolated from the American Heart Association guidelines. After debriefing, an interactive on spot training was provided. Later, participants undertook an unscheduled post-test after four weeks that included the same nine items. Thirty registered nurses with a mean clinical experience of 6.1years participated in the study. Comparing pre-test (M=4.6, SD=2.9, range=0 to 9) with post-test results (M=7.5, SD=1.7, range=4 to 9) showed an overall improvement in skills and BLS scores after the simulation training program (t=7.4, df=29, p<0.0001). BLS simulation training sessions are associated with significant improvement in skills and performance among Jordanian nurses. A refreshment BLS training session for nurses is highly recommended to guarantee nurses' preparedness in actual CPR scenarios. Copyright © 2015 Elsevier Ltd. All rights reserved.

Effectiveness of Active Learning Strategy in Improving the Acoustic Awareness Skills and Understanding What Is Heard by the Basic Stage Students in Jordan

ERIC Educational Resources Information Center

Al-Odwan, Yaser

2016-01-01

This research aims to get acquainted with the effectiveness of the active learning strategy in improving the acoustic awareness skills and understanding what is heard by the basic stage students in Jordan by answering the two following questions: This research has been applied to a sample of 60 students from the basic third grade in Al-Ahnaf Ben…

Identifying student difficulties with basic scientific reasoning skills: An example from control of variables

NASA Astrophysics Data System (ADS)

Boudreaux, Andrew

2006-05-01

Current national and local standards for the science learning of K-12 students emphasize both basic concepts (such as density) and fundamental reasoning skills (such as proportional reasoning, the interpretation of graphs, and the use of control of variables). At Western Washington University (WWU) and the University of Washington (UW), an effort is underway to examine the ability of university students to apply these same concepts and skills. Populations include students in liberal arts physics courses, introductory calculus-based physics courses, and special courses for the preparation of teachers. One focus of the research has been on the idea of control of variables. This topic is studied by students at all levels, from the primary grades, in which the notion of a ``fair test,'' is sometimes used, to university courses. This talk will discuss research tasks in which students are expected to infer from experimental data whether a particular variable influences (i.e., affects) or by itself determines (i.e., predicts) a given result. Student responses will be presented to identify specific difficulties.

The Basic Study Skills Guide for Grades K-6.

ERIC Educational Resources Information Center

Prince George's County Public Schools, Upper Marlboro, MD.

This guide has been designed for use in teaching study skills to elementary school students, kindergarten through grade six. It contains lessons developed and refined over a three-year period in the skills areas of listening, scheduling and task analysis, memory, notetaking, and using a textbook. Each skills area is developed in the context of a…

Transferability of laparoscopic skills using the virtual reality simulator.

PubMed

Yang, Cui; Kalinitschenko, Uljana; Helmert, Jens R; Weitz, Juergen; Reissfelder, Christoph; Mees, Soeren Torge

2018-03-30

Skill transfer represents an important issue in surgical education, and is not well understood. The aim of this randomized study is to assess the transferability of surgical skills between two laparoscopic abdominal procedures using the virtual reality simulator in surgical novices. From September 2016 to July 2017, 44 surgical novices were randomized into two groups and underwent a proficiency-based basic training consisting of five selected simulated laparoscopic tasks. In group 1, participants performed an appendectomy training on the virtual reality simulator until they reached a defined proficiency. They moved on to the tutorial procedural tasks of laparoscopic cholecystectomy. Participants in group 2 started with the tutorial procedural tasks of laparoscopic cholecystectomy directly. Finishing the training, participants of both groups were required to perform a complete cholecystectomy on the simulator. Time, safety and economy parameters were analysed. Significant differences in the demographic characteristics and previous computer games experience between the two groups were not noted. Both groups took similar time to complete the proficiency-based basic training. Participants in group 1 needed significantly less movements (388.6 ± 98.6 vs. 446.4 ± 81.6; P < 0.05) as well as shorter path length (810.2 ± 159.5 vs. 945.5 ± 187.8 cm; P < 0.05) to complete the cholecystectomy compared to group 2. Time and safety parameters did not differ significantly between both groups. The data demonstrate a positive transfer of motor skills between laparoscopic appendectomy and cholecystectomy on the virtual reality simulator; however, the transfer of cognitive skills is limited. Separate training curricula seem to be necessary for each procedure for trainees to practise task-specific cognitive skills effectively. Mentoring could help trainees to get a deeper understanding of the procedures, thereby increasing the chance for the transfer of

Aligning the NWEA RIT Scale with the Nevada Criterion Referenced Assessment and the Iowa Test of Basic Skills

ERIC Educational Resources Information Center

Cronin, John; Bowe, Branin

2004-01-01

Each year, Nevada students in grades 3, 4, 5, and 7 participate in testing as part of the Nevada assessment program. Students in grades 3 and 5 take the Nevada Criterion Referenced Assessment (Nevada CRT) while students in grades 4 and 7 take the Iowa Test of Basic Skills (ITBS). These tests serve as an important measure of student achievement for…

Relationships Between School District Level Inputs and the Output Performance of Students on the Missouri Basic Essential Skills Test.

ERIC Educational Resources Information Center

Freeman, Vera E.; Hatley, Richard V.

Missouri requires the testing of all eighth grade students on their competence in reading and language arts, mathematics, and government and economics. This statewide assessment is referred to as the Missouri Basic Essential Skills Test (BEST) and has been given in the spring of each year since 1978. A study was undertaken to determine which…

A comparison of basic and state-of-the-arts skills sets of biomedical science technical staff in Lagos public universities.

PubMed

John, T A

2011-12-01

Biomedical science has advanced drastically in developed countries in the last two decades with many health and economic benefits. In Nigeria, biomedical science has not thrived and the contribution from Nigerian universities, indeed African universities, to publications in global high impact journals is low. The present work was based on the hypothesis that there is a lack of state-of-the-arts experimentation in Nigerian biomedical science experiments. An investigation was carried out on the professional skills of biomedical science technical staff of the two (federal and state) public universities in Lagos, Nigeria using a closed-ended questionnaire survey. The 17 respondents were asked about their training, the frequency of utilization of 99 skills, and their expertise. The respondents were "untrained" more in state-of-the-arts skills (34% for electrophoresis, 28% for genomics, 22% for immunochemistry, and 34% for proteomics skills) than in general professional skills (5%), basic technical equipment skills (16%), or general biomedical science knowledge and skills (16%). Frequencies of responses were higher for general skills than for state-of-the-arts skills in the responses "utilizing frequently" (9.96%-31-61% versus 0.36%-4.2%), and "I'm expert" (9.55%-19.88% versus 5.88%-8.48%). It was projected that with continued investment in modern equipment and infrastructure, there will be increased drive for training and usage of modern bioscience research skills and multidisciplinary approaches and production of high-tech scientific publications.

Parent-implemented behavioral skills training of social skills.

PubMed

Dogan, Rebecca K; King, Melissa L; Fischetti, Anthony T; Lake, Candice M; Mathews, Therese L; Warzak, William J

2017-10-01

Impairment in social skills is a primary feature of Autism Spectrum Disorders (ASDs). Research indicates that social skills are intimately tied to social development and negative social consequences can persist if specific social behaviors are not acquired. The present study evaluated the effects of behavioral skills training (BST) on teaching four parents of children with ASDs to be social skills trainers. A nonconcurrent multiple baseline design across parent-child dyads was employed and direct observation was used to assess parent and child behaviors Results demonstrated substantial improvement in social skills teaching for all participants for trained and untrained skills. Ancillary measures of child performance indicated improvement in skills as well. High levels of correct teaching responses were maintained at a 1 month follow-up. This study extends current literature on BST while also providing a helpful, low-effort strategy to modify how parents can work with their children to improve their social skills. © 2017 Society for the Experimental Analysis of Behavior.

Basic Measurement and Related Careers: Level C.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center for Vocational and Technical Education.

The teaching guide, part of a series of four, consists of learning experiences for use at the levels of grades 3 and 4 in mathematics. It focuses on the basic concepts of measurement and developing measurement skills in the early grades. It progresses to the concept of measurement by comparison and to developing basic volume measurement skills.…

Life Management Skills, 8230. Home Economics Education.

ERIC Educational Resources Information Center

Loudoun County Public Schools, Leesburg, VA.

The middle school home economics curriculum on Life Management Skills I (eighth grade) meets the needs of the early adolescent. It is based upon three major concepts: (1) basic skills; (2) self-knowledge/understanding/decision making; and (3) independence/interdependence. Emphasis on the basic skills of reading, writing, communicating, using…

5 CFR 9701.361 - Special skills payments.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 5 Administrative Personnel 3 2011-01-01 2011-01-01 false Special skills payments. 9701.361 Section... RESOURCES MANAGEMENT SYSTEM Pay and Pay Administration Special Payments § 9701.361 Special skills payments... at the same time as basic pay or in periodic lump-sum payments. Special skills payments are not basic...

A Program to Train Apprentices to Lead Inservice Workshops for Secondary Teachers of Basic Skills. Developer/Demonstration Project. Final Report.

ERIC Educational Resources Information Center

Stallings, Jane A.

The Development and Demonstration project has trained interns to lead Effective Use of Time inservice workshops for secondary school teachers of basic reading and mathematical skills. These interns then returned to their home bases and trained teachers who could in turn train other teachers to use the Stallings Effective Use of Time methods. The…

Students' Confidence in the Ability to Transfer Basic Math Skills in Introductory Physics and Chemistry Courses at a Community College

ERIC Educational Resources Information Center

Quinn, Reginald

2013-01-01

The purpose of this study was to examine the confidence levels that community college students have in transferring basic math skills to science classes, as well as any factors that influence their confidence levels. This study was conducted with 196 students at a community college in central Mississippi. The study was conducted during the month…

The Impact of Supplemental Handwriting and Spelling Instruction with First Grade Students Who Do Not Acquire Transcription Skills as Rapidly as Peers: A Randomized Control Trial

ERIC Educational Resources Information Center

Graham, Steve; Harris, Karen R.; Adkins, Mary

2018-01-01

The impact of supplemental handwriting and spelling instruction on learning to write was examined in an experimental study with first grade students who were not acquiring these skills as rapidly as their classmates. Thirty students (16 boys, 14 girls) were randomly assigned to a handwriting and spelling instructional condition or a phonological…

Making the Road by Walking: Using Role-Play and Instructor Feedback to Teach Basic Counseling Skills to Singaporean Trainee Educational Psychologists

ERIC Educational Resources Information Center

Kit, Phey Ling; Garces-Bacsal, Rhoda Myra; Burgetova, Kristina

2015-01-01

This study focused on the experiential learning experiences of eight trainee educational psychologists (school psychologists in the United States) from Singapore who participated in three role-play sessions during a two-day Basic Counseling Skills Training Program. Data collected from transcriptions of video-recorded sessions, a focus group…

Construction of an evidence-based, graduated training curriculum for D-box, a webcam-based laparoscopic basic skills trainer box.

PubMed

Debes, Anders J; Aggarwal, Rajesh; Balasundaram, Indran; Jacobsen, Morten B J

2012-06-01

Surgical training programs are now including simulators as training tools for teaching laparoscopic surgery. The aim of this study was to develop a standardized, graduated, and evidence-based curriculum for the newly developed D-box (D-box Medical, Lier, Norway) for training basic laparoscopic skills. Eighteen interns with no laparoscopic experience completed a training program on the D-box consisting of 8 sessions of 5 tasks with assessment on a sixth task. Performance was measured by the use of 3-dimensional electromagnetic tracking of hand movements, path length, and time taken. Ten experienced surgeons (>100 laparoscopic surgeries, median 250) were recruited for establishing benchmark criteria. Significant learning curves were obtained for all construct valid parameters for tasks 4 (P < .005) and 5 (P < .005) and reached plateau levels between the fifth and sixth session. Within the 8 sessions of this study, between 50% and 89% of the interns reached benchmark criteria on tasks 4 and 5. Benchmark criteria and an evidence-based curriculum have been developed for the D-box. The curriculum is aimed at training and assessing surgical novices in basic laparoscopic skills. Copyright © 2012 Elsevier Inc. All rights reserved.

Self-Development: The Nine Basic Skills for Business Success.

ERIC Educational Resources Information Center

Dobbins, Richard; Pettman, Barrie O.

1997-01-01

Business skills described are as follows: think creatively, set goals, implement a winning business strategy, implement a winning marketing strategy, be excellent at selling, negotiate better deals, give leadership, understand financial implications, and manage time well. A bibliography contains 90 references categorized by the nine skills. (SK)

Standard and modified administrations of the Iowa Tests of Basic Skills with learning disabled students.

PubMed

Estes, R E; Baum, D L; Bray, N M

1986-04-01

The purpose of this study was to investigate the performance of junior high school learning disabled students on standard and modified administrations of selected subtests from the Iowa Tests of Basic Skills. No significant differences were noted for correlations between types of administration and teachers' ratings on any of the subtest comparisons. Grade placements for Vocabulary and Reading Comprehension using the modified administration were significantly higher than those using the standard administration and more closely aligned with teachers' ratings. Math Concept and Math Problem-solving grade-placement scores did not differ by type of administration; teachers' ratings were higher than those produced by either testing format.

Learning to be different: Acquired skills, social learning, frequency dependence, and environmental variation can cause behaviourally mediated foraging specializations

USGS Publications Warehouse

Tinker, M.T.; Mangel, M.; Estes, J.A.

2009-01-01

Question: How does the ability to improve foraging skills by learning, and to transfer that learned knowledge, affect the development of intra-population foraging specializations? Features of the model: We use both a state-dependent life-history model implemented by stochastic dynamic programming (SDPM) and an individual-based model (IBM) to capture the dynamic nature of behavioural preferences in feeding. Variables in the SDPM include energy reserves, skill levels, energy and handling time per single prey item, metabolic rate, the rates at which skills are learned and forgotten, the effect of skills on handling time, and the relationship between energy reserves and fitness. Additional variables in the IBM include the probability of successful weaning, the logistic dynamics of the prey species with stochastic recruitment, the intensity of top-down control of prey by predators, the mean and variance in skill levels of new recruits, and the extent to which learned Information can be transmitted via matrilineal social learning. Key range of variables: We explore the effects of approaching the time horizon in the SDPM, changing the extent to which skills can improve with experience, increasing the rates of learning or forgetting of skills, changing whether the learning curve is constant, accelerating (T-shaped) or decelerating ('r'-shaped), changing both mean and maximum possible energy reserves, changing metabolic costs of foraging, and changing the rate of encounter with prey. Conclusions: The model results show that the following factors increase the degree of prey specialization observed in a predator population: (1) Experience handling a prey type can substantially improve foraging skills for that prey. (2) There is limited ability to retain complex learned skills for multiple prey types. (3) The learning curve for acquiring new foraging skills is accelerating, or J-shaped. (4) The metabolic costs of foraging are high relative to available energy reserves. (5

Engagement in Play Activities as a Means for Youth in Detention to Acquire Life Skills.

PubMed

Shea, Chi-Kwan; Siu, Andrew M H

2016-09-01

This study describes how occupational therapists in a community-based programme, Occupational Therapy Training Program (OTTP), use play activities to facilitate the acquisition of life skills by youth in detention. This pilot study explored the extent of engagement of male and female inmates aged 14 to 18 years old in structured play activities on topics such as interpersonal relationships, self-awareness, cultural celebrations and the transition to community. Retrospective analysis of data collected from surveys using the Engagement in OTTP Activities Questionnaire (EOAQ), completed by youth participants at the end of each group session, was used to measure the extent of occupational engagement. Worksheets and artworks produced by OTTP participants during those group sessions were also analysed. The participants reported very high engagement in OTTP. Engagement scores for male participants were higher than those for female participants, and male and female participants had higher engagement scores for different activities. Over 90% of the worksheets and artworks were found to be complete and relevant to the topic of the session. Play activities could be an appropriate way for occupational therapists to encourage youth in detention to acquire life skills. Demographic information and the actual number of participants are unknown because of how the existing data were collected. Future studies examining the potential gender-related preferences for specific topics deserve further investigation as well as research comparing the youth's engagement in OTTP interventions using play activities to other group interventions. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

Prosthesis use in adult acquired major upper-limb amputees: patterns of wear, prosthetic skills and the actual use of prostheses in activities of daily life.

PubMed

Østlie, Kristin; Lesjø, Ingrid Marie; Franklin, Rosemary Joy; Garfelt, Beate; Skjeldal, Ola Hunsbeth; Magnus, Per

2012-11-01

To describe patterns of prosthesis wear and perceived prosthetic usefulness in adult acquired upper-limb amputees (ULAs). To describe prosthetic skills in activities of daily life (ADL) and the actual use of prostheses in the performance of ADL tasks. To estimate the influence of prosthetic skills on actual prosthesis use and the influence of background factors on prosthetic skills and actual prosthesis use. Cross-sectional study analysing population-based questionnaire data (n = 224) and data from interviews and clinical testing in a referred/convenience sample of prosthesis-wearing ULAs (n = 50). Effects were analysed using linear regression. 80.8% wore prostheses. 90.3% reported their most worn prosthesis as useful. Prosthetic usefulness profiles varied with prosthetic type. Despite demonstrating good prosthetic skills, the amputees reported actual prosthesis use in only about half of the ADL tasks performed in everyday life. In unilateral amputees, increased actual use was associated with sufficient prosthetic training and with the use of myoelectric vs cosmetic prostheses, regardless of amputation level. Prosthetic skills did not affect actual prosthesis use. No background factors showed significant effect on prosthetic skills. Most major ULAs wear prostheses. Individualised prosthetic training and fitting of myoelectric rather than passive prostheses may increase actual prosthesis use in ADL.

The Basic Study Skills Curriculum Guide for Grades 10-12.

ERIC Educational Resources Information Center

Prince George's County Public Schools, Upper Marlboro, MD.

This guide has been designed for use in teaching study skills to high school students, grades ten through twelve. It contains lessons developed and refined over a three-year period in the skills areas of listening, scheduling and task analysis, memory, notetaking, and using a textbook. Each skills area is developed in the context of a kindergarten…

The Basic Study Skills Curriculum Guide for Grades 7-9.

ERIC Educational Resources Information Center

Prince George's County Public Schools, Upper Marlboro, MD.

This guide has been designed for use in teaching study skills to junior high school students, grades seven through nine. It contains lessons developed and refined over a three-year period in the skills areas of listening, scheduling and task analysis, memory, notetaking, and using a textbook. Each skills area is developed in the context of a…

Preparing novice teachers to develop basic reading and spelling skills in children.

PubMed

Spear-Swerling, Louise; Brucker, Pamela Owen

2004-12-01

This study examined the word-structure knowledge of novice teachers and the progress of children tutored by a subgroup of the teachers. Teachers' word-structure knowledge was assessed using three tasks: graphophonemic segmentation, classification of pseudowords by syllable type, and classification of real words as phonetically regular or irregular. Tutored children were assessed on several measures of basic reading and spelling skills. Novice teachers who received word-structure instruction outperformed a comparison group of teachers in word-structure knowledge at post-test. Tutored children improved significantly from pre-test to post-test on all assessments. Teachers' post-test knowledge on the graphophonemic segmentation and irregular words tasks correlated significantly with tutored children's progress in decoding phonetically regular words; error analyses indicated links between teachers' patterns of word-structure knowledge and children's patterns of decoding progress. The study suggests that word-structure knowledge is important to effective teaching of word decoding and underscores the need to include this information in teacher preparation.

Training self-assessment and task-selection skills to foster self-regulated learning: Do trained skills transfer across domains?

PubMed

Raaijmakers, Steven F; Baars, Martine; Paas, Fred; van Merriënboer, Jeroen J G; van Gog, Tamara

2018-01-01

Students' ability to accurately self-assess their performance and select a suitable subsequent learning task in response is imperative for effective self-regulated learning. Video modeling examples have proven effective for training self-assessment and task-selection skills, and-importantly-such training fostered self-regulated learning outcomes. It is unclear, however, whether trained skills would transfer across domains. We investigated whether skills acquired from training with either a specific, algorithmic task-selection rule or a more general heuristic task-selection rule in biology would transfer to self-regulated learning in math. A manipulation check performed after the training confirmed that both algorithmic and heuristic training improved task-selection skills on the biology problems compared with the control condition. However, we found no evidence that students subsequently applied the acquired skills during self-regulated learning in math. Future research should investigate how to support transfer of task-selection skills across domains.

Improving the interview skills of college students using behavioral skills training.

PubMed

Stocco, Corey S; Thompson, Rachel H; Hart, John M; Soriano, Heidi L

2017-07-01

Obtaining a job as a college graduate is partly dependent on interview performance. We used a multiple baseline design across skills to evaluate the effects of behavioral skills training with self-evaluation for five college students. Training effects were evaluated using simulated interviews as baseline and posttraining assessments. All participants acquired targeted skills, but we observed some individual differences. Participants were satisfied with training outcomes and rated the procedures as acceptable. Furthermore, ratings from university staff who provide interview training indicated that training improved performance across several skills for the majority of participants. © 2017 Society for the Experimental Analysis of Behavior.

Concurrent Validity and Diagnostic Accuracy of the Dynamic Indicators of Basic Early Literacy Skills and the Comprehensive Test of Phonological Processing

ERIC Educational Resources Information Center

Hintze, John M.; Ryan, Amanda L.; Stoner, Gary

2003-01-01

The purpose of this study was to (a) examine the concurrent validity of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) with the Comprehensive Test of Phonological Processing (CTOPP), and (b) explore the diagnostic accuracy of the DIBELS in predicting CTOPP performance using suggested and alternative cut-scores. Eighty-six students…

Best practices for basic and advanced skills in health care service recovery: a case study of a re-admitted patient.

PubMed

Hayden, Anna C; Pichert, James W; Fawcett, Jodi; Moore, Ilene N; Hickson, Gerald B

2010-07-01

Service recovery refers to an organizations entire process for facilitating resolution of dissatisfactions, whether or not visible to patients and families. Patients are an important resource for reporting miscommunications, provider inattention, rudeness, or delays, especially if they perceive a connection to misdiagnosis or failed treatment. Health systems that encourage patients to be "the eyes and ears" of individual and team performance capitalize on a rich source of data for quality improvement and risk prevention. Effective service recovery requires organizations (1) to learn about negative perceptions and experiences and (2) to create an infrastructure that supports staff's ability to respond. Service recovery requires the exercise of both basic and advanced skills. We term certain skills as advanced because of the significant variation in their use or endorsement among 30 health care organizations in the United States. On the basis of our work with the 30 organizations, a mnemonic, HEARD, incorporates best practices for basic service recovery processes: Hearing the person's concern; Empathizing with the person raising the issue; Acknowledging, expressing appreciation to the person for sharing, and Apologizing when warranted; Responding to the problem, setting time lines and expectations for follow-up; and Documenting or Delegating the documentation to the appropriate person. Impartiality, chain of command, setting boundaries, and Documentation represent four advanced service recovery skills critical for addressing challenging situations. Using best practices in service recovery enables the organization to do its best to make right what patients and family members experience as wrong.

Deep and shallow water effects on developing preschoolers' aquatic skills.

PubMed

Costa, Aldo M; Marinho, Daniel A; Rocha, Helena; Silva, António J; Barbosa, Tiago M; Ferreira, Sandra S; Martins, Marta

2012-05-01

The aim of the study was to assess deep and shallow water teaching methods in swimming lessons for preschool children and identify variations in the basic aquatic skills acquired. The study sample included 32 swimming instructors (16 from deep water programs and 16 from shallow water programs) and 98 preschool children (50 from deep water swimming pool and 48 from shallow water swimming pool). The children were also studied regarding their previous experience in swimming (6, 12 and 18 months or practice). Chi-Square test and Fisher's exact test were used to compare the teaching methodology. A discriminant analysis was conducted with Λ wilk's method to predict under what conditions students are better or worse (aquatic competence). Results suggest that regardless of the non-significant variations found in teaching methods, the water depth can affect aquatic skill acquisition - shallow water lessons seem to impose greater water competence particularly after 6 months of practice. The discriminant function revealed a significant association between groups and all predictors for 6 months of swimming practice (p<0.001). Body position in gliding and leg displacements were the main predictors. For 12 and 18 months of practice, the discriminant function do not revealed any significant association between groups. As a conclusion, it seems that the teaching methodology of aquatic readiness based on deep and shallow water programs for preschoolers is not significantly different. However, shallow water lessons could be preferable for the development of basic aquatic skills.

Deep and Shallow Water Effects on Developing Preschoolers’ Aquatic Skills

PubMed Central

Costa, Aldo M.; Marinho, Daniel A.; Rocha, Helena; Silva, António J.; Barbosa, Tiago M.; Ferreira, Sandra S.; Martins, Marta

2012-01-01

The aim of the study was to assess deep and shallow water teaching methods in swimming lessons for preschool children and identify variations in the basic aquatic skills acquired. The study sample included 32 swimming instructors (16 from deep water programs and 16 from shallow water programs) and 98 preschool children (50 from deep water swimming pool and 48 from shallow water swimming pool). The children were also studied regarding their previous experience in swimming (6, 12 and 18 months or practice). Chi-Square test and Fisher’s exact test were used to compare the teaching methodology. A discriminant analysis was conducted with Λ wilk’s method to predict under what conditions students are better or worse (aquatic competence). Results suggest that regardless of the non-significant variations found in teaching methods, the water depth can affect aquatic skill acquisition - shallow water lessons seem to impose greater water competence particularly after 6 months of practice. The discriminant function revealed a significant association between groups and all predictors for 6 months of swimming practice (p<0.001). Body position in gliding and leg displacements were the main predictors. For 12 and 18 months of practice, the discriminant function do not revealed any significant association between groups. As a conclusion, it seems that the teaching methodology of aquatic readiness based on deep and shallow water programs for preschoolers is not significantly different. However, shallow water lessons could be preferable for the development of basic aquatic skills. PMID:23487406

Characterizing the Learning Curve of the VBLaST-PT© (Virtual Basic Laparoscopic Skill Trainer)

PubMed Central

Zhang, Likun; Sankaranarayanan, Ganesh; Arikatla, Venkata Sreekanth; Ahn, Woojin; Grosdemouge, Cristol; Rideout, Jesse M.; Epstein, Scott K.; De, Suvranu; Schwaitzberg, Steven D.; Jones, Daniel B.; Cao, Caroline G.L.

2013-01-01

Background and study aim Mastering laparoscopic surgical skills requires considerable time and effort. The Virtual Basic Laparoscopic Skill Trainer (VBLaST-PT©) is being developed as a computerized version of the peg transfer task of the Fundamentals of Laparoscopic Surgery (FLS) system using virtual reality technology. We assessed the learning curve of trainees on the VBLaST-PT© using the cumulative summation (CUSUM) method and compared them with those on the FLS to establish convergent validity for the VBLaST-PT©. Methods Eighteen medical students from were assigned randomly to one of three groups: control, VBLaST-training and FLS-training. The VBLaST and the FLS groups performed a total of 150 trials of the peg-transfer task over a three week period, five days a week. Their CUSUM scores were computed based on pre-defined performance criteria (junior, intermediate and senior levels). Results Of the six subjects in the VBLaST-training group, five achieved at least the “junior” level, three achieved the “intermediate” level and one achieved the “senior” level of performance criterion by the end of the 150 trials. In comparison, for the FLS group, three students achieved the “senior” criterion and all six students achieved the “intermediate” and “junior” criteria by the 150th trials. Both the VBLaST-PT© and the FLS systems showed significant skill improvement and retention, albeit with system specificity as measured by transfer of learning in the retention test: The VBLaST-trained group performed better on the VBLaST-PT© than on FLS (p=0.003), while the FLS-trained group performed better on the FLS than on VBLaST-PT© (p=0.002). Conclusion We characterized the learning curve for a virtual peg transfer task on the VBLaST-PT© and compared it with the FLS using CUSUM analysis. Subjects in both training groups showed significant improvement in skill performance, but the transfer of training between systems was not significant. PMID:23572217

Infants with Down syndrome: percentage and age for acquisition of gross motor skills.

PubMed

Pereira, Karina; Basso, Renata Pedrolongo; Lindquist, Ana Raquel Rodrigues; da Silva, Louise Gracelli Pereira; Tudella, Eloisa

2013-03-01

The literature is bereft of information about the age at which infants with Down syndrome (DS) acquire motor skills and the percentage of infants that do so by the age of 12 months. Therefore, it is necessary to identify the difference in age, in relation to typical infants, at which motor skills were acquired and the percentage of infants with DS that acquire them in the first year of life. Infants with DS (N=20) and typical infants (N=25), both aged between 3 and 12 months, were evaluated monthly using the AIMS. In the prone position, a difference of up to 3 months was found for the acquisition of the 3rd to 16th skill. There was a difference in the percentage of infants with DS who acquired the 10th to 21st skill (from 71% to 7%). In the supine position, a difference of up to one month was found from the 3rd to 7th skill; however, 100% were able to perform these skills. In the sitting position, a difference of 1-4 months was found from the 1st to 12th skill, ranging from 69% to 29% from the 9th to 12th. In the upright position, the difference was 2-3 months from the 3rd to 8th skill. Only 13% acquired the 8th skill and no other skill was acquired up to the age of 12 months. The more complex the skills the greater the difference in age between typical infants and those with DS and the lower the percentage of DS individuals who performed the skills in the prone, sitting and upright positions. None of the DS infants were able to stand without support. Copyright © 2012 Elsevier Ltd. All rights reserved.

Developing Skills in Severely and Profoundly Handicapped Children.

ERIC Educational Resources Information Center

Thomas, M. Angele, Ed.

Included in the publication are 10 articles on developing basic skills in severely and profoundly handicapped children. The first paper focuses on the development of object permanence, a basic cognitive skill, while the second and third review procedures for developing self care skills (toileting and eating). A fourth paper discusses an…

E-Basics: Online Basic Training in Program Evaluation

ERIC Educational Resources Information Center

Silliman, Ben

2016-01-01

E-Basics is an online training in program evaluation concepts and skills designed for youth development professionals, especially those working in nonformal science education. Ten hours of online training in seven modules is designed to prepare participants for mentoring and applied practice, mastery, and/or team leadership in program evaluation.…

Comparison of an interactive CD-based and traditional instructor-led Basic Life Support skills training for nurses.

PubMed

Mardegan, Karen J; Schofield, Margot J; Murphy, Gregory C

2015-08-01

Basic Life Support (BLS) is a life-saving and fundamental skill in resuscitation. However, studies have reported limitations in BLS training outcomes for both health professional and lay populations, and noted the resource and time-intensive nature of traditional training approaches. This exploratory study evaluated the effectiveness of an interactive CD-based BLS training programme that included unsupervised manikin practice compared with a traditional instructor-led BLS training programme involving demonstration and supervised practice. A quasi-experimental post-test with follow-up design was used. The sample was comprised of two cohorts: Novice second-year undergraduate Nursing students (n=187) and Practising Nurses (n=107) in their first year of hospital employment. BLS skill outcomes were assessed at one week and again at eight weeks post training. No statistically significant differences were found between the CD and traditional instructor-led BLS training methods in BLS skills of Novice and Practising Nurses at one week and eight weeks post training. However, there was a decrement in skill between one week and eight weeks post-training across both groups and an overall low level of competence. The failure to find a difference between the CD-based BLS programme with unsupervised manikin practice and a resource-intensive traditional instructor-led BLS training programme may indicate equivalence of the programmes or, even study design limitations. It is concerning that competence displayed by trainees from both groups was less than optimal and suggests the need for renewed efforts to develop and evaluate BLS training programmes which can achieve high rates of competence with acceptable skill retention over time. Crown Copyright © 2014. Published by Elsevier Ltd. All rights reserved.

Factors influencing how senior nurses and midwives acquire and integrate coaching skills into routine practice: a grounded theory study.

PubMed

Rafferty, Rae; Fairbrother, Greg

2015-06-01

To introduce a theory which describes the process of and explicates the factors moderating, the acquisition and integration of leadership coaching skills into the routine practice of senior nurses and midwives. Organizations invest significant resources in leadership coaching programs to ensure that coaching is embedded as a core function of the manager's role. However, even after training, many managers remain unable to undertake this role successfully. The process by which health professionals translate 'manager as coach' training into successful practice outcomes, has remained largely unexplored. A grounded theory study design. Data, collected between February 2012-May 2013, included in-depth interviews with 20 senior nurses and midwives who had attended a leadership coaching program and analysis of nine reflective practice journals. Multiple researchers coded and analysed the data using constant comparative techniques. The outcomes of coaching training ranged from inappropriate use of the coaching skills through to transformed managerial practice. These outcomes were influenced by the dynamic interaction of three central domains of the emergent theoretical model: pre-existing individual perceptions, program elements and contemporaneous experiences. Interactions occurred within the domains and between them, impacting on activators such as courage, motivation, commitment and confidence. The study offers new insights into how senior nurses and midwives acquire and integrate coaching skills into their routine practice. The process is described as multifactorial and dynamic and has implications for the training design, delivery and organizational support of future leadership coaching programs. © 2015 John Wiley & Sons Ltd.

Critical Learning Skills for Business Students

ERIC Educational Resources Information Center

Jance, Marsha; Morgan, Anita

2013-01-01

A survey addressing critical skills for business students was developed and disseminated. Sixteen critical skills (such as critical thinking and time management) were identified as skills that need to be acquired in order for business students to be successful in their advanced courses and careers. The survey was disseminated and taken by several…

Training self‐assessment and task‐selection skills to foster self‐regulated learning: Do trained skills transfer across domains?

PubMed Central

Baars, Martine; Paas, Fred; van Merriënboer, Jeroen J. G.; van Gog, Tamara

2018-01-01

Summary Students' ability to accurately self‐assess their performance and select a suitable subsequent learning task in response is imperative for effective self‐regulated learning. Video modeling examples have proven effective for training self‐assessment and task‐selection skills, and—importantly—such training fostered self‐regulated learning outcomes. It is unclear, however, whether trained skills would transfer across domains. We investigated whether skills acquired from training with either a specific, algorithmic task‐selection rule or a more general heuristic task‐selection rule in biology would transfer to self‐regulated learning in math. A manipulation check performed after the training confirmed that both algorithmic and heuristic training improved task‐selection skills on the biology problems compared with the control condition. However, we found no evidence that students subsequently applied the acquired skills during self‐regulated learning in math. Future research should investigate how to support transfer of task‐selection skills across domains. PMID:29610547

Basic Communication Course Annual. Volume 9.

ERIC Educational Resources Information Center

Hugenberg, Lawrence W., Ed.

This volume of an annual collection presents nine essays relating to instruction in the basic communication course. The essays are: "Three Metaphors for the Competencies Acquired in the Public Speaking Class" (Michael Osborn); "Perceptions of Basic Communication Texts: Factors in Student Learning and Textbook Adoption…

EFFECTIVENESS OF PROBLEM BASED LEARNING AS A STRATEGY TO FOSTER PROBLEM SOLVING AND CRITICAL REASONING SKILLS AMONG MEDICAL STUDENTS.

PubMed

Asad, Munazza; Iqbal, Khadija; Sabir, Mohammad

2015-01-01

Problem based learning (PBL) is an instructional approach that utilizes problems or cases as a context for students to acquire problem solving skills. It promotes communication skills, active learning, and critical thinking skills. It encourages peer teaching and active participation in a group. It was a cross-sectional study conducted at Al Nafees Medical College, Isra University, Islamabad, in one month duration. This study was conducted on 193 students of both 1st and 2nd year MBBS. Each PBL consists of three sessions, spaced by 2-3 days. In the first session students were provided a PBL case developed by both basic and clinical science faculty. In Session 2 (group discussion), they share, integrate their knowledge with the group and Wrap up (third session), was concluded at the end. A questionnaire based survey was conducted to find out overall effectiveness of PBL sessions. Teaching through PBLs greatly improved the problem solving and critical reasoning skills with 60% students of first year and 71% of 2nd year agreeing that the acquisition of knowledge and its application in solving multiple choice questions (MCQs) was greatly improved by these sessions. They observed that their self-directed learning, intrinsic motivation and skills to relate basic concepts with clinical reasoning which involves higher order thinking have greatly enhanced. Students found PBLs as an effective strategy to promote teamwork and critical thinking skills. PBL is an effective method to improve critical thinking and problem solving skills among medical students.

Enhancing the quality of life for palliative care cancer patients in Indonesia through family caregivers: a pilot study of basic skills training.

PubMed

Kristanti, Martina Sinta; Setiyarini, Sri; Effendy, Christantie

2017-01-17

Palliative care in Indonesia is problematic because of cultural and socio-economic factors. Family in Indonesia is an integral part of caregiving process in inpatient and outpatient settings. However, most families are not adequately prepared to deliver basic care for their sick family member. This research is a pilot project aiming to evaluate how basic skills training (BST) given to family caregivers could enhance the quality of life (QoL) of palliative care cancer patients in Indonesia. The study is a prospective quantitative with pre and post-test design. Thirty family caregivers of cancer patients were trained in basic skills including showering, washing hair, assisting for fecal and urinary elimination and oral care, as well as feeding at bedside. Patients' QoL were measured at baseline and 4 weeks after training using EORTC QLQ C30. Hypothesis testing was done using related samples Wilcoxon Signed Rank. A paired t-test and one-way ANOVA were used to check in which subgroups was the intervention more significant. The intervention showed a significant change in patients' global health status/QoL, emotional and social functioning, pain, fatigue, dyspnea, insomnia, appetite loss, constipation and financial hardship of the patients. Male patient's had a significant effect on global health status (qol) (p = 0.030); female patients had a significant effect on dyspnea (p = 0.050) and constipation (p = 0.038). Younger patients had a significant effect in global health status/QoL (p = 0.002). Patients between 45 and 54 years old had significant effect on financial issue (p = 0.039). Caregivers between 45 and 54 years old had significant effect on patients' dyspnea (p = 0.031). Basic skills training for family caregivers provided some changes in some aspects of QoL of palliative cancer patients. The intervention showed promises in maintaining the QoL of cancer patients considering socio-economic and cultural challenges in the provision of

A Comparative Study of the Reliability and Validity of the "Degrees of Reading Power" and the "Iowa Tests of Basic Skills."

ERIC Educational Resources Information Center

Hildebrand, Myrene; Hoover, H. D.

This study compared the reliability and validity of two different measures of reading ability, the Degrees of Reading Power (DRP) and the Iowa Tests of Basic Skills (ITBS) Reading test and the ITBS Vocabulary test. The data consisted of scores of 377 grade 5 and grade 6 students on these tests, along with their assigned reading levels in the…

The Impact of Therapeutic Recreational Gymnastic Exercise on Basic Motor Skills of Hearing-Impaired Children Aged between 6 and 9 Years

ERIC Educational Resources Information Center

Demirel, Nurcan

2018-01-01

Purpose: The purpose of the current study is to investigate the impact of therapeutic recreational gymnastic exercises on basic motor skills of hearing-impaired children aged between 6-9 years. Material and Method: 18 students (12 boys; 6 girls) between the ages of 6-9 years participated in the study. 9 of these students were determined as…

Sport Skills (Selected). Curriculum Support Series.

ERIC Educational Resources Information Center

Manitoba Dept. of Education, Winnipeg.

This resource package provides an overview of basic physical education skills. The first section describes the rationale, lists the objectives, and provides a scope and sequence chart indicating the times at which different activities can be introduced. The next three sections contain lists of the basic sport skills as well as teaching and…

Health Instruction Packages: Basic Skills and Competencies.

ERIC Educational Resources Information Center

Ivor, Faye; And Others

Text, illustrations, and exercises are utilized in a set of six learning modules designed to instruct allied health services students and practitioners in necessary vocabulary skills and in selected job-related competencies. The first module, "Step into Medical Terminology" by Faye Ivor, teaches students to recognize the meaning of…

Quality and Equality: Basic Skill Requirements at the University Level.

ERIC Educational Resources Information Center

Guskin, Alan E.; Greenebaum, Ben

1979-01-01

The University of Wisconsin-Parkside's comprehensive collegiate skills program is described from proposal to implementation. Junior year students must demonstrate competence in: writing, reading, mathematics, research paper writing, and library skills. (MLW)

Acquiring Skills: Market Failures, Their Symptoms and Policy Responses.

ERIC Educational Resources Information Center

Booth, Alison L., Ed.; Snower, Dennis J., Ed.

This book provides a systematic account of the causes, consequences, and policy implications of failure in training provision and skills acquisition in the industrial world. "Introduction" (Alison L. Booth, Dennis J. Snower) summarizes the contents. "Transferable Training and Poaching Externalities" (Margaret Stevens) shows how…

American Mathematical Association of Two Year Colleges Reform Policies in Practice: Implementing Standards in Classroom Instruction for Basic Skills Mathematics at One Four-Year College in New Jersey

ERIC Educational Resources Information Center

Garruto, Patricia J.

2012-01-01

High school graduates continue to enter post-secondary education lacking in basic mathematical skills and thus not academically prepared to enroll in college-level mathematics courses (ACT, 2010). Although it can be argued that those mathematical concepts should have been mastered in grades K-12, educating those students in basic skills…

The Effect of Using Writer's Workshop Approach on Developing Basic Writing Skills (Mechanics of Writing) of Prospective Teachers of English in Egypt

ERIC Educational Resources Information Center

Salem, Ashraf Atta M. S.

2013-01-01

The present study aimed at investigating the effects of using a program based on the writing workshop approach on developing basic writing skills of prospective teachers of English in Hurgada faculty of Education. For that purpose, the researcher constructed and validated a teaching program based on the writing workshop approach, checklist of the…

Reading component skills of learners in adult basic education.

PubMed

MacArthur, Charles A; Konold, Timothy R; Glutting, Joseph J; Alamprese, Judith A

2010-01-01

The purposes of this study were to investigate the reliability and construct validity of measures of reading component skills with a sample of adult basic education (ABE) learners, including both native and nonnative English speakers, and to describe the performance of those learners on the measures. Investigation of measures of reading components is needed because available measures were neither developed for nor normed on ABE populations or with nonnative speakers of English. The study included 486 students, 334 born or educated in the United States (native) and 152 not born or educated in the United States (nonnative) but who spoke English well enough to participate in English reading classes. All students had scores on 11 measures covering five constructs: decoding, word recognition, spelling, fluency, and comprehension. Confirmatory factor analysis (CFA) was used to test three models: a two-factor model with print and meaning factors; a three-factor model that separated out a fluency factor; and a five-factor model based on the hypothesized constructs. The five-factor model fit best. In addition, the CFA model fit both native and nonnative populations equally well without modification, showing that the tests measure the same constructs with the same accuracy for both groups. Group comparisons found no difference between the native and nonnative samples on word recognition, but the native sample scored higher on fluency and comprehension and lower on decoding than did the nonnative sample. Students with self-reported learning disabilities scored lower on all reading components. Differences by age and gender were also analyzed.

Desmosomes in acquired disease

PubMed Central

Stahley, Sara N.; Kowalczyk, Andrew P.

2015-01-01

Desmosomes are cell-cell junctions that mediate adhesion and couple the intermediate filament cytoskeleton to sites of cell-cell contact. This architectural arrangement functions to integrate adhesion and cytoskeletal elements of adjacent cells. The importance of this robust adhesion system is evident in numerous human diseases, both inherited and acquired, that occur when desmosome function is compromised. This review focuses on autoimmune and infectious diseases that impair desmosome function. In addition, we discuss emerging evidence that desmosomal genes are often misregulated in cancer. The emphasis of our discussion is placed on how human diseases inform our understanding of basic desmosome biology, and in turn, how fundamental advances in the cell biology of desmosomes may lead to new treatments for acquired diseases of the desmosome. PMID:25795143

Teaching Abduction-Prevention Skills to Children with Autism

ERIC Educational Resources Information Center

Gunby, Kristin V.; Carr, James E.; LeBlanc, Linda A.

2010-01-01

Three children with autism were taught abduction-prevention skills using behavioral skills training with in situ feedback. All children acquired the skills, which were maintained at a 1-month follow-up assessment. In addition, 1 of the children demonstrated the skills during a stimulus generalization probe in a community setting. (Contains 1…

The NIE Conference on Basic Mathematical Skills and Learning (Euclid, Ohio, October 4-6, 1975). Volume II; Reports from the Working Groups.

ERIC Educational Resources Information Center

National Inst. of Education (DHEW), Washington, DC.

In October 1975 a conference was convened in Euclid, Ohio, by the Basic Skills group of the National Institute of Education (NIE). Position papers presented by the 33 participants and status reports from 11 agencies involved in mathematics education were received and analyzed. On the basis of this analysis, four topics were identified as issues…

Combining Basic Business Math and Electronic Calculators.

ERIC Educational Resources Information Center

Merchant, Ronald

As a means of alleviating math anxiety among business students and of improving their business machine skills, Spokane Falls Community College offers a course in which basic business math skills are mastered through the use of desk top calculators. The self-paced course, which accommodates varying student skill levels, requires students to: (1)…

Fundamental Movement Skill Proficiency amongst Adolescent Youth

ERIC Educational Resources Information Center

O' Brien, Wesley; Belton, Sarahjane; Issartel, Johann

2016-01-01

Background: Literature suggests that physical education programmes ought to provide intense instruction towards basic movement skills needed to enjoy a variety of physical activities. Fundamental movement skills (FMS) are basic observable patterns of behaviour present from childhood to adulthood (e.g. run, skip and kick). Recent evidence indicates…

Teaching school children basic life support improves teaching and basic life support skills of medical students: A randomised, controlled trial.

PubMed

Beck, Stefanie; Meier-Klages, Vivian; Michaelis, Maria; Sehner, Susanne; Harendza, Sigrid; Zöllner, Christian; Kubitz, Jens Christian

2016-11-01

The "kids save lives" joint-statement highlights the effectiveness of training all school children worldwide in cardiopulmonary resuscitation (CPR) to improve survival after cardiac arrest. The personnel requirement to implement this statement is high. Until now, no randomised controlled trial investigated if medical students benefit from their engagement in the BLS-education of school children regarding their later roles as physicians. The objective of the present study is to evaluate if medical students improve their teaching behaviour and CPR-skills by teaching school children in basic life support. The study is a randomised, single blind, controlled trial carried out with medical students during their final year. In total, 80 participants were allocated alternately to either the intervention or the control group. The intervention group participated in a CPR-instructor-course consisting of a 4h-preparatory seminar and a teaching-session in BLS for school children. The primary endpoints were effectiveness of teaching in an objective teaching examination and pass-rates in a simulated BLS-scenario. The 28 students who completed the CPR-instructor-course had significantly higher scores for effective teaching in five of eight dimensions and passed the BLS-assessment significantly more often than the 25 students of the control group (Odds Ratio (OR): 10.0; 95%-CI: 1.9-54.0; p=0.007). Active teaching of BLS improves teaching behaviour and resuscitation skills of students. Teaching school children in BLS may prepare medical students for their future role as a clinical teacher and support the implementation of the "kids save lives" statement on training all school children worldwide in BLS at the same time. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

The use of TEE simulation in teaching basic echocardiography skills to senior anesthesiology residents.

PubMed

Jelacic, Srdjan; Bowdle, Andrew; Togashi, Kei; VonHomeyer, Peter

2013-08-01

The authors evaluated the educational benefits of using a first-generation HeartWorks simulator to teach senior anesthesiology residents basic echocardiography skills. Prospective observational study. A single academic medical center (teaching hospital). Thirty-seven senior (fourth-year) anesthesiology residents participated in this study. Groups of 3 senior anesthesiology residents participated in a single 3-hour tutorial in the simulation laboratory in the authors' institution during their cardiothoracic anesthesiology rotation. A cardiothoracic anesthesiology faculty member demonstrated the use of the transesophageal echocardiography (TEE) simulator and instructed the residents on obtaining standard TEE views of normal anatomy. Prior to the laboratory session, the residents took an online multiple-choice pretest with 25 questions related to safety, probe manipulation, clinical application, and pathology, which was accompanied by echo images of normal cardiac anatomy and video clips of pathology. Three to four weeks after the TEE tutorial, the residents completed an online post-test and evaluation of the teaching session. There was a statistically significant increase in knowledge of normal echocardiographic anatomy (p = 0.04), with an average improvement in normal echocardiographic anatomy scores of 15%. Virtual reality TEE simulation technology was endorsed strongly by residents, produced a statistically significant improvement in knowledge of normal echocardiographic anatomy, and could be effective for teaching basic echocardiography to anesthesiology residents. Copyright © 2013 Elsevier Inc. All rights reserved.

Evaluation of a Workplace Basic Skills Program: An Impact Study of AVC Edmonton's 1990 Job Effectiveness Training Program at Stelco Steel. Report Summary.

ERIC Educational Resources Information Center

Barker, Kathryn Chang

The pilot Job Effectiveness Training (JET) workplace basic skills program, developed by Canada's Alberta Vocational College (AVC), Edmonton, for Stelco Steel during 1989-90, was evaluated in terms of impacts or changes from the perspective of the four major stakeholder groups: the students (12 Stelco employees); the employers (Stelco management);…

Implications of Domain-General "Psychological Support Skills" for Transfer of Skill and Acquisition of Expertise

ERIC Educational Resources Information Center

Eccles, David W.; Feltovich, Paul J.

2008-01-01

The article proposes that individuals who acquire certain psychological support skills may experience accelerated learning and enhanced performance in many domains. In support of this proposal, we present evidence that these skills enhance learning and performance, that they are domain-general in that they can be applied in a variety of domains,…

A Program for Improving Undergraduate Psychology Students' Basic Writing Skills

ERIC Educational Resources Information Center

Fallahi, Carolyn R.; Wood, Rebecca M.; Austad, Carol Shaw; Fallahi, Hamid

2006-01-01

We examined the effects of in-class writing instruction, practice, peer review, and feedback on writing skills of undergraduates enrolled in a general psychology course. We rated writing for grammar, writing style, mechanics, and American Psychological Association referencing style. Significant differences emerged on the 4 writing skill domains (p…

Parent's Influence on Acquiring Critical Internet Skills

ERIC Educational Resources Information Center

Sánchez-Valle, María; de-Frutos-Torres, Belinda; Vázquez-Barrio, Tamara

2017-01-01

The accessibility and ease-of-use for children of Information and Communication Technologies lead us to suggest that one of the key questions for their potential empowerment is linked to their analytical use by means of the acquisition of critical skills. The family environment is considered an important factor in digital literacy and the…

Basic Math Skills and Performance in an Introductory Statistics Course

ERIC Educational Resources Information Center

Johnson, Marianne; Kuennen, Eric

2006-01-01

We identify the student characteristics most associated with success in an introductory business statistics class, placing special focus on the relationship between student math skills and course performance, as measured by student grade in the course. To determine which math skills are important for student success, we examine (1) whether the…

A tale of two trainers: virtual reality versus a video trainer for acquisition of basic laparoscopic skills.

PubMed

Debes, Anders J; Aggarwal, Rajesh; Balasundaram, Indran; Jacobsen, Morten B

2010-06-01

This study aimed to assess the transferability of basic laparoscopic skills between a virtual reality simulator (MIST-VR) and a video trainer box (D-Box). Forty-six medical students were randomized into 2 groups, training on MIST-VR or D-Box. After training with one modality, a crossover assessment on the other was performed. When tested on MIST-VR, the MIST-VR group showed significantly shorter time (90.3 seconds vs 188.6 seconds, P <.001), better economy of movements (4.40 vs 7.50, P <.001), and lower score (224.7 vs 527.0, P <.001). However, when assessed on the D-Box, there was no difference between the groups for time (402.0 seconds vs 325.6 seconds, P = .152), total hand movements (THC) (289 vs 262, P = .792), or total path length (TPL) (34.9 m vs 34.6 m, P = .388). Both simulators provide significant improvement in performance. Our results indicate that skills learned on the MIST-VR are transferable to the D-Box, but the opposite cannot be demonstrated. Copyright 2010 Elsevier Inc. All rights reserved.

Critical Skills Survey

ERIC Educational Resources Information Center

Education Digest: Essential Readings Condensed for Quick Review, 2010

2010-01-01

As the U.S. economy begins to show signs of improvement, executives say they need a workforce fully equipped with skills beyond just the basics of reading, writing, and arithmetic (the three Rs). Skills such as critical thinking and problem solving, communication, collaboration, and creativity and innovation (the four Cs) will become even more…

Are Beginning Teachers Ready for the Job? The Development and Validation of an Instrument to Measure the Basic Skills of Beginning Secondary Teachers

ERIC Educational Resources Information Center

Struyf, Elke; Adriaensens, Stefanie; Meynen, Karen

2011-01-01

Society has become more complex in recent decades, and this has increased the demands placed on the educational system and the teaching profession. This study focuses on the development and validation of an instrument that measures the basic skills of beginning teachers. The instrument was developed according to scientific knowledge on teacher…

Generic Skills for Occupational Training.

ERIC Educational Resources Information Center

Smith, Arthur De W.

Generic skills are those overt and covert behaviors which are fundamental to the performance of many tasks and subtasks carried out in a wide range of occupations and which are basic to both specialized applications and job specific skills. They consist of academic, reasoning, interpersonal and manipulation skills. The generic approach is…

National Assessment's Consumer Skills Assessments.

ERIC Educational Resources Information Center

Education Commission of the States, Denver, CO. National Assessment of Educational Progress.

The National Assessment of Educational Progress (NAEP) encountered problems when developing a comprehensive assessment of consumer skills of 17-year-olds in 1978. When NAEP conducted a nationwide assessment of basic life skills of 17-year-olds in 1977, there was considerable interest in the consumer skills portion. Therefore, it was decided to…

Electronics Technology. Performance Objectives. Basic Course.

ERIC Educational Resources Information Center

Campbell, Guy

Several intermediate performance objectives and corresponding criterion measures are listed for each of 20 terminal objectives for a basic electronics technology course. The materials were developed for a two-semester course (2 hours daily) designed to include instruction in basic electricity and electronic fundamentals, and to develop skills and…

Basic Math Skills and Performance in an Introductory Economics Class

ERIC Educational Resources Information Center

Ballard, Charles L.; Johnson, Marianne F.

2004-01-01

The authors measure math skills with a broader set of explanatory variables than have been used in previous studies. To identify what math skills are important for student success in introductory microeconomics, they examine (1) the student's score on the mathematics portion of the ACT Assessment Test, (2) whether the student has taken calculus,…

Student views on the effective teaching of physical examination skills: a qualitative study.

PubMed

Martens, Merel J C; Duvivier, Robbert J; van Dalen, Jan; Verwijnen, G Maarten; Scherpbier, Albert J J A; van der Vleuten, Cees P M

2009-02-01

The lack of published studies into effective skills teaching in clinical skills centres inspired this study of student views of the teaching behaviours of skills teachers. We organised focus group discussions with students from Years 1-3 of a 6-year undergraduate medical curriculum. A total of 30 randomly selected students, divided into three groups, took part in two sessions. They discussed what teaching skills helped them to acquire physical examination skills. Students' opinions related to didactic skills, interpersonal and communication skills and preconditions. Students appreciated didactic skills that stimulate deep and active learning. Another significant set of findings referred to teachers' attitudes towards students. Students wanted teachers to be considerate and to take them seriously. This was reflected in student descriptions of positive behaviours, such as: 'responding to students' questions'; 'not exposing students' weaknesses in front of the group', and '[not] putting students in an embarrassing position in skill demonstrations'. They also appreciated enthusiasm in teachers. Important preconditions included: the integration of skills training with basic science teaching; linking of skills training to clinical practice; the presence of clear goals and well-structured sessions; good time management; consistency of teaching, and the appropriate personal appearance of teachers and students. The teaching skills and behaviours that most facilitate student acquisition of physical examination skills are interpersonal and communication skills, followed by a number of didactic interventions, embedded in several preconditions. Findings related to interpersonal and communication skills are comparable with findings pertaining to the teaching roles of tutors and clinical teachers; however, the didactic skills merit separate attention as teaching skills for use in skills laboratories. The results of this study should be complemented by a study performed in a

Typewriting Methodology 1977: Eight Basic Principles for Good Results

ERIC Educational Resources Information Center

Winger, Fred E.

1977-01-01

The eight basic principles of teaching methodology discussed are as follows: Stress position and technique, stress skill building, stress the pretest/practice/posttest method, stress action research, stress true production skills, stress good proofreading skills, stress performance goals, and stress individualized instruction. (TA)

Parents' Basic Skills and Children Cognitive Outcomes. CEE DP 104

ERIC Educational Resources Information Center

de Coulon, Augustin; Meschi, Elena; Vignoles, Anna

2008-01-01

A large proportion of the UK adult population has very poor literacy and/or numeracy skills (see the 1999 Moser Report, the 2003 "Skills for Life" Survey and the 2006 Leitch report). In 1999, the Moser report found that approximately 20% of adults in England had severe literacy difficulties, whilst around 40% had some numeracy problems.…

Managers' perceptions of radiographers' skills: current and future needs.